Departments: Editorial
Full STEAM Ahead in Physical Education
Heather E. Erwin
Pages: 3-4 | DOI: 10.1080/07303084.2016.1249759
Departments: Viewpoint
Comments from the JOPERD Editorial Board
Bradley J. Cardinal, Stephen L. Cone, Heather Erwin, Javier Fernandez-Rio, Lauren Lieberman, David G. Lorenzi, Jennifer Mak & Benjamin Sibley
Pages: 5-5 | DOI: 10.1080/07303084.2017.1249764
Physical Activity Education: The New Name for Our Field
Tyler G. Johnson, Lindsey Turner & Michael Metzler
Pages: 5-7 | DOI: 10.1080/07303084.2016.1249769
Feature: Integrating CSPAP into PETE Programs: Sharing Insights and Identifying Strategies — Part 1
PETE Programs Creating Teacher Leaders to Integrate Comprehensive School Physical Activity Programs
Darla M. Castelli, Russell L. Carson & Pamela H. Kulinna
Pages: 8-10 | DOI: 10.1080/07303084.2017.1250497
Building CSPAP Development into Arizona State University’s PETE Program: A Work in Progress
Hans van der Mars, Kent A. Lorenz & Jayoun Kwon
Pages: 11-19 | DOI: 10.1080/07303084.2017.1250518
Integrating CSPAP into the PETE Programs at Southern Connecticut State University and Central Connecticut State University
Carol M. Ciotto & Marybeth H. Fede
Pages: 20-28 | DOI: 10.1080/07303084.2017.1250520
Cultivating Leadership, Pedagogy and Programming for CSPAP and Healthy, Active Lifestyles at the University of Idaho
Grace Goc Karp, Helen Brown, Philip W. Scruggs & Catherine Berei
Pages: 29-35 | DOI: 10.1080/07303084.2017.1250523
PETE Preparation for CSPAP at the University of Kentucky
Heather E. Erwin, Aaron Beighle & Seth Eckler
Pages: 36-41 | DOI: 10.1080/07303084.2017.1250532
Implementing Comprehensive School Physical Activity Programs: A Wayne State University Case Study
Erin E. Centeio & Nate McCaughtry
Pages: 42-49 | DOI: 10.1080/07303084.2017.1250536
Sharing Insights and Strategies from the University of West Georgia
Brent Heidorn & Brian Mosier
Pages: 50-56 | DOI: 10.1080/07303084.2017.1250538
Article
Preparing Students for a Physically Literate Life
E. Paul Roetert, Dean Kriellaars, Todd S. Ellenbecker & Cheryl Richardson
Pages: 57-62 | DOI: 10.1080/07303084.2017.1252554
Departments: The Law and You: Recent Rulings from the Courts Affecting HPERD Professionals
Judge, Lest Ye Not Be Judged
George R. Schaefer, James D. Francisco & Cornell E. Foo
Pages: 63-64 | DOI: 10.1080/07303084.2016.1249772
Departments: Teaching Tips
Teaching Sport Skills to Children with Autism
Ferman Konukman, Ìlker Yılmaz, Mehmet Yanardağ & Jong-Hoon Yu
Pages: 65-66 | DOI: 10.1080/07303084.2016.1249774
Departments: Research into Practice
What is the effect of peer-monitored Fitnessgram testing and personal goal setting on performance scores with Hispanic middle school students?
Jackie Coleman
Pages: 67-67 | DOI: 10.1080/07303084.2017.1249778
Departments: Issues
Should physical education and after-school sport be connected?
Pages: 68-71 | DOI: 10.1080/07303084.2017.1249781
As a physical education teacher and coach I believe that physical education and after school sports should be separate. I have heard of programs where students who participate in varsity athletics are exempted from physical education or personal fitness classes and that may not be beneficial to all of those students. Some athletes who participate in sports that are not as rigorous to the cardiovascular system such as baseball or golf should not get credit for personal fitness courses or PE because they may not be receiving the cardiovascular exercise they need to ensure a healthier lifestyle. Those students while also varsity athletes are not challenged from a fitness standpoint the same as football, track & field and basketball athletes. To give a one size fits all pass such as exempting students who participate in varsity athletics from personal fitness could lead to some students just skirting fitness all together which may not be very beneficial to them in the long term.