Title

Tiger PRIDE: Mobilizing community partnerships to improve pedagogical skills of pre-service PE teachers

Lead Author Major

Sport Sciences

Format

Oral Presentation

Faculty Mentor Name

Lara Killick

Faculty Mentor Department

Sport Sciences

Additional Faculty Mentor Name

Darrin Kitchen

Abstract/Artist Statement

Discussions around the health climate of the US have reached unparalleled levels of concern (Time, 2004). Research suggests that while physical activity rates are in decline, obesity and associated health problems such as diabetes, asthma and heart disease are rapidly increasing (WHO, 2000, 2004, 2008a). As future physical educators, we can play a crucial role in developing lifelong physical activity habits and healthy lifestyles in future generations of Americans. Indeed, the US Surgeon General (1996, 2004) has identified the production of quality PE teachers as a critical strategy in addressing the health concerns of the nation. Our research project explores how we can mobilize community partnerships to improve the pedagogical skills of pre-service PE teachers and better equip us for the diverse learning environments we will encounter in the classroom. In conjunction with Stockton Unified School District (SUSD), we implemented an 8- week after-school physical activity program (Tiger PRIDE) at an elementary school in Stockton, CA. In addition to providing physical activity opportunities for a high-need population, Tiger PRIDE was designed to develop our use of the pedagogical strategies, practices and principles necessary to optimize student learning. Drawing on video footage of our teaching episodes and quantitative systematic observation data, this presentation will demonstrate how this project resulted in an improvement in our teaching skills across several categories (including, but not limited to, provision of feedback, quantity of idiosyncrasies, teacher movement and time utilization). In addition, we will highlight how Tiger PRIDE improved the participants’ step count, skill-based cognitive understanding and enjoyment. We call for the initiation of similar programs in pre-service PE teacher education programs across the nation.

Location

DeRosa University Center, Room 219

Start Date

21-4-2012 9:00 AM

End Date

21-4-2012 12:00 PM

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Apr 21st, 9:00 AM Apr 21st, 12:00 PM

Tiger PRIDE: Mobilizing community partnerships to improve pedagogical skills of pre-service PE teachers

DeRosa University Center, Room 219

Discussions around the health climate of the US have reached unparalleled levels of concern (Time, 2004). Research suggests that while physical activity rates are in decline, obesity and associated health problems such as diabetes, asthma and heart disease are rapidly increasing (WHO, 2000, 2004, 2008a). As future physical educators, we can play a crucial role in developing lifelong physical activity habits and healthy lifestyles in future generations of Americans. Indeed, the US Surgeon General (1996, 2004) has identified the production of quality PE teachers as a critical strategy in addressing the health concerns of the nation. Our research project explores how we can mobilize community partnerships to improve the pedagogical skills of pre-service PE teachers and better equip us for the diverse learning environments we will encounter in the classroom. In conjunction with Stockton Unified School District (SUSD), we implemented an 8- week after-school physical activity program (Tiger PRIDE) at an elementary school in Stockton, CA. In addition to providing physical activity opportunities for a high-need population, Tiger PRIDE was designed to develop our use of the pedagogical strategies, practices and principles necessary to optimize student learning. Drawing on video footage of our teaching episodes and quantitative systematic observation data, this presentation will demonstrate how this project resulted in an improvement in our teaching skills across several categories (including, but not limited to, provision of feedback, quantity of idiosyncrasies, teacher movement and time utilization). In addition, we will highlight how Tiger PRIDE improved the participants’ step count, skill-based cognitive understanding and enjoyment. We call for the initiation of similar programs in pre-service PE teacher education programs across the nation.