Glenn Hushman

Abstract: T he national standards for initial physical education teacher education (National Association for Sport and Physical Education [NASPE], 2009) describe the basic competencies that beginning physical education teachers should have. These revised standards reflect a shift to performance-based assessment of physical education teacher education (PETE) students’ critical-thinking skills, knowledge, and dispositions to be evidenced upon entering their first year of teaching. As teacher educators in professional preparation programs set standards of achievement for their PETE students and define how to assess them, they must also determine instructional strategies to facilitate student learning that will meet the standards. First-year physical educators must provide evidence of their ability to use best practices in the delivery of lessons that integrate scientific and theoretical knowledge with their pedagogical content knowledge, classroom and behavior management skills, and professional dispositions. However, when confronted with the realities of the school environment in their first teaching job, many beginning physical education teachers struggle to implement the best practices and effective teaching behaviors learned in the professional preparation program. The purpose of this article is to explore the use of problem-based learning as an authentic means to prepare PETE students for their induction into the real world of teaching physical education.

TL;DR: This paper showed that students who are healthier and have access to opportunities for physical activity may achieve improved academic achievement, however, challenges with classroom and behavior challenges may prevent them from achieving their full potential.

TL;DR: In this article, the authors explore the coaching philosophy and methods of a successful men's NCAA Division I cross country coach and explore to what extent they are humanistic, and find that while the NCAA espouses to holistic development of the student-athlete, it is hard to separate athletic outcome measures as at least a portion of the definition of success for coaches working within this setting.

TL;DR: In this article, the authors investigate the coaching philosophy and methods of a successful men's NCAA distance running coach and explore to what extent the stated philosophy and coaching methods of the coach are humanistic.