Health Optimizing Physical Education (HOPE): A New Curriculum for School Programs—Part 2: Teacher Knowledge and Collaboration

2013 ◽  
Vol 84 (5) ◽  
pp. 25-34 ◽  
Author(s):  
Michael W. Metzler ◽  
Thomas L. McKenzie ◽  
Hans van der Mars ◽  
Shannon L. Barrett-Williams ◽  
Rebecca Ellis
Keyword(s):  
Physical Education ◽  
Teacher Knowledge ◽  
School Programs ◽  
New Curriculum

Health Optimizing Physical Education (HOPE): A New Curriculum for School Programs—Part 1: Establishing the Need and Describing the Model

2013 ◽  
Vol 84 (4) ◽  
pp. 41-47 ◽  
Author(s):  
Michael W. Metzler ◽  
Thomas L. McKenzie ◽  
Hans van der Mars ◽  
Shannon L. Barrett-Williams ◽  
Rebecca Ellis
Keyword(s):  
Physical Education ◽  
School Programs ◽  
New Curriculum

Perceptions of Childhood Obesity of Undergraduate Students in Physical Education

1995 ◽  
Vol 76 (3_suppl) ◽  
pp. 1251-1259 ◽  
Author(s):  
Michael P. Savage
Keyword(s):  
Childhood Obesity ◽  
Physical Education ◽  
Undergraduate Students ◽  
Weight Reduction ◽  
Normal Weight ◽  
Physical Education Teachers ◽  
College Courses ◽  
School Based ◽  
School Programs ◽  
Reduction Strategies

A sample ( N = 200) of undergraduate students in physical education from 12 universities in a midwestern state was sent the 1990 Price questionnaire; 178 responded (89%). 96% of the respondents indicated that normal weight is very important in children, 88% agreed that physical education teachers should play major roles in treating childhood obesity. 92% believed their college courses prepared them to administer exercise programs to help children reduce weight, and 70% supported school-based weight-reduction strategies. Over-all, the students seemed to want to help eliminate childhood obesity and indicated they should become significantly involved in school programs designed to achieve this goal.

Chapter 1: 21st Century Physical Education in the United States: Introduction to the Special Issue

2021 ◽  
pp. 1-8
Author(s):  
Phillip Ward ◽  
Hal A. Lawson ◽  
Hans van der Mars ◽  
Murray F. Mitchell
Keyword(s):  
United States ◽  
Physical Education ◽  
Doctoral Programs ◽  
The United States ◽  
Teacher Education Programs ◽  
Special Issue ◽  
The Past ◽  
School Programs ◽  
The Future

In this chapter, we examine the system of physical education with a Janus-like perspective. We focus on examining and learning from the past as we anticipate what society, school systems, and the physical education system might look like in the future. Drawing on futuristic scenarios developed for this special journal issue, we ask a timely, pivotal question. What does all of this mean for the future of the field of physical education, including its school programs, teacher education programs, doctoral programs, and salient public policies? The several chapters in this special issue can be viewed as a response to this question—and with a delimited focus on the unique context of the United States. This chapter is structured to provide an overall context for these other contributions. It includes a discussion of relevant theories provided in this special issue and a representative summary of the other articles. Selectivity is apparent and unavoidable in every article, and it can be viewed variously as a strength or limitation.

scholarly journals A Randomized Controlled Trial on the Effects of Yoga on Stress Reactivity in 6th Grade Students

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Marshall Hagins ◽  
Sara C. Haden ◽  
Leslie A. Daly
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Psychosocial Stress ◽  
Stress Reactivity ◽  
Mental Arithmetic ◽  
Controlled Trial ◽  
Physical Education Class ◽  
Education Class ◽  
School Programs ◽  
6Th Graders

There is an increasing interest in developing school programs that improve the ability of children to cope with psychosocial stress. Yoga may be an appropriate intervention as it has demonstrated improvements in the ability of children to manage psychosocial stress. Yoga is thought to improve the control of reactivity to stress via the regulation of the autonomic nervous system. The current study examined the effects of yoga compared to a physical education class on physiological response (blood pressure (BP) and heart rate (HR)) to behavioral stressor tasks (mental arithmetic and mirror tracing tasks). Data analysis of BP and HR was performed using a 2 × 2 × 4 repeated measures ANOVA (time × group × stressor time points). 30 (17 male) 6th graders participated in the study. Yoga did not provide significant differences in stress reactivity compared to a physical education class (group × time: systolic (F(1,28)=.538,P=.470); diastolic (F(1,28)=.1.061,P=.312); HR (F(1,28)=.401,P=.532)). The lack of significant differences may be due to the yoga intervention failing to focus on stress management and/or the stressor tasks not adequately capturing attenuation of stressor response.

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