Physical Education Teachers Research Articles

The Interplay of Structuring and Controlling Teaching Styles in Physical Education and Its Impact on Students' Motivation and Engagement.

Teaching style has a significant influence on students' learning outcomes. This study focused on identifying teaching profiles in Physical Education characterized by high directiveness, using structure and control behaviors that impact students' outcomes, basic psychological needs (BPN), and engagement. It was based on the circumplex model and self-determination theory (SDT) and intended to explore how these styles affect students' motivation and engagement. A cluster-based methodological design was applied, evaluating teachers through self-reports. Adapted measures of structure and control were used to classify teachers into four distinct profiles within the educational context of Physical Education. The study identified three teaching profiles: 'high structure-low control', 'high structure-high control', 'low structure-low control', and 'low structure-high control'. The 'high structure-low control' profile showed the best results in autonomous and controlled motivation, with greater behavioral engagement among students. In contrast, the 'high structure-high control' profile was associated with higher levels of demotivation. Teaching styles of structure and control can combine in various ways among Physical Education teachers, significantly influencing student motivation, satisfaction of basic psychological needs, and engagement. It is recommended that teachers adopt behaviors that support structure without becoming controlling to enhance student learning and participation in classes.

The Effects of Music on Activity Rates, Time in Activity, and Levels of Enjoyment in Junior High School Basketball

Music is a tool physical education (PE) teachers can use to help motivate students to greater physical activity (PA) rates during class activities. Music research in the PE context has found music to in-crease PA rates in the junior high school context (Brewer et al., 2016), that music increases the enjoyment of the PE experience for students (Barney et al., 2016) and can serve as a distraction during certain workouts (Higginson et al., 2019). This study aimed to examine the effects of music on physical activity rates (steps taken and time in activity) via pedometers of junior high school students in basketball gameplay. For this study, 270 junior high school students (157 males and 113 females) from eight intact seventh-, eighth-, and ninth-grade classes participated. The male and female participants attended differ-ent schools. Generally, it was found that the female participants were more active than their male counterparts when music was playing.

Comprehensive School Physical Activity Programming in Dubai International Schools: A Mixed Methods Study

The purpose of this study was to examine comprehensive school physical activity program (CSPAP) policies and practices in interna-tional schools in Dubai, the United Arab Emirates. Following an ex-planatory-sequential mixed-methods research design, the researchers employed the Comprehensive School Physical Activity Program Policies and Practices Questionnaire (CSPAP-Q) and follow-up interviews to describe CSPAP implementation and explore implementation enablers and challenges. A convenience sample of physical education teachers (N=18) participated in the questionnaire, and seven of these teachers participated in individual interviews. Teachers’ responses to the ques-tionnaire indicated considerable heterogeneity and numerous gaps in existing school-based physical activity opportunities and promotion O'Reilly and Websterefforts. Interviews revealed three themes related to CSPAP implemen-tation: (a) time constraints in secondary schools, (b) facilities, and (c) location. This study provides an initial glimpse into whole-of-school physical activity programming in Dubai international schools.

Chinese Pre-Service Physical Education Teachers Engagement in Learning Pedagogical Skills: Input to a Development Training Program

The level of investment in learning Pedagogical Skills by pre-service physical education teachers in higher education directly affects the quality of teacher cultivation. This study aims to analyze and compare the current situation and influencing factors of the investment in learning Pedagogical Skills by pre-service physical education teachers in higher education, as well as to explore the extent to which it affects students' learning engagement. It is of great significance to improve the quality of teacher cultivation in higher education by targeted improvements in the methods of learning Pedagogical Skills by pre-service physical education teachers and higher education teaching and management. This study quantitatively and qualitatively analyzes the current situation and influencing factors of the investment in learning Pedagogical Skills by pre-service physical education teachers through questionnaire surveys, interviews, and data mining. By analyzing the measures to enhance the investment in learning Pedagogical Skills by pre-service physical education teachers and the existing problems and reasons, a training plan for enhancing the Pedagogical Skills of pre-service physical education teachers is proposed.

