Dissertation and Theses Full Text: Full text of dissertations published from and abstracts from Also, Indexes close to two million dissertations and theses from institutions in North America and Europe from When searching OneSearch using your CUNYfirst login credentials to include this database in your search Jul 25, · Culturally relevant, or culturally responsive, teaching is teaching that draws on the cultural backgrounds and knowledge of students as assets in the classroom. School racial socialization refers to messages to students encouraging positive racial attitudes and an understanding of the role of race and culture in society (Hughes et al., ) Feb 01, · Physical education is a formal content area of study in schools that is standards based and encompasses assessment based on standards and benchmarks. It is defined in Chapter 1 as “a planned sequential K standards-based program of curricula and instruction designed to develop motor skills, knowledge, and behaviors of healthy active living, physical fitness, sportsmanship, self-efficacy
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Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington DC : National Academies Press US ; Oct Physical education is a formal content area of study in schools that is standards based and encompasses assessment based on standards and benchmarks.
It is an avenue for engaging in developmentally appropriate physical activities designed for children to develop their fitness, gross motor skills, and health Sallis et al. This chapter 1 provides a perspective on physical education in the context of schooling; 2 elaborates on the importance of physical education to child development; 3 describes the consensus on the characteristics of quality physical education programs; 4 reviews current national, state, and local education policies that affect the quality of physical education; and 5 examines barriers to quality physical education and solutions for overcoming them.
Physical education became a subject matter in schools in the form of German and Swedish gymnastics at the beginning of the 19th century Hackensmith, classroom dissertation gender published recently single, Its role in human health was quickly recognized. By the turn of the 20th century, personal hygiene and exercise for bodily health were incorporated in the physical education curriculum as the major learning outcomes for students Weston, The exclusive focus on health, however, was criticized by educator Thomas Wood ; Wood and Cassidy, as too narrow and detrimental to the development of the whole child.
The education community subsequently adopted Wood's inclusive approach to physical education whereby fundamental movements and physical skills for games and sports were incorporated as the major instructional content. During the past 15 years, physical education has once again evolved to connect body movement to its consequences e.
This perspective is also emphasized by Siedentopwho states that physical education is education through the physical. Sallis and McKenzie stress two main goals of physical education: 1 prepare children and youth for a lifetime of physical activity and 2 engage them in physical activity during physical education. These classroom dissertation gender published recently single represent the lifelong benefits of health-enhancing physical education that enable children and adolescents to become active adults throughout their lives.
In institutionalized education, the main goal has been developing children's cognitive capacity in the sense of learning knowledge in academic disciplines. This goal dictates a learning environment in which seated learning behavior is considered appropriate and effective and is rewarded.
Physical education as part of education provides the only opportunity for all children to learn about physical movement and engage in physical activity. As noted, its goal and place in institutionalized education have changed from the original focus on teaching hygiene and health to educating children about the many forms and benefits of physical movement, including sports and exercise.
With a dramatic expansion of content beyond the original Swedish and German gymnastics programs of the 19th century, physical education has evolved to become a content area with diverse learning goals that facilitate the holistic development of children NASPE, To understand physical education as a component of the education system, it is important to know that the education system in the United States does not operate with a centralized curriculum.
Physical education is influenced by this system, which leads to great diversity in policies and curricula. These expanded waiver and substitution policies discussed in greater detail later in the chapter increase the possibility that students will opt out of physical education for nonmedical reasons. Given that curricula are classroom dissertation gender published recently single at the local level in the United States, encompassing national standards, state standards, and state-adopted textbooks that meet and are aligned with the standards, physical education is taught in many different forms and structures.
Various curriculum models are used in instruction, including movement education, sport education, and fitness education. In terms of engagement in physical activity, two perspectives are apparent. First, programs in which fitness education curricula are adopted are effective at increasing in-class physical activity Lonsdale et al.
Second, classroom dissertation gender published recently single, in other curriculum models, physical activity is considered a basis for students' learning skill or knowledge that the lesson is planned for them to learn. A paucity of nationally representative data is available with which to demonstrate the relationship between the actual level of physical activity in which students are engaged and the curriculum models adopted by their schools.
