Lessons Learned from the Field: Teaching in High-risk Physical Education Environments

Abstract

According to the U.S. Department of Education, a child is considered “at risk” if they receive low academic achievement scores, are at risk of dropping out of school, have little support from parents, or live in a low-socioeconomic neighborhood. Currently in the United States, somewhere between 10% and 25% of all youth are considered at risk and attend a Title-1 funded public school. While these numbers are substantial, it is reasonable to suggest that many children in these communities do not receive adequate opportunities to be physically active. The purpose of this article is to provide tangible teaching practices that have been effective in delivering high-quality physical education in some of the most dangerous contexts. Co-creating positive rules, employing consistent routines, holding students to high expectations, building relationships, and other curricular strategies will be expanded on in this article.

Additional information

Notes on contributors

Zachary Wahl-Alexander

Zachary Wahl-Alexander ([email protected]) and Jennifer M. Jacobs are assistant professors, and Timothy Mack is a graduate student, in the Kinesiology Department at Northern Illinois University in DeKalb, IL.