Novice teachers’ challenges of teaching physical education in urban schools

ABSTRACT Guided by occupational socialisation theory (Lawson [1983a] Toward a model of teacher socialization in physical education: The subjective warrant, recruitment, and teacher education. Journal of Teaching in Physical Education, 2(3), 3–16. https://doi.org/10.1123/jtpe.2.3.3; Lawson [1983b]. Toward a model of teacher socialization in physical education: Entry into schools, teachers’ role orientations, and longevity in teaching (part 2). Journal of Teaching in Physical Education, 3(1), 3–15. https://doi.org/10.1123/jtpe.3.1.3; Lortie [1975]. Schoolteacher. University of Chicago Press) and culturally relevant physical education (CRPE) (Flory and McCaughtry [2011]. Culturally relevant physical education in urban schools: Reflecting cultural knowledge. Research Quarterly Forexercise and Sport, 82(1), 49–60), this study aimed to identify the challenges experienced by two novice physical education teachers working in urban schools. To accomplish this, two participants completed five written reflections and five in-depth interviews each across eight months. Despite strong academic backgrounds, successful internships in urban settings, and teacher education programs intentionally designed to prepare them for teaching in urban school settings, the participants described two overarching challenges they experienced: a lack of resources and issues implementing the curriculum. Considering the participants’ prior experience and context-specific training to work in urban school settings, the results reinforce the necessity for additional training, support, and stronger partnerships between universities, schools, and districts to bolster teacher retention in urban schools.

Investigation of Candidate Teachers' Early Teacher Identity with Public Personnel Selection Examination Anxiety Levels

In this research aims to examine the candidate teacher's identity with Public Personnel Selection Examination (PPSE) anxiety levels. The research included 302 candidate physical education teachers (140 female and 162 male) aged between 21 and 28 (23.95±1.54). “Personal Information Form,” “Early Teacher Identity Scale (ETIS),” and “Public Personnel Selection Examination Anxiety Level Scale (PPSEALS)” were used as data collection tools in the research. According to the data obtained from the research, there was no significant correlation between the candidate teachers' PPSEALS scores and the ETIS scores. A significant difference existed between candidate teachers' grade levels with PPSEALS scores and ETIS scores. Compared to 3rd-grade and graduate students, 4th-grade students scored higher on the PPSEALS and ETIS. Although there was a significant difference between PPSEALS scores according to gender, there was no significant difference in terms of ETIS scores. According to this, women have higher PPSEALS scores compared to men. According to academic achievement status, no significant difference was found between the scores of PPSEALS and ETIS. The results obtained from the research revealed that candidate teachers have PPSE anxiety at a medium level and teacher Identity perception at a high level. As a result, it can be said that 4th-grade students' high perception of teacher identity leads to higher levels of test anxiety.

Retraction Note: Intelligent image denoising based on optical imaging equipment in physical education teaching simulation

Retraction Note: Intelligent image denoising based on optical imaging equipment in physical education teaching simulation

현직 체육교사의 표현활동에 관한 인식과 지도의 어려움

Objectives The purpose of this study was to analyze the understanding of physical education teachers' expression activity classes and physical education class experiences. In the field of physical education, we would like to investigate the difficulties and limitations of awareness and teaching of expression activity classes. Methods Three physical education teachers participated in the study and analyzed qualitative case studies. Open questionnaires and in-depth interviews were conducted to collect related data, and in order to analyze the collected data, the meaning of all the experiences and processes of current teachers' expression activity classes was analyzed in accordance with the four stages of analysis by Clandin & Connelly (2000). Results As a result of the study, first, teachers had different views and perceptions of the expression area depending on their experience in expression activity classes. Second, among the difficulties in expression activity classes, teachers showed fear of students due to the burden of demonstration. Third, it was found that teachers thought the evaluation of expression activity classes was burdensome. Fourth, it was found that various environmental factors prevented access to the expression area in the school field. Conclusions Physical education teachers should reflect on the area of expression and have expertise in the area of expression. Teachers and prospective teachers should abandon their preconceived notions about dance subjects and expression areas and study the expression area on their own so that they can restore confidence and practice classes.

Teachable Machine을 활용한 체육교과 인공지능 교수학습 모델 개발

Objectives The purpose of this study is to develop an artificial intelligence teaching and learning model for physical education that can be applied to actual physical education classes using teachable machines and to provide basic data that can be used in the field. Methods The rapid prototyping methodology was applied to carry out the process of analysis, design, development, implementation, and evaluation. Four physical education teachers, one coding expert, and four students were selected as research participants, and data were collected and analyzed through in-depth interviews. Results The prototype for developing the physical education and artificial intelligence teaching and learning model was developed through a four-round continuous feedback process, including developing a motion recognition program, adding voice functions, adding visual functions, and configuring a website considering ease of use. A teaching and learning model based on the areas of health, challenge, and competition was developed and presented. Conclusions The physical education and artificial intelligence teaching and learning model using teachable machines was developed and modified as a prototype through the rapid prototyping methodology, and was ultimately developed into 9 teaching and learning models in the areas of health, challenge, and competition.

