Teaching an Old Dog New Tricks: Past, Present, and Future Priorities for Higher Education Physical Activity Programs

Autor/inn/en	Stapleton, Drue T.; Taliaferro, Andrea R.; Bulger, Sean M.
Titel	Teaching an Old Dog New Tricks: Past, Present, and Future Priorities for Higher Education Physical Activity Programs
Quelle	In: Quest, 69 (2017) 3, S.401-418 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2016.1256825
Schlagwörter	Physical Education; Higher Education; Physical Activities; Youth Programs; College Students; Educational History; Program Development; Public Health; Models; Learner Engagement; Student Centered Learning; Student Centered Curriculum; Program Improvement; Access to Education; Educational Technology; Faculty Development; Course Content; Inclusion; Evidence Based Practice + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Jugendsofortprogramm; Collegestudent; History of education; Bildungsgeschichte; Programmplanung; Gesundheitswesen; Analogiemodell; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Education; Access; Bildung; Zugang; Bildungszugang; Unterrichtsmedien; Kursprogramm; Inklusion
Abstract	Physical education programs in colleges/universities have been called on to provide students with opportunities to develop an appreciation for, and increase participation in, lifetime physical activity. Higher Education Physical Activity Programs (HEPAPs) have evolved over the past 100 years in response to changing societal and institutional expectations. The purpose of this article is to celebrate the long history of HEPAPs and recommend innovative strategies for program development that will maintain their position as a valued aspect of campus life. After tracing the historical roots and trends of HEPAPs, the authors suggest (a) adopting a public health perspective, (b) applying theoretical models as a framework for program development, (c) focusing on meaningful learner engagement, and (d) employing learner-centered instructional approaches. Within these overall themes, specific recommendations for program improvement are provided, including the use of alternative content areas, model-based instruction, universal design, instructional technology, and professional development for faculty/staff. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01