This book provides an overview of current issues being discussed in higher-education kinesiology and sport pedagogy departments, as well as current research being conducted in physical education, physical education preparatory programs, and kinesiology departments more generally. Those who are served valuable content from this publication include kinesiology faculty, and college/university instructors who prepare future physical educators, future coaches, and future allied-health professionals and movement specialists [such as personal trainers, athletic trainers, physical therapists, etcetera]. This book is composed of an assortment of both qualitative and quantitative research. Some chapters include empirically collected data, others are more philosophical 'think-pieces' -- representing an array of current issues, research foci, methodologies, and perspectives in the field of kinesiology. Contributing authors hail from institutions all over the United States -- ranging from Texas, Washington, Illinois, Georgia, and Alabama -- providing a broad and rich variety of perspectives, opinions, and experiences in the field. Each chapter is specific to an important line of research or concept being explored in higher-education kinesiology and sport pedagogy. Readers will find that most chapters do not overlap in particular concept, but rather they all generally apply to the advancement of leadership, mentorship, teaching and conducting research in kinesiology and sport pedagogy â making the book a broad overview of current topics and the status of modern kinesiology departments in higher education.

Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.

Pedagogical Cases in Physical Education and Youth Sport is a completely new kind of resource for students and practitioners working in physical education or youth sport. The book consists of 20 richly described cases of individual young learners, each written by a team of authors with diverse expertise from across the sport, exercise and movement sciences. These cases bring together knowledge from single sub-disciplines into new interdisciplinary knowledge to inform best practice in physical education, teaching and coaching in youth sport settings. At the heart of each case is an individual young person of a specified age and gender, with a range of physical, social and psychological characteristics. Drawing on current research, theory and empirical data from their own specialist discipline, each chapter author identifies the key factors they feel should be taken into account when attempting to teach or coach the young person described. These strands are then drawn together at the end of each chapter and linked to current research from the sport pedagogy literature, to highlight the implications for planning and evaluating teaching or coaching sessions. No other book offers such a rich, vivid and thought-provoking set of pedagogical tools for understanding and working with children and young people in sport. This is an essential resource for any student on a physical education, coaching, kinesiology or sport science course, and for any teacher, coach or instructor working in physical education or youth sport.

There is evidence of considerable growth in the availability and use of digital technologies in physical education. Yet, we have scant knowledge about how technologies are being used by teachers, and whether or how these technologies are optimising student learning. This book makes a novel contribution by focusing on the ways in which teachers and teacher educators are attempting to use digital technologies in PE. The book has been created using the innovative ‘pedagogical cases’ framework. Each case centres on a narrative, written by a PE practitioner, explaining how and why technology is used in their practice to advance and accelerate learning. Each practitioner narrative is then analysed by a team of experts from different disciplines. The aim is to offer a multi-dimensional understanding of the possibilities and challenges of supporting young people’s learning with digital technologies. Each case concludes with a practitioner reflection to illustrate the links between theory, research and practice. Digital Technologies and Learning in Physical Education encourages critical reflection on the use of technologies in PE. It is an essential resource for students on physical education, kinesiology or sport science courses, practitioners working in PE or youth sport, and researchers interested in digital technologies and education.

Sociocultural Issues in Sport and Physical Activity explores the intersections between modern physical activity and society. The text surpasses the scope of sociological texts that focus solely on sports, covering a broad range of physical activities such as fitness, dance, weightlifting, and others. The authors emphasize the promotion of healthy individuals and a healthy body in the many movement settings where the body is active. Sociocultural Issues in Sport and Physical Activity explores contemporary topics such as reducing disparities in education and income, increasing socioeconomic diversity in communities, the medicalization of fitness, the rise of cosmetic fitness, the promotion of physical activity as a requirement for health, and the globalization of the fitness industry. The text includes the following features to enhance student engagement: Chapter objectives help students achieve their learning goals Key points and terms to highlight important information throughout the text Active Bodies sidebars that offer context for concepts presented in the chapter and provide examples and applications Discussion questions that provide opportunities to reflect on chapter topics Part I of Sociocultural Issues in Sport and Physical Activity examines political, educational, media, and economic institutions that influence the relationship between society and physical activity. Part II explores how an individual’s race, gender, social class, and ability are interpreted through a social lens. Part III of the text discusses the process of developing healthy populations as well as promoting public health and body positivity. Sociocultural Issues in Sport and Physical Activity offers a cross-cultural perspective of society, health, and the body in motion. Readers will finish the text with a greater understanding of social theory applications in physical culture.

