Infusing Health-Related Physical Fitness in Physical Education Teacher Education

Bulger, Sean M.; Mohr, Derek J.; Carson, Linda M.; Wiegand, Robert L.

doi:10.1080/00336297.2001.10491755

Cited by 26 publications

(14 citation statements)

References 24 publications

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“…It has been recommended that infusing health-related fitness and its testing in physical education teacher education programs may better prepare pre-service teachers to meet the challenge of decreasing physical inactivity in children (Bulger, Mohr, Carson, & Wiegand, 2001;Ferguson et al, 2007;Whitehead et al, 1990). It may require the coordinated effort of a departmental faculty to influence future attitudes and the use of fitness tests.…”

Section: Helping Teachers Use Fitness Tests For Positive Outcomesmentioning

confidence: 97%

A Lasting Impression: A Pedagogical Perspective on Youth Fitness Testing

Silverman

Keating

Phillips

2008

Measurement in Physical Education and Exercise Science

113

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Section: Helping Teachers Use Fitness Tests For Positive Outcomesmentioning

confidence: 97%

A Lasting Impression: A Pedagogical Perspective on Youth Fitness Testing

Silverman

Keating

Phillips

2008

Measurement in Physical Education and Exercise Science

113

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“…Further, McNamee (2005) has questioned whether the scientific focus within Physical Education degree programmes, which appear to reproduce and reinforce sporting ideologies, can promote effective teaching and learning in other aspects of Physical Education. With specific reference to HRE, both Harris (2005) in the United Kingdom, and Bulger and colleagues (2001) in United States, have found that tertiary education can often serve to limit as opposed to extend prospective teachers’ knowledge, experiences and expressions of HRE.…”

Section: ‘Hre Is Obviously To Do With How Fit We Are’: Hre Ideologies and Pedagogymentioning

confidence: 99%

Physical education teachers’ continuing professional development in health-related exercise

Alfrey

Webb

Cale

2012

European Physical Education Review

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This paper uses figurational sociology to explain why Secondary Physical Education teachers’ engagement with Health Related Exercise (HRE) is often limited. Historically-rooted concerns surround the teaching of HRE, and these have recently been linked to teachers’ limited continuing professional development (CPD) in HRE (HRE-CPD). A two-phase, mixed-method study involving a survey questionnaire ( n=124) and semi-structured interviews ( n=12) was conducted in the UK to explore Physical Education teachers’ engagement with HRE and HRE-CPD over time. The findings confirm that teachers’ engagement with HRE-CPD is often limited. Indeed, nearly three quarters of the teachers (73%) also felt that their tertiary education had failed to adequately prepare them to teach HRE. This paper argues that a range of interdependent processes are contributing towards teachers’ limited engagement with HRE, and that most of these processes – such as the marginalisation of HRE – are rooted in the privileging of sporting, individualised and performative ideologies within Physical Education. In conclusion, it is argued that informed and strategic action which addresses the above issues and which transcends all levels of the education figuration is needed if the concerns surrounding HRE are to be overcome.

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“…The infusion of curricular strands represents an extremely important characteristic of any curriculum intending to optimize its effectiveness (Bulger, Mohr, Carson, & Wiegand, 2001). Bulger et al (2001) described curricular strands as "those critical themes or perspectives that are typically introduced within the foundational semesters of the undergraduate curriculum and systematically revisited in a wide variety of instructional contexts" (p. 404). The content included in disciplinary courses should be organized in a systematic manner around a central premise or conceptual framework.…”

Section: Strategies For Aligning Kinesiology and Pete Programsmentioning

confidence: 99%