Tess Armstrong

Biographic Data

ID7829880
NAMETess Armstrong
GIVEN NAMESTess
FAMILY NAMEArmstrong
SIGNATUREARMSTRONG T
AFFILIATIONSCentral Queensland University
ORCID0000-0001-9683-7371
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS0
AUTHOR COUNT11
EDITOR COUNT0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2025
H-INDEX0

  • Creating an Empowering “Playful Experience” Choreography for Your PE Program

    Tess ArmstrongARTICLEJournal of Physical Education…2025

    This article describes a simple, six-step process to learn how to confidently choreograph “playful experience” dances for students based on the Teaching Dance for Understanding model

  • Illusions of control

    Open AccessMatthew Rockloff, Alex Russell et al.ARTICLEJournal of Behavioral Addictions2024

  • Electronic gaming machine accessibility and gambling problems

    Open AccessAlex Russell, Matthew Browne et al.ARTICLEJournal of Behavioral Addictions2023

  • Legacy gambling harms

    Open AccessMatthew Rockloff, Matthew Browne et al.ARTICLEJournal of Behavioral Addictions2022

  • Introduction to Feature Series

    Tess Armstrong, Jennifer M Krause et al.ARTICLEJournal of Physical Education…2022

    With a growing, national emphasis on the importance of educating the whole child, the purpose of this feature aims to empower health and physical educators to confidently aid in the implementation of the Whole School, Whole Community, Whole Child (WSCC) Model within their schools. The articles in this feature will provide relevant information specific to how health and physical education teachers can become leaders within their schools to confide…

  • Fit Kids, Bad Grades

    Ingrid Johnson, Ingrid L Johnson et al.ARTICLEJournal of Physical Education…2022

    This article focuses on the premise that the purpose of physical education is not to produce elite athletes or focus solely on fitness, but rather provide students with the tools and experiences to help them become fit, to their best ability, across their lifespan. It argues that teachers should never grade students on their actual fitness performance

  • How do academics, regulators, and treatment providers think that safer gambling messages can be improved

    Open AccessPhilip Newall, Philip W S Newall et al.ARTICLEAddiction Research & Theory2022

    Safer gambling messages are a common public health intervention for gambling, and yet there is little evidence to support the variety of messages that are in widespread use. This paper thematically analyzed the perspectives of 21 participants – including academics, regulators and treatment providers – regarding the design characteristics of safer-gambling messages with the goal to improve on those already being used. The focus groups were semi-st…

  • Global Games That Are Out of This WORLD—Floorball

    Ingrid Johnson, Ingrid L Johnson et al.ARTICLEJournal of Physical Education…2021

    The use of global games and global education is certainly not a new concept and one that fits nicely within the domain of physical education. It is the authors’ hope that the addition of global games will provide rich educational opportunities for students. This article will introduce Floorball and sample assessments that can be used in your physical education program as you work to explore and expand your curriculum to have a more global reach

  • Training gamblers to re-think their gambling choices

    Open AccessTess Armstrong, Matthew Rockloff et al.ARTICLEJournal of Behavioral Addictions2020

  • Teaching Dance for Understanding

    Melanie G Levenberg, Tess Armstrong et al.ARTICLEJournal of Physical Education…2020

    This article explores dance in a physical education setting. The same way that Teaching Games for Understanding (TGfU) flipped the way physical educators teach sports, Teaching Dance for Understanding (TDfU) maximizes participation in dance and effectively engages students to move through play, exploration, skill refinement, and finally, performance

  • Let Them Play! A Call for Play-Based Instruction in Pre-K Physical Education

    Tess Armstrong, D G Sutherland et al.ARTICLEJournal of Physical Education…2020

    In physical education, specifically, we advocate for teachers to move from purely skills- and game-based instruction with their pre-kindergarten (PreK) students and opt for a play-based approach. We propose that physical educators extend the PreK class period to allow for a more immersive free-play, since self-directed activities require sufficient time for students to receive full benefits