Sharing Insights and Strategies from the University of West Georgia

Abstract

Teacher candidates need real-world experience in planning, delivering and assessing a comprehensive school physical activity program (CSPAP) so they can be prepared and confident to assist with a CSPAP in whichever school employs them after earning their degree. Physical education teacher education (PETE) programs play a significant role in helping new teachers prepare for school-wide physical activity promotion. This article describes one approach used to assist preservice health and physical education teacher candidates with the development and implementation of specific CSPAP components in a real-world setting. PETE program faculty at the University of West Georgia worked closely with teacher candidates enrolled in the student teaching internship and developed and implemented a series of lectures for teacher candidates related to the successful implementation of a CSPAP in a local school, prior to the student teaching internship. All teacher education candidates in the student teaching internship were asked to assess the needs and opportunities for a CSPAP, develop a proposal for implementation, receive approval from program faculty, implement a CSPAP component, maintain the program, and keep and submit accurate records.

Additional information

Notes on contributors

Brent Heidorn

Brent Heidorn ([email protected]) is the associate dean for research and assessment in the College of Education, and Brian Mosier is an associate professor and the department chair in the Department of Sport Management, Wellness, and Physical Education, at the University of West Georgia in Carrolton, GA.

Brian Mosier

Brent Heidorn ([email protected]) is the associate dean for research and assessment in the College of Education, and Brian Mosier is an associate professor and the department chair in the Department of Sport Management, Wellness, and Physical Education, at the University of West Georgia in Carrolton, GA.