Students’ Personal Experience vis-à-vis Personal Interest Towards Philippine Traditional Dances with Respect to Dance Steps, Music, Costume, and Dance History for Preservation Endeavors: Does it Matter?

The primary aim of this research is to investigate the immediate influence of students’ personal experiences and their degree of interest in traditional dances of the Philippines in relation to preservation efforts. Respondents for the study are students from a higher education institution in the Philippines. After obtaining data and performing multiple regression analysis, it was observed that overall personal experience has a direct influence to level of interest. Moreover, students’ personal experience has a direct influence to their interest towards dance steps and costumes, except music and dance history. Therefore, offering a wide range of varied and substantial activities students is imperative, commencing from early education through to their tertiary education years, to enhance enthusiasm and involvement in the safeguarding of these intangible cultural heritages. Limitations and recommendations for physical education teachers in the higher education sector, institutional projects and collaborative efforts, and future research directions are also presented.

Issues of physical development among the Mongolian youth

At the beginning of the research, we proposed the goal of studying the modern trends in physical education at the Mongolian University of Science and Technology through analysis and comparative assessments. As a result of the study, it was observed that comprehensive education in England, sports education using technical and technological advances in Australia, sports teaching for happiness in Japan and China and skills education and physical education in Mongolia are the dominant teaching approaches. In the course of the analysis, it has been found out that there is a lack of attitude towards physical education in Mongolia, and we have determined the extent to which it has been effective through a test study. One of the main goals of our work is to study the issue of physical development of the Mongolian youth in years past. The article presents the results of the unprecedented physical development test of the first-year students enrolled in the Mongolian University of Science and Technology from 2008 to 2018. We used the “Test to Determine the Level of Physical Development and Fitness of the Population”. Actually, this test named after the President of Mongolia Mr. Tsakhiagiin Elbegdorj has been implemented at the national level. During the test, height, weight, speed, strength, flexibility and endurance of students were studied by the movement test method. The test was evaluated according to the approved methodologyю. And as a result, we used quantitative and statistical research methods, performed reliability and statistical tests for each questionnaire and data obtained and analyzed the correlation of factors. If we look at physical development levels of all students, there were 14 percent with poor results and 44 percent with insufficient ones. The physical development of the majority of participants (58 percent) was rated below the sufficient level (17 points) that a person of that age should have. In terms of gender, 53 percent of male students and 65 percent of female students had insufficient physical development. According to the data of a sociological questionnaire survey of students participating in the test, 58.1 percent did not exercise or play sports. It was an interesting observation that coincided with the result that 58.0 percent of the test participants had insufficient physical development. According to our research, the majority of Mongolian students and young people had a low level of physical fitness, and one of every six students had weight problems. This may indicate that the approach to teaching skills development and physical education is somewhat ineffective. The theoretical and practical significance of the research is that the current situation regarding physical development of students and youth can be determined and the results can serve as a basis for making detailed policies and decisions for the development of physical activity and sports among young people. Today, students and youth are the most important segment of the population that drives the economy and human development of Mongolia, so it is important to cultivate a healthy and physically fit nation relying on the fact that physical activity and sports should be available for all people.

Embodying policy work: an exploration of contexts, actions and meanings towards new possibilities for physical education teacher education (PETE)

ABSTRACT This theoretical paper presents a heuristic framework that is directed towards transformative thinking and practices in Physical Education Teacher Education (PETE). The research focus and direction, embodying policy work, applies and extends Bernstein’s concepts of the pedagogic and corporeal device to offer new directions for inquiry and explore the considerations these raise for PETE professionals and their practices. The paper affirms the importance of policy work in PETE, while recognising a need for more nuanced and critical understandings of the complex interrelationships between contexts and actions, and the potential meanings generated and ascribed to different forms of policy work and identities in-situ. Attention focuses specifically on the ways in which individuals ascribe meaning to practices in PETE through everyday actions and relational behaviours, locating embodied practices and meanings as integral to policy work in PETE. The heuristic framework facilitates exploration of three sets of rules: (i) contextual rules of embodying policy work; (ii) rules of/for embodying actions; and (iii) rules of/for embodying potential meanings. Each focus is explored in turn to develop specific, yet interrelated lines of inquiry that can guide empirical work that extends insight into the policy work of PETE professionals and programmes. Discussion highlights the importance of such work in expanding visions for the sustainable transformation of PETE.

