This article aims to identify the ways and means for implementing culturally responsive pedagogy (CRP) in physical education (PE) curricula. CRP is an educational approach to teaching that enhances diversity, equity, and inclusion. This article describes a website that was developed to assist PE teachers in the implementation of CRP. The website provides and consolidates information on CRP principles, culturally relevant lesson ideas, professional development, and the sharing of personal stories from other teachers. Furthermore, this article reveals the issues and concerns regarding CRP in PE, including limited professional training for teachers and the issues of technology implementation. However, the article suggests that despite these challenges, the adoption of CRP has the possibility of revolutionizing PE and consequently creating a better learning environment for students.
This article describes a six-week social and emotional learning (SEL) program that was implemented at a university's childcare center. Physical education teacher education (PETE) students majoring in physical education assisted in the implementation of the SEL program as part of their university coursework. The program focused on achieving the 2024 SHAPE America National Health Education Standards, which are aligned with SEL competencies. Preschool and elementary age children at a childcare center participated in SEL lessons and activities delivered by the PETE students under the supervision of the director of the childcare center. The director provided students with feedback throughout the semester that helped them improve their teaching skills over time. The program provided opportunities for the PETE students to improve their pedagogical and communication skills with children, as well as to learn and practice classroom management skills in a small class setting. Furthermore, the children were able to receive personalized attention from the PETE students.
Peer assessment in microteaching offers physical education teacher education (PETE) students structured feedback and self-reflection opportunities to bridge the gap between theory and practice. While microteaching provides hands-on experience, many PETE students hesitate to express their opinions, slowing the feedback process. Peer assessment addresses this challenge by fostering structured, constructive evaluations. This article explores how integrating observation tools, such as rubrics and online platforms, enhances feedback quality, encourages participation, and supports professional socialization. Additionally, technology-enabled peer assessment reduces verbal hesitancy and allows for asynchronous feedback. A supportive learning environment with clear feedback guidelines further promotes engagement.
Physical education teacher education (PETE) programs are frequently evaluated as part of a university's accreditation process, ensuring alignment with the National Standards. One university's recent program evaluation led to necessary updates to key assessments, ultimately resulting in successful reaccreditation. However, accreditation alone does not guarantee continuous program improvement. To further enhance program quality, one university's faculty conducted a follow-up evaluation utilizing the Development, Research, and Improvement (DRI) Framework and additional best-practice guidelines. The purpose of this article is to describe how the PETE program leveraged the developmental stage of the DRI framework to assess and strengthen key program components, ensuring the preparation of highly competent future physical educators. The article includes a roadmap for PETE programs to consider when evaluating their curriculum.
Today's students have an exceptionally high need for nurturing through social and emotional learning (SEL), as well as for overall physical and mental health. The 2024 SHAPE America National Standards present an exciting pathway for physical education teacher education (PETE) and physical education (PE) professionals to connect the well-documented medical and academic benefits of outdoor, nature-based activity to meet this high level of need. Lifetime outdoor pursuits and adventure education were incorporated into the American PE standards in 1991 to serve non-competitive learners. Over 30 years later, this need persists, and new aspects have been added. This article provides terminology used to describe different aspects of outdoor education, briefly revisits historical perspectives and the reasons for including these activities in the new National Standards, provides curricular ideas for PETE and PE professionals by showcasing an example of one PETE program that was restructured to include these concepts, and demonstrates how the standards can be used to create inclusive learning environments in P-12 PE programs.
Menstruation remains a frequently tabooed topic in schools, and challenges such as physical discomfort, uncertainty, hygiene concerns, and shame-related anxieties often become particularly pronounced in physical education (PE). As a result, students may avoid or be excused from PE lessons. This article raises awareness among physical educators about how menstruation may affect students' well-being and participation in PE. Because PE teachers are typically not trained health educators, the article does not aim to provide in-depth medical content. Instead, it offers practical pedagogical strategies to help teachers create a supportive, inclusive learning environment and respond appropriately when menstruation becomes relevant in class. To this end, the article first outlines the historical and social significance of menstruation, then presents research findings on its specific implications within PE, and finally offers practical recommendations for physical educators, with a primary focus on middle and high school settings.
