Ferman Konukman

Teacher-coach role conflict in school-based physical education in USA: a literature review and suggestions for the future

Teacher-coach role conflict in school-based physical education in USA: a literature review and suggestions for the future Teaching and coaching are two different occupational roles, and teachers who also coach have stressful work environments common to all educational settings, but each occupational role has specific stress and burnout problems. The responsibilities of physical education (PE) teachers and coaches are distinguishable from one another. These different roles and role conflicts may create stress among PE teachers who also coach. The history of physical education shows that there are contextual factors that promote PE teacher-coach role conflict. The aim of this paper is to analyse these contextual factors via using a literature review analysis and to provide suggestions about teacher-coach role conflict for school-based physical education in USA.

The Effects of Water Exercises and Swimming on Physical Fitness of Children with Mental Retardation

The Effects of Water Exercises and Swimming on Physical Fitness of Children with Mental Retardation The purpose of this study was to determine the effects of water exercises and swimming on physical fitness of children with mental retardation. Nine trainable and 7 educable male children (n = 16) were recruited from a rehabilitation center. The mean ages of the groups were 12.22±0.49 and 14.71±0.52 years, respectively. Training program was applied for 10-week, two times a week for 40 minute each session. Pre- and post-tests measurements were taken for cardiovascular endurance, muscle endurance, speed, static balance, and agility. Results showed that both groups improved significantly (p<0.05) in all dependent variables. Water exercises and swimming appear to be a viable and effective way to improve physical fitness capacity of the children with mental retardation.

Applying the sport education model to basketball.

W ith only seconds remaining in the postseason championship basketball game, the Blue Dragons trail by one point and have the ball. Recognizing the urgency at hand, their captain and point guard calls a play for Tammy, the team’s best scorer. The players’ competitive instincts peak as they spontaneously execute, to near perfection, the play they have repeated over and over in self-organized practices. However, as Tammy elevates toward the rim a defender closes on her to contest the shot. The piercing sound of an official’s whistle is music to Tammy’s ears as a foul is called and she will be awarded two freethrows. Emotions run high on both teams as the official calmly reports the foul to the head scorer who is seated at the scorer’s table between two statisticians. Tammy steps to the free throw-line and makes both shots as the Blue Dragons enthusiastically celebrate their championship victory. The championship game described above was played during the final week of a physical education basketball unit in which the sport education model (SEM) was applied throughout the unit. The SEM was designed in the 1980s and is credited to Daryl Siedentop, who based its creation on extensive research (Siedentop, Hastie, & van der Mars, 2004). The central features of the SEM that define institutional sport are (1) affiliation, (2) seasons, (3) record keeping, (4) formal competition, (5) culminating events, and (6) festivity (Siedentop et al.). All six features are present in the preceding paragraph’s illustration of the championship basketball game and will be highlighted in the application section of this article. The unique qualities of the SEM are also pointed out. Taking on an interdisciplinary approach to teaching, the SEM provides students with a holistic understanding of basketball as all students engage in previously established roles throughout the unit. Although course objectives are established by the instructors, it is the students who play a central role in planning, organizing, and implementing the SEM. The SEM also involves a clear commitment to teaching students about personal and shared responsibility (Penney, Kinchin, Clark, & Quill, 2005). The purpose of this article is to provide tips for the effective application of the SEM to a basketball unit. The tips are based on the actual application of the SEM to an advanced basketball class at the College at Brockport. Two items of importance should be noted here: (1) the SEM can be applied to various age and grade levels—Siedentop et al. (2004) stated that the SEM is recognized throughout the world as a viable model for physical education in third through 12th grade—as long as most students have mastered basic skill levels, and (2) the tips are not necessarily exclusive to basketball, but can be transferred across content areas at the discretion of individual instructors. Applying the SEM to Basketball As a general guide, tips for applying the SEM to a basketball unit should be completed in order. However, given the many unique teaching environments instructors find themselves in, sequential as well as content modifications can be made to best meet each instructor’s course objectives. The tips offered in this article are just that, tips. For a comprehensive guide to the SEM, consider the textbooks written by Siedentop et al. (2004) and Siedentop (1994). 1. The instructor describes the SEM to the class and explains how it will be applied throughout three seasons (seasons). The preseason takes place before the regular season and includes assessing player talents, establishing team captains, conducting a blind draft, establishing duty roles for all students, direct instruction of basketball skills and strategies, and coverage of rules. During the regular season, competitive games are scheduled and played. The postseason includes the team competition tournament, championship game, and awards ceremony. Initially, the instructor speaks to the students as a group and

Using “Cylinder Ball” to Emphasize Tactics and Critical Thinking in Territorial Sports

As physical education teachers continue to seek ways to teach sport units that will help students to become as competent at game playing as possible, many of them are moving to innovative instructional models that combine skill practice with modified, simulated, or small-sided authentic games. Two of these models are teaching games for understanding (TGFU, also called the tactical games approach; Mitchell, Oslin, & Griffin, 2006) and the sport education model (SEM; Bulger, Mohr, Rairigh, & Townsend, 2007; Siedentop, Hastie, & van der Mars, 2004). These models allow students to develop tactical and skill competency in more authentic modified-game activities rather than emphasizing more individual and partner-based isolated skill drills before some version of the full-sided game is played, as in a technical approach (French, Werner, Taylor, Hussey, & Jones, 1996; Gurvitch, Metzler, & Lund, 2008). In his text on instructional models in physical education, Metzler (2000) succinctly describes the primary intent of the TGFU approach:

