Grant M. Hill

A Comparison of Students' Choices of 9th Grade Physical Education Activities by Ethnicity

The purposes of this study were to determine physical education activity preferences of 9th grade students in a southern California school district and to compare preferences by ethnicity. Results indicated that basketball, football, bowling, softball/baseball, swimming, and volleyball were the most preferred activities. These preferences may be based on socio-economic status, racial stereotyping, perceived dominance of particular sports by a culture, and role modeling within a culture. There were significant differences for 13 of the 37 activities listed when responses were compared by ethnicity. Results suggest that, given the importance of curriculum design in engaging students, physical education teachers with diverse ethnic class compositions have a more challenging task than teachers of classes with more homogeneous ethnic groupings. It is recommended teachers survey students yearly for their activity preferences to identify units that appeal to a wide section of students. Physical education teachers are also encouraged to allow their students the choice to participate in units taught by other physical education teachers during the same class period. Further research should seek to identify why various students of various ethnic groups prefer specific physical education activities.

A Comparison of Current and Ideal Fitness Promotion Strategies in Washington State

Evidence suggests that being physically active improves a persons mental health, cognitive functioning, and physical and academic performance (Centers for Disease Control and Prevention [CDC], 2001; Sallis, 1994). Specifically, engaging in regular vigorous physical activity has been shown to reduce the incidence ofcardiovascular disease, stress, obesity, and diabetes. Regular vigorous physical activityhas also been linked to improved psychological health, increased HDL levelsin the blood stream, a decrease in adult obesity, lower blood pressure, and increased cardiovascular fitness (Sallis, 1994). In the Physical Best Activity Guide, AAHPERD (1999) listed the following benefits of exercise for youths:

A checklist for designing and evaluating physical education program web sites.

JOPERD • Volume 80 No. 9 • November/December 2009 T he use of the Internet as both an informational and educational tool is increasingly important in schools (Swann, 2006). However, while most schools currently have web sites that inform their communities about what is happening in their various programs (Elliott, Stewart, Stanec, McCollum, & Stanley, 2007), many physical education departments are failing to take advantage of this great resource (Tucker, 2007; Woods, Karp, Hui, & Perlman, 2008). This is occurring despite the fact that improved web-site design capabilities and an increased understanding of specific content for school web sites has generally resulted in more attractive, well-designed, and effective web sites (Barnd & Yu 2002). Furthermore, the increased sophistication of school web sites, including common design templates, has made it easier for various departments within schools to create their own web site and easily post completed files (Swann, 2006). Organizations such as the National Association for Sport and Physical Education (NASPE, 2003) and the National Board for Professional Teaching Standards (NBPTS, 2003) have emphasized the importance of school web-site development by including standards specifying that physical education teachers should be able to demonstrate current knowledge in web-site design. Well-designed physical education web sites promote a positive image of a program and allow students and parents to find answers to commonly asked questions about the policies and procedures in physical education classes (Baker, 2001; LeMaster, 2000). Because of the small percentage of physical education departments that appear to have quality web sites, there is a need to educate physical education teachers about how to design one (Tucker, 2007; Woods et al., 2008). Barnd and Yu (2002) have provided an outline for creating effective web sites based on Mok’s (1996) webpage-design guidelines known as the “4Cs design model,” which consists of content, control, consistency, and corroboration. Those who create, modify, or assess web sites should be aware of all four aspects of this model.

University/Elementary School Partnerships in Physical Education: Strategies and Benefits.

July/August 2009 During the past decade, numerous university teacher preparation programs have created partnerships with local school districts to provide field-based experiences for future teachers (Ambrose, Natale, Murphey & Schumacher, 1999; Etzel-Wise & Mears, 2004; Glow & Sperhac, 2003; Gottlieb, Keogh, Jonas, Grunbaum, Walters, Fee, Saunders & Baldyga, 1999; Harper& Sadler, 2003; Jenkins, Eman & Black, 2002; Kirkwood, 1999; Maxson & Schwartz, 2001; Rothstein, 2002). In addition to student teaching, these programs have incorporated structured field experiences early in teacher education coursework, often at schools identified as exemplary. These field experiences provide pre-service teachers with valuable experiences through which they apply subject matter content and pedagogical knowledge. Siedentop and Locke (1997) have encouraged university physical education teacher education (PETE) programs to work together with the public schools to prepare K-12 physical education teachers.

Effects of Instructional Physical Activity Courses on Overall Physical Activity and Mood in University Students

ABSTRACT Purpose: The aim of this research was to assess the association between university-based instructional physical activity (PA) courses and changes in overall PA levels and negative mood and their interrelations. The study also sought to determine the amount of change in PA required to significantly improve mood in course enrollees. Method: Participants were university students initially completing PA below the level recommended for health who were either presently enrolled in an elective instructional PA course (treatment group, n = 52, 69% female) or not presently enrolled in such a course (comparison group, n = 32, 69% female). Validated surveys assessed volumes of PA completed per week and overall negative mood from baseline to course end. Mediation analyses assessed group effects on mood through PA changes and reciprocal relations between PA and mood changes. Results: There was a significantly greater increase in PA and significantly more reduction in negative mood in the treatment group. Change in PA completely mediated the relationship between group and change in negative mood, and change in mood completely mediated the relationship between group and PA. These findings indicated a reciprocal, mutually reinforcing relationship between changes in PA and mood. An increase in PA of at least 2 days/week was associated with a significant reduction in negative mood, with no greater effect for more increase. Conclusions: Results provided an improved understanding of the effects of university-based instructional PA courses and how they might be leveraged to improve students’ mental health and possibly contribute to their academic success.

Using a Physical Education Environmental Survey to Identify Areas of Concern and Improve Conditions.

can impact learning in physical educational classes. Clear air, freedom from excessive noise, adequate indoor and outdoor space, sufficient storage, properly functioning heating and ventilation systems, adequate lighting systems, proper indoor and outdoor drainage systems, and adequate outdoor and indoor surfaces are essential for a safe environment that is conducive to learning. Unfortunately, not all schools have adequate physical education facilities. Factors may include the age of the school facilities, geographical location of schools, physical space limitations, or insufficient financial resources. It is important to control environmental health hazards, not only to promote a conducive school learning environment, but to also reduce associated health risks. For example, exposure to pollutants such as sulfates and particulates from aging building materials increase the incidence of morbidity and premature mortality (Gauderman et

A Checklist to Promote Physical Activity and Fitness in K-12 Physical Education Programs

JOPERD • Volume 78 No. 9 • November/December 2007 I t has become evident in recent years that many youths are not getting enough daily physical activity (Centers for Disease Control & Prevention, 2004). This lack of physical activity has been cited as a major factor in the increase of health-related problems among youths, such as type 2 diabetes and obesity (Kerner, 2005). The availability of technology such as cable television, the Internet, and interactive electronic games is believed by many to be a contributing factor to a sedentary lifestyle because children are spending their leisure time interacting with those devices rather than running, riding their bike, or playing sports (Sherman, 2000). It has also been pointed out that schools now require less physical education because of an increased pressure to improve scores in other school subjects (Maeda & Murata, 2004). This is unfortunate, because physical education has the potential to empower children with skills that they will need in order to enjoy the benefi ts of regular physical activity for the rest of their life (Pangrazi, 2007). In order to ensure that children will become more physically active and fi t, those who teach physical education should use a variety of strategies that will encourage students of all ability levels to participate fully in physical education classes and to engage in an active lifestyle outside of class (National Association for Sport and Physical Education [NASPE], 2004). The national physical education standards three and four read as follows: