Hans Van Der Mars
Biographic Data
| ID | 109715 |
|---|---|
| NAME | Hans Van Der Mars |
| GIVEN NAMES | Hans |
| FAMILY NAME | Van Der Mars |
| SIGNATURE | VAN DER MARS H |
| AFFILIATIONS | Twitter (United States) |
| ORCID | 0000-0001-9514-4784 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Feature Introduction
Despite significant progress in knowing what constitutes effective teaching, the development of learning standards for PreK-12 physical education, the creation of various evidence-based curriculum and instruction models, and the emergence of a wide array of digital technologies (among others), physical education’s marginalized status remains. This special feature includes an introduction to the purpose and significance of state policy, why period…
Developing Skillfulness in a Game-Based Approach for Teaching Team Handball in Elementary School
This article presents an eight-lesson elementary school team handball unit designed to develop game play techniques such as throwing and catching, alongside tactical understanding in an authentic learning context. The proposed team handball unit consists of two phases. The first phase (lessons 1-4) starts with passing games with a focus on maintaining possession of the ball without time and spatial pressure and on restoring the triangle. Phase tw…
Concluding Comments to This Special Feature
This special Feature constitutes not only a continuation but also an expansion and advancement of the previous Shape of the Nation reports that tracked the individual U.S. states’ policy profiles specific to physical education. Perhaps the most unique and powerful dimension is that physical education professionals now have open and equitable access to the School Health Map dashboard, allowing users to view and compare the most recent data on actu…
Impact of State‐Level Physical Education Policies on PE Access in the United States
BACKGROUND: State policies play a key role in the provision of physical education (PE) opportunities at the district and school level. METHODS: An analysis was conducted on how states in the United States with various PE policies differ in terms of PE access as a measure of policy implementation. PE access for students was reported by 3306 K-5th grade PE teachers across all 51 states. RESULTS: State-level adherence to six key PE policies varied f…
Physical Activity Disparities Between Students With and Without Disabilities Across School‐Based Physical Activity Contexts
BACKGROUND: Students with disabilities (SWD) face higher risks of obesity and lower physical activity (PA) levels compared to students without disabilities (SWOD). Comprehensive School Physical Activity Programs (CSPAP) aim to provide equal PA opportunities for all students, yet activity differences in moderate-to-vigorous physical activity (MVPA) among SWD in secondary schools remain understudied. METHODS: This study measured MVPA levels and env…
If I Were the Czar of U.S. Pete, I Would
This article provides 8 edicts that serve as critical reminders for those developing the next version of Physical Education Teacher Education (PETE) standards to prepare PETE graduates for a successful start to their teaching career and be true to our subject-matter content
We Are What we Teach
Physical education is the only school subject that provides access to psychomotor learning opportunity for all students, and, thus, should be the primary content identified in physical education standards. Half of the recently released 2024 SHAPE America National Physical Education Standards now focus specifically on social and personal development. This further diminishes the central place of physical education’s core content (i.e., fundamental …
We Are What We Teach
Part 2 of the article on the proposed alternative PreK-12 physical education Learning Standards introduces examples of specific Content Learning Outcomes (CLOs) under each of the alternative standards introduced in Part 1. In addition, Learning Outcomes are offered that target students’ pro-social behavior development, as well as their joy and enthusiasm for physical activity. The proposed CLOs reflect observable and assessable behaviors. Further…
Content Knowledge for Teaching Ultimate Frisbee in Middle and High School
Ultimate Frisbee is a challenging activity that can contribute to meeting the first three 2024 SHAPE America National Physical Education Standards for middle and high school students. Ultimate Frisbee is different from other invasion games in that it is a no-contact and self-officiated (i.e., without a referee) game in which the “spirit of the game” prescribes how students should behave on the field. This article outlines an eight-lesson unit aim…
The Role of Physical Education Within the National Physical Activity Plan
The Education Sector of the recently updated National Physical Activity Plan (NPAP, 2023) was developed to assist schools, early care and education centers, and colleges and universities to establish policies and provide programmatic opportunities to support all students in adopting physically active lifestyles. The 2023 Education Sector strategies target K-12 education, preschool and early childhood education, as well as college and university c…
A Bold Move
Program accreditation represents the seal of approval for professional programs. Since 1954, the Council for the Accreditation of Educator Preparation (CAEP) has been the primary accreditation body for most physical education teacher education (PETE) programs. The author proposes that SHAPE America and the country’s PETE programs would stand to benefit from taking full ownership of the PETE program accreditation process
Victor H. Mancini – A Remembrance
Physical Education’s Real Brass Ring…Time to Get the Field Back on Track
This Viewpoint looks at Social and Emotional Learning (SEL) in physical education and the authors contend that making SEL the primary learning domain for school physical education programs is problematic. The article shares thoughts and provides suggestions about how to re-focus the discourse about the central goals for physical education programs
“Can You Hear Me Now … ?” What the New Physical Education Acoustic Standard Means to You and Your Students
The purpose of this article is to introduce the new “Acoustic Standard for Physical Education Teaching Environments ANSI/ASA S12.60-2019/Part 4” and share the research evidence that formed the basis for developing this physical education-specific standard, provide an overview of how the standard was developed, and offer practical suggestions for physical educators in how this standard can be used at times when school districts are planning the co…
Confronting the Challenge of Continuous Professional Development for Physical Education Teacher Educators
The purpose of writing this article is to draw attention to the practice of physical education teacher education. The hope is to engage in an ongoing conversation with teacher educators about promoting personal continuous professional development. Similar to P-12 physical educators, and those who prepare future physical education teacher educators, physical education teacher educators have a responsibility to engage in Continuous Professional Dev…
Step Counts on Weekdays, Weekends, and During Physical Education of Navajo High School Students
Two sides of the same coin
Despite the advent of game-centred approaches (GCAs) to teaching sport games (e.g. teaching games for understanding (TGfU)), traditional direct instruction approaches remain prevalent in physical education. Moreover, the latter have tended to produce high levels of student inactivity. What remains unclear is whether and how much GCAs aid in students reaching the UK and USA recommendation of 50% of lesson time being spent in moderate to vigorous p…
A response to David Kirk
This paper represents the views of two scholars in the USA with respect to the scholar lecture presented by David Kirk at the 2012 BERA – Physical Education and Sport Pedagogy (PESP) Special Interest Group meeting. We discuss how two unique features of the American universities have an impact on both the corporate nature of our work and our scholarship. These features are described as ‘the notion of outreach scholarship’ and the ‘nature of giving…
Two sides of the same coin
Despite the advent of game-centred approaches (GCAs) to teaching sport games (e.g. teaching games for understanding (TGfU)), traditional direct instruction approaches remain prevalent in physical education. Moreover, the latter have tended to produce high levels of student inactivity. What remains unclear is whether and how much GCAs aid in students reaching the UK and USA recommendation of 50% of lesson time being spent in moderate to vigorous p…
A response to David Kirk
This paper represents the views of two scholars in the USA with respect to the scholar lecture presented by David Kirk at the 2012 BERA – Physical Education and Sport Pedagogy (PESP) Special Interest Group meeting. We discuss how two unique features of the American universities have an impact on both the corporate nature of our work and our scholarship. These features are described as ‘the notion of outreach scholarship’ and the ‘nature of giving…
Two sides of the same coin
Despite the advent of game-centred approaches (GCAs) to teaching sport games (e.g. teaching games for understanding (TGfU)), traditional direct instruction approaches remain prevalent in physical education. Moreover, the latter have tended to produce high levels of student inactivity. What remains unclear is whether and how much GCAs aid in students reaching the UK and USA recommendation of 50% of lesson time being spent in moderate to vigorous p…
Step Counts on Weekdays, Weekends, and During Physical Education of Navajo High School Students
Confronting the Challenge of Continuous Professional Development for Physical Education Teacher Educators
The purpose of writing this article is to draw attention to the practice of physical education teacher education. The hope is to engage in an ongoing conversation with teacher educators about promoting personal continuous professional development. Similar to P-12 physical educators, and those who prepare future physical education teacher educators, physical education teacher educators have a responsibility to engage in Continuous Professional Dev…
Physical Education’s Real Brass Ring…Time to Get the Field Back on Track
This Viewpoint looks at Social and Emotional Learning (SEL) in physical education and the authors contend that making SEL the primary learning domain for school physical education programs is problematic. The article shares thoughts and provides suggestions about how to re-focus the discourse about the central goals for physical education programs
“Can You Hear Me Now … ?” What the New Physical Education Acoustic Standard Means to You and Your Students
The purpose of this article is to introduce the new “Acoustic Standard for Physical Education Teaching Environments ANSI/ASA S12.60-2019/Part 4” and share the research evidence that formed the basis for developing this physical education-specific standard, provide an overview of how the standard was developed, and offer practical suggestions for physical educators in how this standard can be used at times when school districts are planning the co…
Victor H. Mancini – A Remembrance
The Role of Physical Education Within the National Physical Activity Plan
The Education Sector of the recently updated National Physical Activity Plan (NPAP, 2023) was developed to assist schools, early care and education centers, and colleges and universities to establish policies and provide programmatic opportunities to support all students in adopting physically active lifestyles. The 2023 Education Sector strategies target K-12 education, preschool and early childhood education, as well as college and university c…
A Bold Move
Program accreditation represents the seal of approval for professional programs. Since 1954, the Council for the Accreditation of Educator Preparation (CAEP) has been the primary accreditation body for most physical education teacher education (PETE) programs. The author proposes that SHAPE America and the country’s PETE programs would stand to benefit from taking full ownership of the PETE program accreditation process
If I Were the Czar of U.S. Pete, I Would
This article provides 8 edicts that serve as critical reminders for those developing the next version of Physical Education Teacher Education (PETE) standards to prepare PETE graduates for a successful start to their teaching career and be true to our subject-matter content
We Are What we Teach
Physical education is the only school subject that provides access to psychomotor learning opportunity for all students, and, thus, should be the primary content identified in physical education standards. Half of the recently released 2024 SHAPE America National Physical Education Standards now focus specifically on social and personal development. This further diminishes the central place of physical education’s core content (i.e., fundamental …
We Are What We Teach
Part 2 of the article on the proposed alternative PreK-12 physical education Learning Standards introduces examples of specific Content Learning Outcomes (CLOs) under each of the alternative standards introduced in Part 1. In addition, Learning Outcomes are offered that target students’ pro-social behavior development, as well as their joy and enthusiasm for physical activity. The proposed CLOs reflect observable and assessable behaviors. Further…
Content Knowledge for Teaching Ultimate Frisbee in Middle and High School
Ultimate Frisbee is a challenging activity that can contribute to meeting the first three 2024 SHAPE America National Physical Education Standards for middle and high school students. Ultimate Frisbee is different from other invasion games in that it is a no-contact and self-officiated (i.e., without a referee) game in which the “spirit of the game” prescribes how students should behave on the field. This article outlines an eight-lesson unit aim…
Feature Introduction
Despite significant progress in knowing what constitutes effective teaching, the development of learning standards for PreK-12 physical education, the creation of various evidence-based curriculum and instruction models, and the emergence of a wide array of digital technologies (among others), physical education’s marginalized status remains. This special feature includes an introduction to the purpose and significance of state policy, why period…
Developing Skillfulness in a Game-Based Approach for Teaching Team Handball in Elementary School
This article presents an eight-lesson elementary school team handball unit designed to develop game play techniques such as throwing and catching, alongside tactical understanding in an authentic learning context. The proposed team handball unit consists of two phases. The first phase (lessons 1-4) starts with passing games with a focus on maintaining possession of the ball without time and spatial pressure and on restoring the triangle. Phase tw…
Concluding Comments to This Special Feature
This special Feature constitutes not only a continuation but also an expansion and advancement of the previous Shape of the Nation reports that tracked the individual U.S. states’ policy profiles specific to physical education. Perhaps the most unique and powerful dimension is that physical education professionals now have open and equitable access to the School Health Map dashboard, allowing users to view and compare the most recent data on actu…
Impact of State‐Level Physical Education Policies on PE Access in the United States
BACKGROUND: State policies play a key role in the provision of physical education (PE) opportunities at the district and school level. METHODS: An analysis was conducted on how states in the United States with various PE policies differ in terms of PE access as a measure of policy implementation. PE access for students was reported by 3306 K-5th grade PE teachers across all 51 states. RESULTS: State-level adherence to six key PE policies varied f…
Physical Activity Disparities Between Students With and Without Disabilities Across School‐Based Physical Activity Contexts
BACKGROUND: Students with disabilities (SWD) face higher risks of obesity and lower physical activity (PA) levels compared to students without disabilities (SWOD). Comprehensive School Physical Activity Programs (CSPAP) aim to provide equal PA opportunities for all students, yet activity differences in moderate-to-vigorous physical activity (MVPA) among SWD in secondary schools remain understudied. METHODS: This study measured MVPA levels and env…
Physical Education and Pedagogy (11 works) · Children's Physical and Motor Development (10 works) · Psychology (9 works) · Physical education (8 works) · Inclusion and Disability in Education and Sport (7 works) · Mathematics education (7 works) · Medicine (7 works) · Computer Science (5 works) · Pedagogy (5 works) · Physical activity (5 works)