Shiri Ayvazo

Teaching and Assessing Content Knowledge in Preservice Physical Education

Teaching and Assessing Content Knowledge in Preservice Physical Education Shiri Ayvazo a , Phillip Ward b & Paul T. Stuhr c a Department of Sports Education Leadership, University of Nevada#Las Vegas, Las Vegas, NV 89154 b School of Physical Activity and Educational Services, Ohio State University, Columbus, OH 43210 c Department of Kinesiology, California State University, San Marcos, CA 92096 Version of record first published: 26 Jan 2013.

Uncovering the Secrets: Homophobia in Physical Education.

Abstract Studies examining the discourse on issues related to sexual orientation in physical education reveal that the physical education setting is an environment where heterosexism, heteronormativity, and homophobia subsist fervently. The purpose of this article is to review the growing research that has been conducted on homophobia in physical education settings over the past 2 decades and to share with teacher educators an example of a physical education teacher education program to better equip preservice teachers to combat homophobia in the physical education context.

Workbooks in Physical Education: A Guide to Their Creation and Use.

JOPERD • Volume 82 No. 1 • January 2011 H ave you ever used a workbook in your physical education class? Although many of us have encountered workbooks in different subjects as part of our schooling, few have experienced their use in physical education. A workbook usually contains a collection of instructions and exercises in a particular subject (Soanes & Stevenson, 2009). Workbooks are typically employed in subjects such as reading, math, and science, but are less prevalent in physical education. Workbooks are sometimes used to teach health and fitness in school and have been shown to be effective. For example, EatFit is a workbook developed to improve the dietary and physical activity behaviors of middle school students (Horowitz, Shilts, & Townsend, 2004). It includes information about nutrition, diet, fitness exercises, calorie intake and energy expenditure, breakfast, fast foods, and label reading. In one study, students who used this workbook improved their dietary and physical activity behaviors, and their self-efficacy (Horowitz et al., 2004). Other workbooks that have been incorporated in physical education have also improved students’ motivation for learning and cognitive knowledge (Stevens & Strand, 1993; Zhu et al., 2009). The potential of workbooks to facilitate cognitive learning is important, particularly in light of two facts. First, the national standards (National Association for Sport and Physical Education [NASPE], 2004) and physical education methods textbooks (e.g., Metzler, 2005) recommend that physical education target learning in the cognitive domain. Second, the time allocated for physical education is limited while class sizes continue to increase, making it extremely challenging to meet activity time recommendations. As a result, cognitive learning often receives less attention in physical education. Workbooks can be an effective strategy for achieving cognitive learning, high activity time, and psychomotor learning, which are all essential in physical education. Workbooks that are systematically designed and used in a routine manner provide students with constant opportunities to increase their engagement in physical activity (i.e., read, do, and write), and may increase students’ understanding of and motivation for physical activity. Learning in the cognitive domain includes logic, concepts, facts, and recall from memory (Metzler, 2005). Cognitive-learning activities in physical education may include critical-thinking tasks, checking for understanding, in-class writing assignments, homework assignments, self-analysis of videotaped performances, visual analysis of peers’ performances, individual and group projects, and student-designed activities and games (Metzler). Workbooks can be used for one or more of these activities to increase students’ cognitive learning. Workbooks in Physical Education A Guide to Their Creation and Use