An Investigation of Youth Swimming Skills and Method of Instruction

Drowning is a leading cause of death for US children. Teaching youth to swim in a formal setting from certified instructors is a consistent drowning prevention recommendation. Purposes for this investigation was to examine type of swimming instruction and ability to swim and compare to attitudes toward swimming among US youth. Methods were similar to previous USA Swimming studies in 2008 and 2010. YMCA associations in five cities were used to recruit adolescent survey respondents (n=600) aged 12-18 years. Results showed African American youth had the lowest rate of formal swimming instruction (29%) compared to White (32%) and Hispanic (42%) peers. Free/reduced lunch qualifiers reported a 23% formal instruction rate as compared to 43% of non-qualifiers. Formally instructed youth were 2.35 times more likely to report being a skilled swimmer (86%) compared to informally instructed youth (72%). Formal swimming instruction is recommended, and interventions need to target underserved populations

Velocity-space sensitivity of the time-of-flight neutron spectrometer at JET

The velocity-space sensitivities of fast-ion diagnostics are often described by so-called weight functions. Recently, we formulated weight functions showing the velocity-space sensitivity of the often dominant beam-target part of neutron energy spectra. These weight functions for neutron emission spectrometry (NES) are independent of the particular NES diagnostic. Here we apply these NES weight functions to the time-of-flight spectrometer TOFOR at JET. By taking the instrumental response function of TOFOR into account, we calculate time-of-flight NES weight functions that enable us to directly determine the velocity-space sensitivity of a given part of a measured time-of-flight spectrum from TOFOR

Relationship of edge localized mode burst times with divertor flux loop signal phase in JET

A phase relationship is identified between sequential edge localized modes (ELMs) occurrence times in a set of H-mode tokamak plasmas to the voltage measured in full flux azimuthal loops in the divertor region. We focus on plasmas in the Joint European Torus where a steady H-mode is sustained over several seconds, during which ELMs are observed in the Be II emission at the divertor. The ELMs analysed arise from intrinsic ELMing, in that there is no deliberate intent to control the ELMing process by external means. We use ELM timings derived from the Be II signal to perform direct time domain analysis of the full flux loop VLD2 and VLD3 signals, which provide a high cadence global measurement proportional to the voltage induced by changes in poloidal magnetic flux. Specifically, we examine how the time interval between pairs of successive ELMs is linked to the time-evolving phase of the full flux loop signals. Each ELM produces a clear early pulse in the full flux loop signals, whose peak time is used to condition our analysis. The arrival time of the following ELM, relative to this pulse, is found to fall into one of two categories: (i) prompt ELMs, which are directly paced by the initial response seen in the flux loop signals; and (ii) all other ELMs, which occur after the initial response of the full flux loop signals has decayed in amplitude. The times at which ELMs in category (ii) occur, relative to the first ELM of the pair, are clustered at times when the instantaneous phase of the full flux loop signal is close to its value at the time of the first ELM

Wiffle Ball: Turning a Backyard Favorite into an Appropriate Physical Education Unit

(Figure presented.) Wiffle ball is a classic game that has been played by people of all ages. Although there is a potential for inactivity due to limited opportunities to be actively engaged, increased activity time and overall development can occur through appropriate teaching methods. This article explores teaching wiffle ball using the sport education model. The potential for maximizing student learning and enjoyment are discussed, along with suggestions for setting up an appropriate season of play in physical education

Competition within Physical Education: Using Sport Education and Other Recommendations to Create a Productive, Competitive Environment

The use of Sport Education by physical education teachers to implement developmentally appropriate competitive activities is explored. The potential positive and negative consequences of competitive activities are discussed along with suggestions for teachers on how they can foster an appropriate competitive environment in physical education

Project-based learning and its potential in physical education: an instructional model inquiry

Innovative Physical Education (PE) instructional and curriculum models have had a modest effect on PE programs in the United States (U.S.). In general, although several evidence-based models have been developed, there has been less adoption within schools. Notwithstanding, science, technology, engineering, arts, and math (STEAM) curriculum and Comprehensive School Physical Activity Programs (CSPAP) have proliferated in many US schools impacting most content areas, including PE. One instructional approach popular in modern education aligning with both programs, is Project-Based Learning (PBL). This article conceptualises current PBL characteristics and its potential in PE. Specifically, we explore how PBL has impacted student learning experiences and the limited research in PE thus far. PE teachers who implement PBL may simultaneously improve student learning and gain a seat at the table with other educational subjects by connecting with schoolwide initiatives. A call for more research on design and implementation of PBL in PE is provided

An evaluation of teachers’ knowledge and use of physical education instructional models