Movement has been a cornerstone of physical education since the s. Early pioneers Francois Delsarte, Liselott Diem, Rudolf von Laban focused on a child's ability to use his or her body for self-expression Abels and Bridges, Exemplary works and curriculum descriptions include those by Laban himself Laban, and others e.
Over time, however, the approach shifted from concern with the inner attitude of the mover to a focus on the function and application of each movement Abels and Bridges, In classroom dissertation gender published recently single s, the intent of movement education was to apply four movement concepts to the three domains of learning i. Classroom dissertation gender published recently single four concepts were body representing the instrument of the action ; space where the body is moving ; effort the quality with which the movement is executed ; and relationships the connections that occur as the body moves—with objects, people, and the environment; Stevens-Smith, The importance of movement in physical education is evidenced by its inclusion in the first two NASPE standards for K physical education NASPE, ; see Box later in this chapter.
Standards for a Physically Educated Person. SOURCE: NASPE, These standards emphasize the need for children to know basic movement concepts and be able to perform basic movement patterns. It is imperative for physical educators to foster motor success and to provide children with a basic skill set that builds their movement repertoire, classroom dissertation gender published recently single, thus allowing them to engage in various forms of games, sports, and other physical activities see also Chapter 3.
One prevalent physical education model is the sport education curriculum designed by Daryl Siedentop Siedentop, classroom dissertation gender published recently single, ; Siedentop et al. The model entails a unique instructional structure featuring sport seasons that are used as the basis for planning and teaching instructional units. Students are organized into sport organizations teams and play multiple roles as team managers, classroom dissertation gender published recently single, coaches, captains, players, referees, statisticians, public relations staff, and others to mimic a professional sports organization.
Depending on the developmental level of students, the games are simplified or modified to encourage maximum participation. In competition, students play the roles noted above in addition to the role of players. A sport education unit thus is much longer than a conventional physical education unit. Siedentop and colleagues recommend 20 lessons per unit, so that all important curricular components of the model can be implemented.
Findings from research on the sport education model have been reviewed twice. Wallhead and O'Sullivan report that evidence is insufficient to support the conclusion that use of the model results in students' developing motor skills and fitness and learning relevant knowledge; some evidence suggests that the model leads to stronger team cohesion, more active engagement in lessons, and increased competence in game play.
In a more recent review, Hastie and colleagues report on emerging evidence suggesting that the model leads to improvement in cardiorespiratory fitness only one study and mixed evidence regarding motor skills development, increased feeling of enjoyment in participation in physical classroom dissertation gender published recently single, increased sense of affiliation with the team and physical education, and positive development of fair-play values.
The only study on in-class physical activity using the model showed that it contributed to only Hastie and colleagues caution, classroom dissertation gender published recently single, however, that because only 6 of 38 studies reviewed used an experimental or quasi-experimental design, the findings must be interpreted with extreme caution.
The model's merits in developing motor skills, fitness, and desired physical activity behavior have yet to be determined in studies with more rigorous research designs. Classroom dissertation gender published recently single of focusing exclusively on having children move constantly to log activity time, a new curricular approach emphasizes teaching them the science behind why they need to be physically active in their lives.
The curriculum is designed so that the children are engaged in physical activities that demonstrate relevant scientific knowledge. The goal is the development and maintenance of individual student fitness.
In contrast with the movement education and sport education models, the underlying premise is that physical activity is essential to a healthy lifestyle and that students' understanding of fitness and behavior change result from engagement in a fitness education program. The conceptual framework for the model is designed around the health-related components of cardiorespiratory fitness, muscular strength and endurance, and flexibility.
A recent meta-analysis Lonsdale et al. Several concept-based fitness education curriculum models exist for both the middle school and senior high school levels.
They include Fitness for Life: Middle School Corbin et al. Get Fit! Stokes and Schultz, ; Personal Fitness: Classroom dissertation gender published recently single Good, Feeling Good Williams, ; and Foundations of Fitness Rainey and Murray, Activities in the curriculum are designed for health benefits, and the ultimate goal for the student is to develop a commitment to regular exercise and physical activity.
It is assumed that all children can achieve a health-enhancing level of fitness through regular engagement in vigorous- or moderate-intensity physical activity. Randomized controlled studies on the impact of a science-based fitness curriculum in 15 elementary schools showed that, classroom dissertation gender published recently single, although the curriculum allocated substantial lesson time to learning cognitive knowledge, the students were more motivated to engage in physical activities than students in the 15 control schools experiencing traditional physical education Chen et al.
