Ed Scantling

The Mystery Behind the Code: Differentiated Instruction with Quick Response Codes in Secondary Physical Education

Imagine asking your students to flash a mobile technology device at a wall poster and scan a small barcode to receive directions on how to complete a physical activity. After scanning, the student ...

Bell-to-Bell Teaching: Making Every Minute Count!

Physical educators may not have control over the resources or the amount of time provided, but they can control the effort put forth every day in physical education classes by making every minute count. This article provides a number of strategies to minimize class-management and instruction time issues, while increasing the amount of time students are actively engaged in appropriate physical activity.

Certified Athletic Trainers as Certified Teachers: A Model for Making It Happen.

JOPERD • Volume 79 No. 8 • October 2008 I t is understood that school administrators need to prepare for emergency situations on a number of fronts throughout the entire school system. Emergency situations include armed intrusions, severe weather, fi re, and terrorism. Planning for such events includes writing emergency action plans, providing equipment and supplies, and hiring or assigning personnel to manage an emergency. Preparing for these types of situations is important, but do administrators give the same consideration when planning for emergency scenarios that take place during athletic practices and games? If so, how can schools best implement the standards of care that require the provision of continuous medical coverage for athletes in school systems? These established standards of care will be used to measure negligence and the competence of a professional in a given fi eld in a court of law (Eickhoff-Shemek, 2007). A recent report from the National Federation of State High School Associations (2007) documented more than seven million students who participate in athletic and physical activity programs and that the participation by girls exceeded three million for the fi rst time. Such a number indicates that planning for illness, injury, and emergency scenarios among athletes should also be an important aspect of the administrators’ overall emergency plan for every school. Do administrators consider hiring a certifi ed athletic trainer for managing the medical issues that arise from students’ participation in athletics? Not usually. Perhaps they think that hiring a person solely to manage injury and illness for a large portion of the student body would be expensive and, with ever-shrinking budgets, would be imprudent. But have they considered the possibility of hiring a teacher who is also certifi ed as an athletic trainer to reduce their assumption of risk in athletics? This article discusses a number of advantages a school system might reap by hiring a certifi ed athletic trainer who is also certifi ed to teach. The article also describes a model that colleges and universities who host athletic training education programs can use to provide an avenue for those students who wish to gain teacher certifi cation after becoming professionally prepared as an athletic trainer.