Moving Beyond Tradition

The rise in obesity among youths because of a sedentary lifestyle is of special concern for physical education and health teachers (National Association for Sport and Physical Education [NASPE], 2006). With its national standards, NASPE (2004) has provided guidelines and recommendations to help reverse this trend, including providing appropriate instruction, encouraging children to engage in 30 minutes or more of physical activity per day, and ensuring that 50 percent of this activity is at a moderate-to-vigorous intensity. Physical education teachers, health teachers, and even elementary school teachers should be leading the fight against obesity and guiding “youngsters in the process of becoming physically active for a lifetime” (Graham, HoltHale, & Parker, 2010, p. 4) The question all educators need to ask is whether this is happening. The physical education “hall of shame” (Williams, 1992) presented a long list of traditional games often played during recess and in physical education class. Fortunately, many games that were identified, such as Duck-DuckGoose and Red Rover, have been phased out of current physical education programs. Yet, many schools still play these or similar games with low activity levels. Dodgeball is probably the leading example. Despite its low level of activity, ethical questionability, and liability potential (Conn & Docheff, 2005; Vail, 2001), it has managed to still thrive in schools. It is time to take another hard look at the games and activities played in schools. The purpose of this article is to provide seven guidelines for adapting physical activities, developing lead-up games, and teaching skills to maximize activity levels during physical education classes.

Using Sport Education to Teach Wall Climbing

Wall climbing has become one of the most popular activities both inside and outside the physical education setting (Mittelstaedt, 1997; Stiehl & Chase, 2008). Students are drawn to wall climbing for numerous reasons, including the feeling of individual challenge and excitement (Stiehl & Chase). While wall climbing is a popular activity and is becoming increasingly visible in K-12 physical education curricula, instructional approaches and equipment limitations have created some concerns. Instructional approaches for wall climbing often focus on teaching isolated skills (e.g., belaying) followed by students attempting to apply their skills while climbing or traversing a wall. Although teaching climbing-specific skills and having students apply them in an authentic setting are key aspects of learning, students may not have enough opportunities to apply their skills due to limited space on the climbing wall. A more holistic approach may help to overcome these concerns. Specifically the sport education model (SEM; Siedentop, 1994; Siedentop, Hastie, & van der Mars, 2004) may provide a quality framework for teaching students wall-climbing skills in a way that will help them to understand and engage in wall climbing both inside and outside the educational setting.

Get Kids Moving in the Classroom

15 JOPERD • Volume 81 No. 9 • November/December 2010 Teching T ps Classroom-based physical activity not only has health benefits for students, but learning benefits as well (Blaydes-Madigan, 2004; Mahar et al., 2006). Integrating physical activity into academic content is a valuable aspect of the school day for both students and teachers. However, many classroom teachers are unaware that movement activity provides benefits to children. Also, as a result of increased expectations of academic test scores, many classroom teachers feel their contact time with students is too valuable to spend in movement activity. Therefore, it behooves physical educators to educate and assist classroom teachers in creating avenues to include movement in their regular teaching day. In accordance with the National Association for Sport and Physical Education’s (2008) position statement, Comprehensive School Physical Activity Programs, physical educators must advocate for more movement activity for children throughout the school day. The purpose of this article is to provide specific ideas that can be shared with classroom teachers in order to enhance the level of physical activity in students.

Using Sandbags to Improve Strength in Middle School Students

Physical educators throughout the United States are charged with helping students progress towards achieving fitness standards (New York State Department of Education, 2008). Weight-training activities improve fitness levels and help to improve sport performance. Introducing middle school students to such activities makes sense because they are likely becoming increasingly interested in their appearance and sports success as they get older. However, some middle school teachers lack the resources for weight training or shy away from strength-training activities for a variety of other reasons. Safety can be an issue if students fail to pay attention to weights or proper spotting techniques. Free weights and machines have heavy metal parts that can injure students who are not paying attention. For this reason, the purpose of this article is to share a unique way of weight training using sandbag trainers (Jones, 2004). This article describes a program for using sandbag trainers, the advantages of using sandbag trainers, recommended lesson formats, and teaching tips for using this innovative activity for improving fitness in middle school students. Sandbag trainers have been used for some time in martial arts and wrestling programs to help athletes develop functional strength with the use of an apparatus that is pliable (like the human body). However, this training method can also be used to safely teach basic lifts such as squats, pressing exercises, and dead lifts (see figures 1, 2, and 3). When teaching basic lifts to adolescents, it is important to adhere to proper form as outlined in reliable resources (e.g., Shepard, 2004). For example, the squat should be done with good posture, head facing forward, joints in proper alignment, and with the chest spread wide. It is important to avoid rounding the back and use the large muscles of the hips and legs. The bench press should be performed with body parts in line, pressing the weight away from the chest while lying down (figure 2). Deadlifts are a third core lift that require proper body position (figure 3) and are explained in great detail in Shepard. Using the softer sandbag trainers increases safety and makes these activities appropriate for properly supervised middle school students.

The Examination of Sports, Recreation and Animation Activities of Selected Lodging Types on Service Sales in Turkey

Abstract In this study, 15 1st class holiday villages, 8 five star and 7 four star hotels in Mugla province and the persons who work as executive or animator in these places were examined considering sport recreation‐animation activities and the factors that have probable effect on service sales in these establishments. The survey questionnaire administered to the executives or animators contained 15 items. The results revealed that there is a significant relationship between the recreational activities, including sports and the service sales in hotels and holiday villages. The study concludes with appropriate marketing and management implications.

Teaching Self-Defense to Middle School Students in Physical Education

The widespread epidemic of bullying seen in schools today is a serious cause for concern. Since bullying can lead to physical confrontations, it is important for students to know that they can defend themselves when they are confronted with harmful situations without having to fight. This article provides tips for teaching self-defense to middle school students in physical education and for establishing a productive learning environment for this important lifelong skill.