Longitudinal data from the study reveal continued knowledge growth in the children that strengthened their understanding of the science behind exercise and active living Sun et al. What is unclear, however, is whether the enthusiasm and knowledge gained through the curriculum will translate into the children's lives outside of physical education to help them become physically active at home.
To incorporate standards and benchmarks into a fitness education model, a committee under the auspices of NASPE developed the Instructional Framework for Fitness Education in Physical Education. It is suggested that through this proposed comprehensive framework, fitness education be incorporated into the existing physical education curriculum and embedded in the content taught in all instructional units. pdf accessed February 1, Instructional Framework for Fitness Education in Physical Education.
Technique: Demonstrate competency in techniques needed to perform a variety of moderate to vigorous physical activities. Technique in developing cardiovascular fitness. Accordingly, fitness education in school physical education programs is being enhanced through the incorporation of active video games, also known as exergaming.
Examples of active gaming programs with accompanying equipment include Konami Dance Dance Revolution DDRNintendo Wii, Gamebikes, Kinect XBOX, Xavix, and Hopsports.
These active games have been incorporated into school wellness centers as high-tech methods of increasing student fitness levels to supplement the traditional modes for attaining vigorous- or moderate-intensity physical activity Greenberg and Stokes, Bailey and McInnis compared selected active games with treadmill walking and found that each game—DDR, LightSpace Bug InvasionNintendo Wii BoxingCyber Trazer Goalie WarsSportwall, and Xavix J-Mat —raised energy expenditure above that measured at rest.
Mean metabolic equivalent MET values for each game were comparable to or higher than those measured for walking on a treadmill at 3 miles per hour. Graf and colleaguesstudying boys and girls agedfound that both Wii boxing and DDR level 2 elicited energy expenditure, heart rate, perceived exertion, and ventilatory responses that were comparable to or greater than those elicited by moderate-intensity walking on a treadmill.
Similar results were found by Lanningham-Foster and colleagues among 22 children aged and adults in that energy expenditure for both groups increased significantly when playing Wii over that expended during all sedentary activities.
Staiano and colleagues explored factors that motivated overweight and obese African American high school students to play Wii during school-based physical activity opportunities. They found greater and more sustained energy expenditure over time and noted that players' various intrinsic motivations to play also influenced their level of energy expenditure. Mellecker and McManus determined that energy expenditure and heart rate were greater during times of active play than in seated play.
Fawkner and colleagues studied 20 high school—age girls and found that dance simulation games provided an opportunity for most subjects to achieve a moderate-intensity level of physical activity. The authors conclude that regular use of the games aids in promoting health through physical activity. Haddock and colleagues conducted ergometer tests with children aged and found increased oxygen consumption and energy expenditure above baseline determinations.
Maddison and colleaguesstudying children agedfound that active video game playing led to significant increases in energy expenditure, heart rate, and activity counts in comparison with baseline values. They conclude that playing these games for short time periods is comparable to light- to moderate-intensity conventional modes of exercise, including walking, skipping, and jogging. Mhurchu and colleagues also conclude that a short-term intervention involving active video games is likely to be an effective means of increasing children's overall level of physical activity.
Additionally, Sit and colleaguesstudying the effects of active gaming among year-old children in Hong Kong, found the children to be significantly more physically active while playing classroom dissertation gender published recently single games compared with screen-based games.
Exergaming appears to increase acute physical activity among users and is being used in school settings because it is appealing to students. Despite active research in the area of exergaming and physical activity, however, exergaming's utility for increasing acute and habitual physical activity specifically in the physical education setting has yet to be confirmed.
Further, results of studies conducted in nonlaboratory and nonschool settings have been mixed Baranowski et al. Moreover, any physical activity changes that do occur may not be sufficient to stimulate physiologic changes. For example, classroom dissertation gender published recently single, White and colleagues examined the effects of Nintendo Wii on physiologic classroom dissertation gender published recently single. Although energy expenditure was raised above resting values during active gaming, the rise was not significant enough to qualify as part of the daily 60 minutes or more of vigorous-or moderate-intensity exercise recommended for children.
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