@article{Beasley_2020, title={Students perceptions of high school Physical Education}, volume={8}, url={https://jkw.wskw.org/index.php/jkw/article/view/51}, DOI={10.56980/jkw.v8i1.51}, abstractNote={<p>Quality physical education is significant to the growth, development, learning, and educational experience of students. High quality physical education is directed by Appropriate Instruction Guidelines for K-12 Physical Education (SHAPE America, 2009) and provides a framework for instruction which focuses on health education, fundamental motor skill development, self-confidence, promotes daily physical activity (PA), is associated with improved cognitive functioning (CA State Board of Education, 2005), and contributes to the quality of adult life. The purpose of this study was to identify how meaningful college freshman perceived their high school physical education experience to be. Using a Likert-Type survey tool, respondents rated their instruction from “Never” to “Always” aligning to the appropriate instructional guidelines. Interviews were conducted to supplement survey responses and provide additional understanding. Results were consistent with current literature, in which students rated their physical education experience low, selecting “Never” and “Rarely” more often than “Sometimes” “Often” or “Always.” Students also stated that their physical education experience did not contribute to their engagement in PA nor did they believe they learned anything. High school physical education instruction does not consistently adhere to instructional guidelines.</p>}, number={1}, journal={Journal of Kinesiology & Wellness}, author={Beasley, Devin A.}, year={2020}, month={Mar.}, pages={1–12} }

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          <title>College students perceptions of appropriate instructional practices on the learning environment in their college physical activity classes</title>
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            <given_name>David</given_name>
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          <jats:p>Educators have many responsibilities.  One of them is to create a learning environment that is conducive for students to learn.  If students feel comfortable in their class activities, there is a greater chance of learning.  The same applies in physical activity settings.  One approach to creating a positive learning environment is for physical activity instructors to utilize appropriate instructional practices.  Doing so can also facilitate student learning.  This study investigated college physical activity instructors’ implementation of appropriate instructional practices in their activity lessons and the perceptions of college students on the impact of such practices on the learning environment.  An overall positive finding from this study was that college physical activity instructors do implement appropriate instructional practices in their lessons, thus creating a positive learning environment. </jats:p>
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