Conceptual Physical Education: A Secondary Innovation

Corbin, Charles B.; Kulinna, Pamela Hodges; Yu, Hyeonho

doi:10.1080/00336297.2019.1602780

Cited by 14 publications

(20 citation statements)

References 46 publications

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“…24 Facing the challenge of being sidelined or eliminated, many schools adopted CPE as an evidence- and standards-based option that helped protect physical education requirements. 25 Furthermore, those who advocated for CPE at the high school level pointed out that not all high school students go to college and that non-college-bound students deserve to participate in effective CPE programs.…”

Section: The Cpe Innovationmentioning

confidence: 99%

“…8 Middle school CPE programs include Fitness for Life: Middle School 30 and Science of Healthful Living . 3 , 10 The implementation in secondary schools has been substantial 25 , 31 but has yet to reach the level of college programs. It should be noted that the CPE movement is not unique to the United States.…”

Section: The Cpe Innovationmentioning

confidence: 99%

“…In addition to the factors described above, advocates suggest that CPE provides academic connections that benefit students in other subject matter areas (e.g., math, science, English language arts); provides formative and summative assessment tools, including student-centered assessments in the cognitive, affective, and physical domains; and enhances teacher self-esteem and program reputation. 25 , 37 …”

Section: Cpe: a Foundation Course For Futurementioning

confidence: 99%

“…For some, commitment can be difficult, especially for teachers who are also athletic coaches. Research indicates that when roles of coach and teacher conflict in terms of time and resources, priority is often given to the "athletics" portion of the job 25 . I readily recognized the many coaches are also quality physical education teachers or teachers of other subjects.…”

Section: Challenges and Solutions: Delivering The Course Of The Futurmentioning

confidence: 99%

“…For students enrolled in physical education teacher education (PETE) programs, a special course designed specifically to help them implement CPE should be offered. Recommended content for teacher professional development and PETE courses includes CPE instruction methods, content knowledge instruction, methods for overcoming barriers to success (e.g., teacher resistance, teacher workload, coach/teacher role conflict, and student resistance) 25 .…”

Section: Challenges and Solutions: Delivering The Course Of The Futurmentioning

confidence: 99%

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Conceptual physical education: A course for the future

Corbin

2021

Journal of Sport and Health Science

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Highlights CPE courses (classes), based on physical education standards (physical literacy) and fitness education benchmarks, use text materials and classroom sessions to teach kinesiology concepts, principles, and self-management skills. CPE is a mature innovation at the college level and is now widely used in secondary schools. CPE works. Evidence shows that it promotes out-of-school physical activity and builds knowledge and motivation to be active. Knowledge gained in CPE is central to achieving physical literacy. A well-delivered CPE course can provide a strong foundation for elective and advanced physical education classes. Simply put, if secondary physical education is to thrive in the future, we can and should make knowledge-based CPE programs a central component. CPE can help physical education achieve its potential for becoming a renaissance profession in the 21st century (as per Park's prediction).

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Section: The Cpe Innovationmentioning

confidence: 99%

Section: The Cpe Innovationmentioning

confidence: 99%

Section: Cpe: a Foundation Course For Futurementioning

confidence: 99%

Section: Challenges and Solutions: Delivering The Course Of The Futurmentioning

confidence: 99%

Section: Challenges and Solutions: Delivering The Course Of The Futurmentioning

confidence: 99%

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Conceptual physical education: A course for the future

Corbin

2021

Journal of Sport and Health Science

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„Reflektierte Praxis“ im Sportunterricht

Serwe-Pandrick

Jaitner

Engelhardt

2023

Ger J Exerc Sport Res

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Physical education (PE) is rooted in a historically evolved subject culture that goes largely unquestioned in everyday teaching and learning. It is characterized by a normative primacy of movement practices, placing it in a precarious relationship with the intellectual practices required by sports pedagogy and school curricula. The present case study is based on praxeological classroom research and examines how didactic interferences between intellectual reserves and movement reserves are represented in the principle of “reflective practice” in PE. To reconstruct key orientations toward the interfering practices of teaching and learning that guide teachers’ actions, we conducted six expert interviews in a PE development project in North Rhine-Westphalia (Germany) and analyzed the interview data based on the coding procedure of grounded theory. The reconstructed orientations guiding PE teachers’ actions can be described according to three key dimensions: On the temporal level, one key interference is the scarcity of time for movement. On the spatial level, the space of the gymnasium often stands in the way of establishing and routinizing intellectual practices. On the media level, the use of written forms in PE classes appears to be regarded as a requirement that is imposed upon teachers and that should be kept to a minimum. The results are particularly relevant to research on the institutional professionalization of PE teachers.

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Study regarding the knowledge & understanding domain in the physical education classes

Iconomescu,

Talaghir,

Enache

et al. 2024

SHS Web Conf.

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The Physical Education (PE) lesson is considered by many researchers to be the main tool that can be used to reduce the sedentary lifestyle of the population. But the most effective way to teach this lesson is still a topic of intense debate among schoolers. The present paper aims to highlight the importance of theoretical knowledge in the educational process in the PE lesson. For this reason, a systematic review was conducted through which a number of 42 papers were identified that met the inclusion criteria. Following the analysis of the papers, the results were reported on three themes: (1) PETE (Physical Education Teacher Education); (2) Curriculum; and (3) Research. The researchers believe that the theoretical contents must be taught to the students in the PE lesson so that they can formulate an answer to the question: “Why should they be physically active in life?". But for this to happen, teachers must be trained in this direction, the curriculum must also contain theoretical content, and researchers must demonstrate the benefits that this knowledge brings in the long term.

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Conceptual Physical Education: A Secondary Innovation

Cited by 14 publications

References 46 publications

Conceptual physical education: A course for the future

Conceptual physical education: A course for the future

„Reflektierte Praxis“ im Sportunterricht

Study regarding the knowledge & understanding domain in the physical education classes

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