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ERIC Number: EJ1013112
Record Type: Journal
Publication Date: 2013
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0730-3084
In Light of the 2012 NASPE Symposium, to What Extent Should Physical Educators Incorporate Pop Culture in Their Classes?
Journal of Physical Education, Recreation & Dance, v84 n3 p59-61 2013
In this "Issues" column, "The Journal of Physical Education, Recreation & Dance" provides responses to the question: "In Light of the 2012 NASPE Symposium, to What Extent Should Physical Educators Incorporate Pop Culture in Their Classes?" Responses this month come from an assistant professor who says that: "When used appropriately, pop culture can illustrate real-life applications of the concepts taught in class." Remarks from students' points of view warn against the use of pop culture by saying: "Physical educators must be aware that some pop culture may be distracting, which can cause off-task behavior"; and "These classes should be focusing on how the students can become physically fit, or how they can stay in shape and lose weight the right way--not the wrong way, like some people from pop culture are doing." One student from North Dakota State University (Fargo, ND) provided this argument in favor of using pop culture as a teaching aid: "With childhood obesity at a record high, getting students active is crucial to combating this problem, and as educators we should do anything we can to help." [Those providing responses in this column include: Jessica Adams, Julian Hicks, Joseph Olivadoti, Carson Wentz, Jeff Brown, Michael Felt, Scott A. G. M. Crawford, Jainisha Dudhia, Kayla Bakewell, Amy Apicella, Jacob Olson, Benjamin Ponzer, and Kean Nelson.]
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A