‘Facilitating change from within’: investigating students’ experiences of using core reflection in physical education teacher education

ABSTRACT Background Reflection plays a pivotal role in professional development, particularly in physical education teacher education (PETE). Research shows that student reflections in PETE often remain at a superficial level, focusing mainly on technical aspects of teaching. However, there's a need for PETE students to engage in deeper reflections, encompassing social, moral, ethical, or political aspects of teaching. Research goal This study investigates how PETE students experience core reflection as a pedagogical intervention for their professional development. Theory Core reflection, a concept developed by Fred Korthagen, bridges the gap between theory and practice in teacher education. It encourages using personal teaching experiences as starting points for reflection, focusing on personality development and the utilization of one's inner potential. This approach is believed to help student teachers find their personal and authentic teaching style. Method The study involved 38 PETE students who participated in both theoretical and practical sessions, including a swimming course. These sessions incorporated tasks for facilitating core reflection, based on personal teaching experiences. The data comprised individual written reflections from these students, analyzed using Eggebø's ‘collective qualitative analysis’ procedure. Results The analysis revealed four key themes: (1) ‘Same Intentions, Varied Experiences’: This theme highlights the differences in depth and detail of core reflection among students, despite similar initial intentions. (2) ‘A Tool for Awareness’: The tool was found to be effective in helping students develop awareness and recognize their personal strengths and weaknesses. (3) Peer Feedback Helps Understanding Core Qualities’: This theme underscores the importance of peer feedback in identifying personal strengths and bolstering confidence. (4) ‘Being Situated in Realistic Context makes Core Reflection (more) Meaningful’: The findings emphasize the value of learning core reflection within realistic settings, such as school practicums and peer-teaching, to facilitate practical understanding and application. Discussion and conclusion Core reflection is an effective tool within PETE for promoting systematic reflection, self-awareness, and professional growth. However, it requires sustained effort and integration into educational programs. Future research should explore the long-term effects of core reflection in PETE, especially regarding the development of professional competencies aligned with individual core qualities.

Citation-Based Analysis of Studies on Physical Education Teachers: A Bibliometric Study

Teaching is a profession that has been exercised since ancient times and has not lost its popularity. Knowledge has been transmitted through teaching throughout the ages. Today, teaching has become even more important due to rapidly changing information trends. This study aims to provide a general assessment of the research being carried out on teaching physical education between 2013 and 2023. In the study, foreign-language articles were searched in the Web of Science database. They were selected according to the inclusion and exclusion criteria. A total of 2145 studies were analysed. Bibliometric analysis is one of the quantitative research methods. The Vosviewer programme was used for the analyses. As a result of the search, some authors such as Richards, Kevin Andrew and Haerens, Leen are the most cited authors, the most cited studies in this area were reached in 2022, authors such as Pill, Shane and Vansteenkiste Maarten are among the most cited authors, Ryan and Deci's "Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions" by Ryan and Deci is the most cited work and Turkey is a cited country in research. It is believed that the results of this study will provide an important resource for understanding the existing literature in this area and provide a basis for future research.

A mixed methods analysis of a yearlong intercultural competence curriculum strand

