The Play Community: A Student-Centered Model for Physical Education

Autor/inn/en	Johnson, Tyler G.; Bolter, Nicole D.; Stoll, Sharon Kay
Titel	The Play Community: A Student-Centered Model for Physical Education
Quelle	In: Journal of Physical Education, Recreation & Dance, 85 (2014) 9, S.20-27 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2014.958255
Schlagwörter	Play; Models; Physical Education; Physical Education Teachers; Physical Activities; Psychomotor Skills; Outcomes of Education; Public Health; Team Sports; Skill Development; Physical Fitness; Student Interests; Teacher Responsibility; Health Behavior; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Spiel; Analogiemodell; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Psychomotorische Aktivität; Lernleistung; Schulerfolg; Gesundheitswesen; Mannschaftssport; Kompetenzentwicklung; Qualifikationsentwicklung; Leistungsfähigkeit; Studieninteresse; Lehrverpflichtung; Health behaviour; Gesundheitsverhalten
Abstract	As a result of their participation in K-12 physical education, students should obtain high levels of physical activity and learn motor and/or sport skills. How to accomplish these outcomes in the context of K-12 physical education is a continuous challenge for teachers. The purpose of this article is to introduce the play community model, which addresses how to proceed in the current climate of public health demands and a continuing commitment to educational outcomes like skill/knowledge attainment. First, a theoretical foundation for the play community model is delineated. Second, practical suggestions for implementing the play community model in physical education are offered. An underlying assumption of the play community model is that students will develop skills and knowledge, and increase their activity levels and/or fitness when their aspirations to participate in an activity or sport are sufficiently strong. Under this model, a physical education teacher's primary responsibility is to create specific sport or activity play communities where students' interest in physical education content can flourish. It is proposed that the physical education outcomes teachers so highly prize in today's educational environments--skills, knowledge, and physical activity/fitness and health--will occur "organically" via student involvement and inclusion in specific activity or sport play communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10