Customer Alert: This site will be experiencing brief outages on Saturday, 03/15/2014, from 5am to noon CST as we update and implement improvements on our network systems. We sincerely apologize for any inconvenience and thank you for your patience
The Journal of Teaching in Physical Education presents original, high quality research on teaching, curriculum, and teacher education in physical education from the leading experts in the field. The qualitative and quantitative research included in JTPE is based on classroom and laboratory studies, descriptive and survey studies, summary and review articles, as well as discussions of current trends in the field. JTPE is an ideal resource for in-service and pre-service teachers, teacher educators, and administrators who wish to enhance their understanding of how children learn in physical education.
Articles from recent issues of JTPE illustrate its commitment to the field by addressing such topics as standards, assessments, and accountability in physical education examined via a monograph on state level assessments; beliefs about gender appropriateness, ability, and competence in physical activity; and the development of pedagogical content knowledge.
JTPE is also available in digital format that offers the same authoritative content available in the print edition, but with the additional advantages of electronically formatted material, such as the ability to search journals in seconds, access to five years of back issues. In addition, the content of the online version JTPE is accessible before the print edition arrives by mail, and online subscribers receive each issue’s table of contents by e-mail when a new issue is published.
You are now able to view an online preview of JTPE. This service provides scholars and researchers with access to articles representing the most up-to-date scholarship in the field.
The Journal of Teaching in Physical Education is endorsed by the Curriculum and Instruction Academy of the National Association for Sport and Physical Education and the International Association for Physical Education in Higher Education.
Pamela Hodges Kulinna, Ph.D. is a professor in Mary Lou Fulton Teachers College at Arizona State University. She holds bachelor’s and master’s degrees from the University of Oregon, and a doctoral degree from the University of Illinois at Urbana-Champaign, USA. Pam worked as an Assistant and Associate Professor at Wayne State University for six years prior to joining the faculty at Arizona State University in the fall of 2003. Her research focuses on the study of teaching and curriculum. A secondary area of interest is measuring student learning in physical education programs. Pam has shared her research in over 100 professional presentations to international and national audiences, and published over 60 refereed research articles. She has been a PI on 20 projects funded through external (14) and internal (6) grant agencies. Pam also reviews for several prominent Kinesiology journals such as Research Quarterly for Exercise and Sport and Physical Education and Sport Pedagogy.
Ben Dyson, Ph.D. is an associate professor in Health and Physical Education at the University of Auckland, New Zealand. He has a bachelor’s degree from the University of Otago, New Zealand, a master’s from the University of Victoria, Canada, and a doctoral degree from The Ohio State University, USA. He has carried out research and taught for over twenty years in Canada, the USA, and New Zealand. He is a Research Fellow of the Research Consortium for the American Alliance of Health, Physical Education Recreation and Dance. He is also a member of the Physical Education Assessment Taskforce for the National Association of Sport and Physical Education, USA.