Education Commons^™

Fit For Fire: A 10-Week Low-Cost Hift Experiential Learning Initiative Between Underrepresented Kinesiology Undergraduates And Hypertensive Deconditioned Firefighters Improves Their Health And Fitness, Melanie Poudevigne, Christina Day, Eon Campbell, Da’Lynn Mills, Reginald Porter, Ximena Zornosa, Thomas Andre

Faculty and Student Publications

The aims of this study were to investigate the feasibility of an experiential learning initiative led by minority exercise science undergraduates and to observe the adaptations after a 10-week high-intensity functional training (HIFT) program in 34 underrepresented, hypertensive, and overweight/obese professional firefighters (PFF; age: 36.8 ± 11.0 years, body weight: 97.3 ± 21.5 kg, height: 181.7 ± 6.6 cm; BMI: 29.2 ± 4.9 kg/m2). Data were analyzed for muscular strength and endurance, cardiorespiratory endurance, body composition, agility, flexibility, and readiness for change. The PFFs trained two to three times weekly during their work shifts at vigorous intensity for 40 min. …

'It's Better Than Going Into It Blind': Reflections By People With Visual Impairments Regarding The Use Of Simulation For Pedagogical Purposes, Anthony J. Maher, Justin A. Haegele, Andrew C. Sparkes

Human Movement Sciences Faculty Publications

Disability simulations have been advocated as a tool to facilitate pedagogical learning among prospective physical education (PE) teachers. However, much of the research currently available neglect the views of people with disabilities about the development and use of such simulations. To address this omission, this study used vignettes and telephone interviews to elicit the views of nine people with visual impairments (VI) regarding the value (or not) of simulating this impairment with prospective PE teachers. Data were analysed thematically and the following themes were constructed in the process: (1) Involving people with VI in simulations; (2) Diversity and complexity of …

Top Five 'Must-Haves' For Creating Meaningful, Valuable, Strengths-Based And Healthful Learning, Donna M. Barwood M.Ed

Research outputs 2014 to 2021

Creating meaningful, valuable and strengths-based learning was the principle underpinning Karen Lambert’s recent article in the May edition of the Active and Healthy Magazine (2017), in which she discussed the five propositions that now underpin Health and Physical Education (HPE) in Australian schools. In support of Karen and her colleagues’ work, this article aims to provide some straightforward practical pedagogical tips for teachers delivering health education (HE), as a means to support and strengthen healthful learning experiences for all young Australians. This article is based on teacher education experiences with pre-service teachers preparing to deliver HPE in Western Australia (WA).

Our Top 12 "Key Instructional Elements" That Help To Build An Excellent Lesson And High Quality Physical Education Program, Robert S. Christenson, David C. Barney

Faculty Publications

One of the most fundamental issues in teaching, arguably the biggest, is discovering the most effective lesson elements for each group of learners. This includes a solid curriculum, performance objectives, age-appropriate pedagogical ingredients, ability-level activities and assessments focused on measuring learning to create a great lesson. When these elements are blended artistically with a variety of classroom management skills, necessary equipment, instructional support resources, behavior management rules and high expectations in a nurturing environment, the teacher has created the best possible learning atmosphere for each individual student.

Below, the authors have identified twelve important instructional elements for teachers to incorporate …

Viewing And Visual Representation In The Physical Education Classroom, Craig Heynen

Faculty Work Comprehensive List

Visual representation and viewing are integral parts of language arts, communication, and physical education. Time constraints often limit a self-contained classroom teacher, or even the language arts teacher's ability to adequately address all areas of language arts. Therefore, it is important to include language arts in other content areas. Visual representation and viewing can be effectively integrated into physical education, and can enhance the physical education learning experience as a result. In this article, the author discusses several strategies to integrate viewing and visual representation in a physical education classroom.