One of the factors that constitute qualified physical education (PE) teachers is the knowledge of pedagogical skills and different methods of instruction (Napper-Owen, Marston, Van Volkingburg, Afeman, & Brewer, 2008). Metzler (2005) identified eight instructional models (IM) that are used for teaching PE. The aim of this study was to investigate PE teachers’, in the state of Tennessee, knowledge, usage, attitudes towards, and future intention to implement an IM. An electronic questionnaire designed to measure topics related to IMs, was delivered to all PE teachers in the state of Tennessee. A total of 51 surveys (female=29; male=22; average age=40.92 years) were collected. The majority of participants taught elementary (72%) followed by high school (16%) and middle (12%). Quantitative data was analyzed to provide statistical values (e.g. means, standards deviation, etc.) for responses provided. Results revealed that teachers were most knowledgeable with DI (DI) (M=4.32[.71]), Teaching Personal and Social Responsibility (TPSR) (M=4.02[.93]), and Cooperative Learning (M=4.00[.98]). Teachers were least knowledgeable with Personalized System of Instruction (PSI) (M=2.76[1.18]). Teachers identified their highest usage with DI (M=4.50[.69]) and lowest usage with PSI (M=3.11[1.2]). They also stated that they used DI 78% of the time when teaching PE. Managerial control and time management were the overwhelming reasons for using DI as their primary model of instruction. These same teachers believed using multiple IMs was important (M=4.00[.82]). Teachers who used more than one IM stated that it provided an opportunity to reach all learners. Finally, all participants believed it would be beneficial to learn more about how to implement other IMs (M=3.91[1.04]). This study provides evidence that PE teachers are knowledgeable of multiple IMs. However, many teachers choose to teach using the DI approach. Regardless, most teachers expressed an interest in learning more about IMs and future implementation

Physical Education Teacher Experiences Through the Lens of a Pandemic: Putting a Spotlight on Teacher Beliefs, Practices, Emotional Fragility, and Well-Being

Teaching physical education during the COVID-19 pandemic presented challenges, putting a spotlight on problematic school structures and teacher beliefs that influence teacher effectiveness and well-being. The purpose of this study was to capture physical education teachers’ (N = 10) experiences during the pandemic to understand perceptions of support, teaching beliefs, and emotions/reactions to the new environment. Short-term longitudinal qualitative analysis was used to collect pre/post semester interviews and critical incidence forms throughout the semester. Resulting themes included: (a) superficial versus tangible support, (b) planning for curricular changes, (c) student–teacher connections, and (d) emotional labor and uncertainty. Results provide insight about thriving versus surviving as learned from teaching during a pandemic. Teachers who displayed positive emotions, sought student connections, and exhibited stronger core beliefs, resilience, and flexibility within instructional decisions perceived more effectiveness and well-being. Findings support investigating holes in teacher belief systems and the interconnectedness between emotions and teacher effectiveness and well-being

Youth swimming ability and associated factors in the United States, 2010-17

Objectives: Learning to swim is recommended for children to prevent drowning and to promote lifelong physical activity. Dissimilar US youth swimming ability rates by demographics have been reported. Our research purpose was to examine youth swimming ability by selected variables, and to compare with similar research in 2010. Methods: USA Swimming Foundation sponsored a cross-sectional study in 5 US cities during 2017. Trained YMCA personnel administered surveys measuring self-reported swimming ability among youth, ages 4-18 (N = 1373). We compared the 2017 results with findings from the 2010 study (N = 1741). Results: In 2017, fewer respondents reported no/low swimming ability. However, groups were identified with a high percentage (greater than 50%) of no/low swimming ability including the following ones; girls, African-American boys and girls, and boys and girls who participate in free or reduced-cost lunch programs. Multivariate analysis showed that significant predictors for lower swimming ability were parent education (less than college education), qualifying for free or reduced-cost lunch programs, and being African-American. Conclusions: No/low swimming ability groups were identified and continue to need support. Interventions should target children who are African-American, qualify for free or reduced-cost lunch, and have parents with lower levels of education

Factors Impacting Swimming Participation and Competence: A Qualitative Report

Drowning continues to be a major cause of death for children, especially among minority groups. USA Swimming commissioned studies in 2008 and 2010 to look at swimming ability or inability, an associated drowning variable. The 2010 study showed alarming high percentages regarding insufficient swimming skill for many demographic groups. The current study’s purpose was to provide further analysis of variables which emerged from 2010 study and how these variables are affecting all US populations. Focus group interviews accomplished in three regionally diverse US cities asked participants (3=fathers; 12=mothers) about their personal history with swimming, perceptions concerning swimming in general, and their child’s swimming ability/habits. Results confirmed the positive impact parents have on their children and the benefit of their child developing strategies for continued growth of their swimming skill. Participants expressed a healthy fear of water. They believed that swimming was a life skill that all children should learn