Category: PHE Quick Reads (3 minutes)

This category includes quick read articles (3 minutes or less) on all topics related to health, physical education, and coaching.

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The Benefits of Coaching and Peer Mentoring in Youth Sports

(3 Minute Read)

More than 35 million children between the ages of 8 and 19 participate regularly in youth sport (Sport & Fitness Industry Association, 2019).  The benefits of participating in youth sports should not go unnoticed with the opportunity to inspire confidence and mental health, prevent obesity, and reduce the risks of youth violence or substance abuse (The Aspen Institute, 2018).  Participation in youth sports is also associated with higher test scores, improved academic achievement, success in postsecondary education, earning a bachelor’s degree, and higher income (Athletic Business, 2019; The Aspen Institute, 2018).

Coaches play a crucial role in assisting with the development of youth participants through their ability to mentor. The benefits of coaching and mentoring are well-documented, with the proteges experiencing increased academic achievement, lower engagement in risky behaviors, greater self-efficacy, decreased behavioral problems, and improved social skills (Global Sports Development, 2019). With proper mentoring from a coach, a young athlete can learn valuable lessons through psychosocial (psychological & social) functions of role modeling, acceptance and confirmation, counseling, and friendship (Kram, 1985).

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Lessons from My First Quarter as a PE Teacher

(2 Minute Read)

Landing my first job as a physical education teacher was a whirlwind and my first year on the job has been just as hectic. Since beginning my first physical education teacher position in August 2019, I have quickly learned a multitude of lessons in relation to my students and myself.  Here are five lessons I have learned in my first quarter.

1. Establish a positive rapport with your students by immersing yourself in both the school and the community. Be visible at school events and attend open houses, parent nights, etc. This gave me the opportunity to meet stakeholders while also getting a feel for the school and the culture of the community. Once I had a solid understanding of the culture within the school, it was so much easier to build relationships with my students and once I started getting to know my students, our PE program began to surpass my initial expectations.

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Building a Cardio Room at Your School for Free

(3 Minute Read)

For the past four years, I continually had students ask if we could have a class where they could work on cardiovascular conditioning instead of lifting weights.  At our small rural high school in Kansas, we offer Lifetime Conditioning and Sports Conditioning classes.   The classes are very popular, but based on student interest there was an immediate need for a way to teach cardio.  The dilemma we faced was where this cardio room would be in our school and how we could afford and acquire machines needed to offer cardio as another class.

After attending a Wellness Committee meeting at our school and discussing with faculty and staff on how to improve employee wellness, it struck me that we could meet both needs with a new cardio room.  I knew to ask the school to build a facility was not going to happen, so I proposed the next best thing. I told the superintendent that if he would supply me with a room at the high school I would make sure to fill it with free, donated equipment without any cost to the district.  He looked at me like I was crazy, but I was more than willing to accept the challenge.

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Positive Learning: 3 Tips for Generalist-Trained Teachers

(3 Minute Read)
Although Physical Education (PE) specialist teachers have acquired in-depth knowledge about teaching PE, this is not so common for generalist-trained teachers (GTs). Even when elementary schools do employ a PE specialist, it is quite common for GTs to teach at least some of the PE classes to their students.

Unfortunately, according to related literature, although GTs are certified to teach PE, they may not have acquired the confidence to teach specialized subject knowledge (DeCorby, Halas, Dixon, Wintrup, & Janzen, 2005; Bradford, Gleddie, & Millard, 2019; Rink & Hall, 2008).  This is further compounded as teaching PE is mainly a dynamic process (Bradford & Hickson, 2014; Metzler, 2011) and teachers must rely on immediate observations of student performance to decide what to do next (Metzler, 2011; Rink & Hall, 2008).  However, GTs can enhance their teaching by creating opportunities for positive learning. Such positive learning environments require a knowledgeable teacher to understand when it is best to implement the use of positive language and incorporate objectivity. Thereby, creating opportunities for a safe and positive environment where student learning is enhanced.

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Learning Through Sport: Make it Intentional

(3 Minute Read)
There is a perpetual assumption in our society that something special takes place when a child or young adult is involved in sports.  We have been conditioned to believe that mere participation will develop in our youth the virtues that we hold dear; crucial life skills and habits of the mind that can lead to a more successful life trajectory.

Tiffany Ozbun (Head Coach, Women’s Softball, Denison University)
Photo credit: Brett Dunbar, Curtis Ashcraft, Brandon Morgan – Denison Sports Network

Some have even claimed sport to be the last bastion remaining to mold our collective youth (Adams, 2015). And, for good reason –   the educative potential of sport participation is seemingly unmatched in other aspects of society. Sport provides an often intense, emotive, and time-sensitive environment where athletes must work both individually and collectively in pursuit of excellence. As someone whose career has revolved around sport, and a father of two young boys who play sports, I care deeply about the notion of personal development through the sport experience.  Yet time and again, research has indicated that simply playing sports does not develop character, life skills, or emotional and social competencies (e.g., Lott, 2018). I have observed as a coach and a scholar that as individuals participate in sport, they do not seem to grow psychologically and psychosocially in a positive manner.

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My Role: The Value of High School Sport

(2 Minute Read)

Recently I had the opportunity to attend the USA Basketball Mini-Camp in Colorado Springs and observe the top high school boys’ basketball players from around the country;  potentially 80 future NBA players in the making.  As I was taking notes of basketball plays, drills, and interactions between players and coaches, I thought back to my own high school basketball program.  I asked myself, “What can I get from this weekend to help my team?”

Photo Credit: Tyler Mode

Around the country, sport specialization is a growing trend among student-athletes because the reward at the end of the tunnel could be a Division I scholarship or possibly a professional contract.  Even though student-athletes are trying to pursue this goal, the data is not that encouraging.  Only 3.4% of high school student-athletes will play college basketball and only 1% will play Division I basketball.  Of those playing Division I, only 1.2% will make it to the professional level (NCAA, 2019).  The numbers are similar across all other sports.

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My Advice: Plan Early for Retirement and Retire Early

(2 Minute Read)

The moment came,
As it comes to all
When I had to answer nature’s call.
~ Talking Vietnam Potluck Blues by Tom Paxton, 1970

Legendary folk singer Tom Paxton wasn’t thinking retirement when he penned these words, but he could have been. All of us at some time will retire. The problem is deciding when. And if you’re like many physical educators, health educators or coaches who love their jobs, that’s often a huge dilemma.

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