Your browser does not support the PubReader view.
Go to this page to see a list of supporting browsers.
Research in Dance and Physical Activity
[ Article ]
Research in Dance and Physical Education - Vol. 1, No. 1, pp.45-51
ISSN: 2586-1034 (Online)
Print publication date 30 Jun 2017
Received 19 Apr 2017 Revised 24 May 2017 Accepted 31 May 2017
DOI: https://doi.org/10.26584/RDPE.2017.1.1.45

Expanded Roles of Physical Education Teacher Education in United States and Korea

Ja Youn Kwon* ; Pamela Hodges Kulinna
Mary Lou Fulton Teachers College, Arizona State University, USA

Correspondence to: *Mary Lou Fulton Teachers College, Arizona State University, USA, Jayoun.Kwon@asu.edu

Abstract

Given that the field of Physical Education in educational settings is increasingly marginalized, it is evitable that personnel in the field will need to make an effort to expand our roles. As there may be additional responsibilities for physical educators, it is important to understand how Physical Education Teacher Education (PETE) programs may train students in their degree programs for these more extensive responsibilities. In order to prevent childhood disease (such as obesity or type 2 diabetes), the United States introduced a school-wide physical activity approach, which is an opportunity for the field of Physical Education to emphasize its sustainability and take on a broader role in promoting health. In Korea, in order to assist elementary teachers and to run a sport club in secondary schools, a sport instructor was introduced. In both the United States and Korea, there has been lack of preparation for the expanded role of physical educators. Thus, it is suggested: (a) that the expanded roles of physical educators might be added into the existing courses (e.g., discussion, assignment, or guest speaker); (b) that practical experiences for the expanded roles of physical educators (e.g., internship or volunteering) be sought and added to programs; and (c) that additional efforts may be needed by PETE professors to assist their majors in preparing for these expanded roles.

Keywords:

Sport Instructor, Comprehensive School Physical Activity Programs, Teacher Training, Teacher Preparation

References

  • Beighle, A., Erwin, H., Castelli, D. M., & Ernst, M. (2009). Preparing physical educators for the role of physical activity director. Journal of Physical Education, Recreation & Dance, 80(4), 24-29. [https://doi.org/10.1080/07303084.2009.10598307]
  • Brusseau, T. A., Bulger, S. M., Elliott, E. M., Hannon, J. C., & Jones, E. (2015). University and community partnerships to implement comprehensive school physical activity programs: Insights and impacts for kinesiology departments. Kinesiology Review, 4, 370-377. [https://doi.org/10.1123/kr.2015-0036]
  • Castelli, D. M., & Beighle, A. (2007). The physical education teacher as school activity director. Journal of Physical Education, Recreation & Dance, 78(5), 25-28. [https://doi.org/10.1080/07303084.2007.10598020]
  • Centers for Disease Control and Prevention [CDC]. (2013). Comprehensive school physical activity programs: A guide for schools. Atlanta, GA: US Department of Health and Human Services.
  • Choi, M. S., & Kim, I. S. (2015). Is it possible to prevent school violence with school sports club activities? Journal of Korean Society for the Study of Physical Education, 20(2), 43-57. [https://doi.org/10.15831/JKSSPE.2015.20.2.43]
  • Han, M. G. (2014). Improvement of program content on elementary school sports instructor continuing education. Korean Society for the Study of Physical Education, 19(3), 41-53. [https://doi.org/10.15831/jksspe.2014.19.3.41]
  • Jeon, D. I. (2014). An exploration on sport clubs system of middle-school: based on sport instructors’ experiences. (Unpublished master thesis). Myongji University, Seoul, Korea.
  • Kil, H. J. (2016). Comparison of physical education curriculum in OECD countries. Seoul, Korea: Korean Educational Development Institute.
  • Kim, H. J., & Son, C. T. (2010). Difficulties experienced by elementary school sport instructors in the process of adapting school. The Korean Journal of the Elementary Physical Education, 16(2), 151-164.
  • Kim, N. K. & Jeong, D. S. (2016). Activation plan for school sports club through a sports instructor system in middle school. Korean Society for The Study of Physical Education, 20(4), 33-47. [https://doi.org/10.15831/JKSSPE.2016.20.4.33]
  • Kwon, J. Y. (2016). How current physical education teacher education programs prepare pre-service teachers for comprehensive school physical activity programs? (Unpublished doctoral dissertation). Arizona State University, Tempe.
  • Lee, C. H. (2014). Exploring the directions for the physical education teacher education programs in Korea: through the comparison of historical changes in England and Korea. Korean Journal of Sport Science, 25(4), 825-845. [https://doi.org/10.24985/kjss.2014.25.4.825]
  • Lim, Y. T., & Lee, M. H. (2014). Physical education teachers’ experimental recognition and the reality concerning the sport instructors who is in charge of school sports club activities. Korean Journal of Sports Science, 23(3), 1071-1092.
  • McKenzie, T. L. (2007). The preparation of physical educators: A public health perspective. Quest, 59(4), 345-357. [https://doi.org/10.1080/00336297.2007.10483557]
  • National Association for Sport and Physical Education [NASPE]. (2008). Comprehensive school physical activity programs [Position statement]. Reston, VA: Author.
  • National Association for Sport and Physical Education & American Heart Association. (2012). 2012 Shape of the Nation Report: Status of Physical Education in the USA. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.
  • Park, J. H. (2013). Perception of middle school students' school sports club. (Unpublished master thesis). Korea University, Seoul, Korea.
  • SHAPE America. (2016). 2016 Shape of the Nation Report: Status of Physical Education in the USA. Reston, VA: Author.
  • Son, C. T. (2006). Present situations and improving plans for physical education teacher education. Korean Journal of Sport Pedagogy, 9(2), 26-42.
  • Song, J. H., & Seo, Y. H. (2011) Perception on the participation of sport instructor's physical education classes with their homeroom teacher. Korean Society for The Study of Physical Education, 16(1), 59-68.
  • Webster, C. A., Webster, L., Russ, L., Molina, S., Lee, H., & Cribbs, J. (2015). A systematic review of public health-aligned recommendations for preparing physical education teacher candidates. Research Quarterly for Exercise and Sport, 86(1), 30-39. [https://doi.org/10.1080/02701367.2014.980939]