TY - JOUR
T1 - Rationale for the Essential Components of Physical Education
AU - Michael, Shannon L.
AU - Wright, Carly
AU - Mays Woods, Amelia
AU - van der Mars, Hans
AU - Brusseau, Timothy A.
AU - Stodden, David F.
AU - Burson, Sheri L.
AU - Fisher, Jenna
AU - Killian, Chad M.
AU - Mulhearn, Shannon C.
AU - Nesbitt, Danielle R.
AU - Pfledderer, Christopher D.
N1 - Publisher Copyright:
© This work was authored as part of the Contributor’s official duties as an Employee of the United States Government and is therefore a work of the United States Government. In accordance with 17 U.S.C. 105, no copyright protection is available for such works under U.S. Law.
PY - 2021
Y1 - 2021
N2 - Purpose: This introductory article provides the context and rationale for conducting systematic literature reviews on each of the essential components of physical education, including policy and environment, curriculum, appropriate instruction, and student assessment. Methods: Four research teams from Doctoral Physical Education Teacher Education programs (D-PETE) conducted these systematic reviews using the PRISMA guidelines process. Results: This article explains the role of the national framework for increasing physical education and physical activity (i.e., Comprehensive School Physical Activity Program) in supporting the essential components of physical education. It also highlights the expectations for physical education and provides a brief history of these components. Lastly, this article highlights each of the articles presented in the special feature. Conclusion: Understanding the implementation of these components may be important for improving the physical education experience for all students and creating a foundation for lifelong physical activity and health.
AB - Purpose: This introductory article provides the context and rationale for conducting systematic literature reviews on each of the essential components of physical education, including policy and environment, curriculum, appropriate instruction, and student assessment. Methods: Four research teams from Doctoral Physical Education Teacher Education programs (D-PETE) conducted these systematic reviews using the PRISMA guidelines process. Results: This article explains the role of the national framework for increasing physical education and physical activity (i.e., Comprehensive School Physical Activity Program) in supporting the essential components of physical education. It also highlights the expectations for physical education and provides a brief history of these components. Lastly, this article highlights each of the articles presented in the special feature. Conclusion: Understanding the implementation of these components may be important for improving the physical education experience for all students and creating a foundation for lifelong physical activity and health.
KW - Assessment; curriculum; instruction; policy
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U2 - 10.1080/02701367.2020.1854427
DO - 10.1080/02701367.2020.1854427
M3 - Editorial
C2 - 33465020
AN - SCOPUS:85099592063
VL - 92
SP - 202
EP - 208
JO - Research Quarterly for Exercise and Sport
JF - Research Quarterly for Exercise and Sport
SN - 0270-1367
IS - 2
ER -