ABSTRACT Background: In a published 2016 report, it was estimated that approximately 80% of public-school teachers identified as White (United States Department of Education 2016). The duality of the issue is that the diversity of the teacher workforce has improved since 1990 but lags in comparison to the increasing diversity of the student population [Gumber, C., and J. Beckhusen. 2022. “U.S. Teachers More Diverse but Still Lag Student Racial, Ethnic Makeup”. United States Census Bureau, January 5. Accessed August 12, 2022. https://www.census.gov/library/stories/2022/01/nations-teachers-more-diverse-but-still-lag-racial-ethnic-makeup-of-students.html.]. The discrepancy that exists in racial or ethnic diversity between teachers and students has been termed a cultural gap [Muschell, L. H., and H. M. Roberts. 2011. “Bridging the Cultural Gap: One Teacher Education Program’s Response to Preparing Culturally Responsive Teachers.” Childhood Education 87 (5): 337–340. https://doi.org/10.1080/00094056.2011.10523209]. The value proposition for a teacher workforce that mirrors society is hard to dispute. In the broadest sense, members of the education sector must coordinate efforts to recruit and retain culturally diverse teachers. While these efforts are critical, progress will likely be carried out over a longer period of time. Thus, adequately preparing current and future teachers to bridge the cultural gap is essential. Purpose: Intercultural competence (ICC) is an increasingly relevant topic for teacher preparation programs. To date, there remains a relative dearth of research on strategies that physical education teacher education (PETE) programs can use to promote ICC among teacher candidates (TCs). This study aimed to explore a yearlong curriculum strand’s impact on promoting ICC development in TCs. Methods: A mixed methods research design involving quantitative and qualitative data collection was employed. The quantitative measure was the Intercultural Development Inventory®. Qualitative measures consisted of journal entries and semi-structured interviews. Datasets were then merged to generate mixed-data narratives. Participants included 29 TCs enrolled at a mid-Atlantic University. Findings: Analyses revealed that the curriculum strand did not promote significant change in teacher candidates’ ICC levels quantitatively. Researchers used the constant comparison method to interpret the mixed data narratives. Analyses of the mixed data narratives revealed four emergent themes: (a) experience with cultural diversity; (b) confidence to teach culturally diverse students; (c) making sense of ICC; and (d) reflection on action. Conclusions: Participant data suggests that ICC is a topic that TCs value but may be lacking in their practical, applied understanding of working across cultural differences. Implications and future research on promoting ICC among physical education TCs are discussed. To our knowledge, this study will be the first application of the IDI® to explore change following physical education TCs’ participation in a yearlong curriculum strand focused on promoting ICC.

Comparative Affective Outcomes Associated with Circus Arts Instruction in Quality Physical Education

Emerging evidence suggests that circus arts instruction (CAI) offers various physical, psychological and social benefits for young people. Physical education (PE) is a salient context for investigating CAI’s impact due to its broad reach, as well as the alignment of CAI outcomes with features of quality physical education (QPE) as described by UNESCO. Limited information exists on the affective impact of CAI in PE relative to other PE. This cross-sectional study compares the self-descriptive features and emotions of students in CAI-QPE with those of students in a comparable high-quality PE context. The odds of experiencing pride or enjoyment (OR=7.3, p<0.05) and the median intensity of pride and enjoyment (effect size=0.17 and 0.25, p<0.05) were greater in CAI-QPE. More students in CAI-QPE reported a positive overall emotional experience (effect size=0.20, p<0.05) and higher emotional intensity (effect size=0.23, p<0.05). The median intensity of shame and anger were lower in CAI-QPE, and boredom showed statistical significance (effect size=0.17, p<0.05). Physical literacy self-description, movement valuation and self-esteem were also measured, showing differences that approached significance. Post hoc power analysis revealed appropriate power to detect these differences, making self-descriptive features an unlikely but possible explanation for the differing affective outcomes. An alternative explanation is that some pedagogical or content-related aspects of CAI played a role in improving affective outcomes. This explanation seems likely given evidence that many of the pedagogical approaches in CAI (free play, peer-to-peer learning, mastery environments, risk permissive play), which allow students to develop a unique movement identity, have shown positive affective outcomes. De nouvelles données suggèrent que l’enseignement des arts du cirque présente de nombreux avantages pour les jeunes, tant sur les plans physique et psychologique que sur le plan social. L’étude des impacts de l’enseignement des arts du cirque dans le cadre de l’éducation physique (EP) s’avère particulièrement pertinente en raison de sa grande portée, mais aussi parce que les résultats qui en découlent font écho aux caractéristiques d’une éducation physique de qualité (EPQ) détaillées par l’UNESCO. Les informations sur les répercussions affectives de l’enseignement des arts du cirque dans l’EP par rapport à d’autres formes d’EP sont rares. Cette étude transversale met en parallèle les caractéristiques et les émotions décrites par les élèves eux·elles-mêmes dans le cadre d’une EPQ intégrant l’enseignement des arts du cirque avec celles d’élèves suivant une EPQ d’un genre comparable. La probabilité de ressentir de la fierté ou du plaisir (OR = 7,3; p < 0,05) et l’intensité médiane de la fierté et du plaisir (ampleur de l’effet = 0,17 et 0,25; p < 0,05) se sont révélées supérieures pour une EPQ intégrant l’enseignement des arts du cirque. Un plus grand nombre d’élèves suivant une EPQ avec un enseignement des arts du cirque ont confié avoir vécu une expérience émotionnelle générale positive (ampleur de l’effet = 0,20; p < 0,05) ainsi qu’une plus forte intensité émotionnelle (ampleur de l’effet = 0,23; p < 0,05). L’intensité médiane en matière de honte et de colère est apparue plus faible dans l’EPQ avec un enseignement des arts du cirque. L’ennui a démontré une réelle signification statistique (ampleur de l’effet = 0,17; p < 0,05). L’autodescription de la littératie physique, l’appréciation des mouvements et la confiance en soi ont également fait l’objet de mesures, mettant en lumière des différences proches d’une signification. Une analyse de puissance post hoc a révélé un niveau de puissance approprié pour la détection de ces différences, faisant des caractéristiques autodescriptives une explication peu probable, mais pas impossible, des différentes répercussions affectives. On pourrait aussi penser que certains aspects pédagogiques ou liés au contenu de l’enseignement des arts du cirque ont joué un rôle dans l’amélioration des résultats sur le plan affectif. Cette interprétation semble plausible étant donné que beaucoup d’approches pédagogiques de l’enseignement des arts du cirque (jeu libre, apprentissage par les pairs, maîtrise des environnements, jeu permissif à risque), qui permettent aux élèves de développer une identité propre par rapport au mouvement, ont démontré des répercussions affectives positives.

