Ten Strategies to Incorporate Academic Language Into PE
Thomas Trendowski, University of North Carolina at Pembroke
Academic language (AL) is an important construct in any school subject. Besides being the cornerstone for edTPA, it allows practitioners to communicate important information and students to express information learned. The purpose of this manuscript is to: (a) define academic language, (b) give a brief synopsis of the benefits, and (c) discuss tools and strategies to implement in the gym. This article may help any teacher that has a general interest in AL, new educators, or students going through the edTPA process.
The Hard Truth About Soft Skills: Implications for Sport Management Educators
BerNadette Lawson-Williams, Johnson C. Smith University; Rennae Williams Stowe, Winston Salem State University; Karla F. Jones, Queens University of Charlotte
Institutions of higher education have a tremendous responsibility in preparing the nation’s future workforce and delivering their students a quality educational experience (Selingo, 2013). In today’s workforce, soft skills are a necessity and critical to a company’s success (Sujová et al., 2021). Therefore, it is paramount that sport management educators assist in both developing and honing their students' soft skills. Through their deliberate incorporation of instructional methodologies that are aimed at enhancing their students’ soft skills, sport management educators are not only preparing their students for career success in the sport industry, but also strengthening the sport industry workforce. This article provides insight regarding the importance of soft skills in the workplace. It also poses recommendations for pedagogical strategies that sport management educators can employ to ensure that soft skill development is reinforced in their sport management courses and throughout the sport management curriculum at their respective institutions of higher education.
Can Wearable Technology Improve Physical Fitness Scores of Students Enrolled in a College Physical Activity Course? A Pilot Study
Shelley L. Holden , Craig Parkes, Eunmin (Min) Hwang , and Paige I. Stribling, University of South Alabama
In the United States there is an obesity epidemic and lack of exercise is a suggested reason. The use of wearable technology that constantly monitors physical activity may be a potential solution. Therefore, the purpose of this study was to determine whether the use of Nintendo Switch- Ring Fit Adventure in a physical activity course could improve the health and fitness levels of enrolled participants and to determine participants perceptions of this technology. The experimental group (n=9) participated in a university activity course where they utilized wearable technology (Nintendo Switch- Ring Fit Adventure) twice per week for 15 weeks for 30 minutes per class in addition to a five-minute warmup and 20-minute cool down. The control group (n=9) did not participate in the activity course but attended the three testing sessions (pre-test, mid-test, and post-test) during the semester. Results indicated that participants in the experimental group experienced weight loss and had favorable perceptions towards the use of the wearable technology. While significant differences were not detected, the research provides some suggestions that can be replicated with a larger sample size. This was the first study to examine the effectiveness of Nintendo Switch- Ring Fit Adventure wearable technology.
Keywords: wearable technology, fitness testing, health-related components of fitness
Focus on Sports Films
Kevin L. Burke, Queens University of Charlotte
An example of a college course focused on analyzing sport films is presented as a way for students to recognize film productions’ influences concerning views of sports, coaches, and athletes, as well as historical, sociological, and psychological issues relevant in current society. Discussion of the parameters and resources for this course along with requirements are presented. Also, considering the nature of the course, a list of top ten sport films is presented.
Navigating the Windy Road of Affective Assessment
Brooke C. Towner, Appalachian State University; Hannah J. Kipfer, Emporia State University; and Adam Keath, Charleston Southern University
The affective domain is often one of the most challenging areas for physical education teachers to assess regularly. Identifying specific outcomes across grade levels and finding time to complete these assessments are challenging tasks. Additionally, affective assessments can be subjective and have varying outcomes for each student. This article aims to identify barriers related to the assessment of the affective domain in physical education and to provide a variety of strategies and tools practitioners can implement using the backwards design model. This model allows practitioners to address and align the national standards at the starting point of the assessment process. A major concern with conducting authentic and meaningful assessments is the amount of time it takes out of instruction. The shared strategies highlight specific assessment methods and are organized by the ease of implementation. Utilizing these authentic assessment strategies will provide a starting point for educators to focus on including the affective domain within their physical education programs.