Discusses what advocacy and public relations programs in physical education involve and why they are beneficial, explaining how an action plan for advocacy and public relations should be organized and describing how physical educators can organize and deliver a public relations media blitz in their local communities. (SM)

This article outlines the risks to teachers and principals when classroom teachers, who are not certified to teach physical education, are assigned to do so. Suggestions are made for reducing the risks of teachers and principals being charged with negligence. (IAH)

Secondary level physical educators must be sure to instruct their weight lifters in proper spotting and lifting procedures, because weight training carries a high risk of injury. The article explains how to check the equipment, spot properly for specific exercises, and take general safety precautions in the weight room. (SM)

Physical educators can teach students basic geography by hanging maps in the gymnasium and using them for physical education activities. The article describes what teachers need to create wall-size maps, how to choose maps, and how to fund and implement map projects. Suggestions for various map projects are included. (SM)

In today's society, teachers are more apt to be sued than ever before; it is important, therefore, that they know exactly what negligence means to themselves and their students. The framework of a negligence case (duty, breach, cause, and harm) is explained, and a teacher self-test is provided. (SM)

Some physical educators see hundreds of students each day and must learn all of their names. After describing the traditional method of learning names, the article presents detailed descriptions of how to learn student names, including using two-sided photo flashcards, one-sided photo flashcards, and videotaped cards. (SM)

Presents three types of peer coaching as a staff development approach for physical educators that is usable at all levels on an individual, school, or districtwide basis. Peer coaching helps teachers feel less isolated, use educational practices effectively, use educational reflection positively, and develop professional collegiality. (SM)

Presents information on how physical education and sport faculty members can integrate student personal and professional development activities into the curriculum, examining: the importance of having a student organization; how to start a student program; the advisor's role; incorporating the program into instructional and program goals;…

All levels of teachers can use bulletin boards to promote physical education. The article explains why and how to create physical education bulletin boards, detailing materials and supplies, aesthetics, and safety. Swimming pool bulletin boards are described as an example. The use of bulletin boards in teacher preparation is noted. (SM)

Elementary school physical educators must translate their awareness of the importance of physical fitness to their students. The paper explains how they can get classroom teachers involved in incorporating daily fitness into their classrooms by working to generate interest, support the teachers, stay motivated, measure success, and make a…

Physical education teachers must ensure that students make the connection between skill development and the use of those skills to enhance their personal physical fitness. The article explains how to incorporate fitness concepts and movement activities throughout the lesson plan to develop students' fundamental skills. (SM)

A technique checklist can work well for physical education teachers who want to evaluate student behavior and performance, record quantifiable and objective information, and provide specific feedback about techniques. The article presents a checklist for beginning tennis, explaining its use and benefits. (SM)

Provides teachers and coaches with basic safety information they must know when dealing with blood, focusing on: the likelihood of disease transmission; use of universal precautions when blood is involved (e.g., washing hands and wearing protective equipment); wearing gloves; cleaning up blood spills; and handling special situations (e.g., loss of…

If physical educators can convince classroom teachers to use active teaching ideas, everyone will benefit. The paper explains how physical educators can be leaders in helping classroom teachers make physical education a larger part of everyday education, and it offers strategies for inservice programs and adapting class activities. (SM)

Steps that physical educators can take to ensure that their gymnastics programs are top notch include asking local experts for help, focusing on student learning and assessment, using solid lead-ups and progressions, emphasizing safety, using teaching situations, providing feedback, managing the class effectively, being budget conscious, and…