Retraction Note: Simulation of optical image enhancement algorithm based on reinforcement learning in evaluating the quality of physical education teaching for college students

Retraction Note: Simulation of optical image enhancement algorithm based on reinforcement learning in evaluating the quality of physical education teaching for college students

Differentiated Instruction in Physical Education and Students’ Engagement in Dance Activities

This study aimed to assess and explore the students’ engagement in performing dance activities in a differentiated instruction of physical education among senior high school learners. Employing descriptive correlational research design, 51 STEM students from grade 12 responded to a survey questionnaire, which served as the main instrument in this study. The data gathered were subjected to descriptive statistics such as mean and standard deviation, and inferential statistical analysis, such as Pearson Correlation. This study revealed that Differentiated Instruction in Physical Education and the students’ engagement in dance activities were effective in teaching Physical education including well-ventilated environment, employing variety of strategies for learner’s development and progress. The engagement of the respondents in dance activities were determined in their learning styles, physical, emotional, and cognitive was practiced. The respondents observed strict compliance and attentiveness with their tasks. It was found out that Differentiated Instruction in Physical Education and the students’ engagement in dance activities among senior high school students is practically effective especially in employing leadership strategies and collaborative attitude, it plays a vital role in developing work engagement among the learners for a good output. Though. still need to improve the use of differentiated instruction to make students fully engaged in physical education in dance activities.

Supporting Students’ Physical Activity Self-Efficacy within High School Physical Education

Research examining physical activity (PA) is significant because of the known benefits of PA. Studying high school (HS) students is particularly important due to the consistent decline in PA as students age. One strategy to increase PA is to increase someone’s self-efficacy (confidence) to be physically active which is commonly positively associated with PA. Most of the research on how to support physical activity self-efficacy (PASE) comes from outside-of-school interventions with minimal literature on how to support students’ PASE within HS physical education (PE). This study attempted to identify and share practices that current HS PE teachers were implementing to support students’ PASE and further develop previous recommendations to support PASE. The study participants were 14 current HS PE teachers that participated in one individual semi-structured interview that lasted approximately 50-60 minutes. Interview questions were designed to ask participants about their daily in-person class routines and how they support PASE based on the four sources of self-efficacy. The results include three themes to assist in supporting HS students’ PASE which include: (a) Maximizing initial success, (b) Redefining success, and (c) Increasing PA awareness and monitoring. All themes and examples coincide with previous recommendations on how best to support PASE. PE teachers have the opportunity to design PA experiences that maximize the chances of students interpreting their experiences as successful and allow students to manage their PA participation. Implementing these types of strategies can hopefully increase students’ overall participation in PA by supporting their PASE.

Diving into Diversity: Integrating Intercultural Competence into a PETE Curriculum

This article explores the integration of intercultural competence into one physical education teacher education (PETE) curriculum to address the increasing number of culturally and linguistically diverse children in physical education. Highlighting a potential lack of PETE student preparation, the article recommends adopting a framework based on Deardorff’s process model of intercultural competence. The proposed approach spans four methods courses, aiming to embed culturally relevant pedagogy. Emphasizing the importance of fostering culturally responsive and inclusive physical educators, the framework underscores the need for teacher education programs to enhance intercultural competence, thereby improving the quality and impact of PETE programs.