Published in conjunction with SHAPE America! Focusing on the unique nature of qualitative methods within kinesiology settings, Qualitative Research and Evaluation in Physical Education and Sport Pedagogy guides graduate students and early career researchers through designing, conducting, and reporting of qualitative research studies with specific references to the challenges and possibilities of the field. Written by qualitative researchers in the fields of physical education and activity, this practical text begins with an overview of qualitative methods before advancing into planning for, collecting, and analyzing qualitative data. The final sections highlight specific qualitative methods applications in physical education and activity before discussing future directions and emerging applications of qualitative research.

Sport Pedagogy offers an essential starting point for anyone who cares about sport, education and young people. It offers invaluable theoretical and practical guidance for studying to become an effective teacher or coach, and for anyone who wants to inspire children and young people to engage in and enjoy sport for life. The book also focuses on you as a learner in sport, prompting you to reflect critically on the ways in which your early learning experiences might affect your ability to diagnose the learning needs of young people with very different needs. Sport Pedagogy is about learning in practice. It refers both the ways in which children and young people learn and the pedagogical knowledge and skills that teachers and coaches need to support them to learn effectively. Sport pedagogy is the study of the place where sport and education come together. The study of sport pedagogy has three complex dimensions that interact to form each pedagogical encounter: Knowledge in context - what is regarded as essential or valuable knowledge to be taught, coached or learnt is contingent upon historical, social and political contextual factors that define practice; Learners and learning -at the core of sport pedagogy is expertise in complex learning theories, and a deep understanding of diversity and its many impacts on the ways in which young learners can learn; Teachers/teaching and coaches/coaching - effective teachers and coaches are lifelong learners who can harness the power of sport for diverse children and young people. Gaining knowledge and understanding of the three dimensional concept of sport pedagogy is the first step towards ensuring that the rights of large numbers of children and young people to effective learning experiences in and through sport are not denied. The book is organised into three sections: background and context; young people as diverse learners; the professional responsibility of teachers and coaches. Features of each chapter include: research extracts, ‘comments’ to summarise key points, individual and group learning tasks, suggested resources for further reading, and reference lists to enable you to follow-up points of interest. This book provides you with some of the prior knowledge you need to make best use of teaching materials, coaching manuals and other resources. In so doing you, as a teacher or coach, will be well placed to offer an effective and professional learning service to children and young people in sport.

This book outlines an approach to teaching and learning in physical education that prioritises meaningful experiences for pupils, using case studies to illustrate how practitioners have implemented this approach across international contexts. Prioritising the idea of meaningfulness positions movement as a primary way to enrich the quality of young people’s lives, shifting the focus of physical education programs to better suit the needs of contemporary young learners and resist the utilitarian health-oriented views of physical education that currently predominate in many schools and policy documents. The book draws on the philosophy of physical education to articulate the main rationale for prioritising meaningful experiences, before identifying potential and desired outcomes for participants. It highlights the distinct characteristics of meaningful physical education and its content, and outlines teaching and learning principles and strategies, supported by pedagogical cases that show what meaningful physical education can look like in school-based teaching and in higher education-based teacher education. With an emphasis on good pedagogical practice, this is essential reading for all pre-service and in-service physical education teachers or coaches working in youth sport.