Aaron Beighle
Biographic Data
| ID | 6685696 |
|---|---|
| NAME | Aaron Beighle |
| GIVEN NAMES | Aaron |
| FAMILY NAME | Beighle |
| SIGNATURE | BEIGHLE A |
| AFFILIATIONS | University of Kentucky |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Leveraging Marketing Concepts to Improve Physical Education and Promote Health
Physical education (PE) holds significant potential to shape students’ character and development from a holistic perspective. This has prompted prominent health organizations such as the World Health Organization, UNESCO, and Centers for Disease Control & Prevention to advocate for structured PE programs in schools through their policy reports for many years. Despite this, international research consistently indicates that PE remains marginalized…
Measurement Instruments When Comparing Academic Performance and Physical Activity
Physical Education Response to Intervention
Response to Intervention (RTI) has become prevalent in education recently, while the time youth spend being physically active has consistently decreased. Given the known physical, mental, and cognitive benefits of regular physical activity and the time youth spend in school, this article explores the use of increased physical education (PE) time as an RTI strategy to enhance students’ overall physical activity, academic achievement, behavior, and…
Exploring the Barriers to Physical Education Opportunities in India’s Schools
This qualitative study explored parents’ perceptions of physical education (PE) subject following the success of the Indian Olympic team in the Tokyo Olympics. Six focus-group discussions were organized across the Delhi and National Capital Region (NCR) of India. The participants were 24 parents, 13 (54.16%) of whom were males and 11 (45.84%) were females. Data were analyzed using interpretative phenomenological analysis, which revealed five supe…
Don’t Be Afraid to Just Dance
In my experience, the word dance in physical education has been somewhat of a taboo. Many physical education teachers either choose not to teach dance at all because they do not feel comfortable with it or they struggle to find ways to teach it properly to their students. The teaching dance for understanding (TDfU) model completely changed my perspective not only on how to teach dance but also on how I can connect it to the physical education sta…
Physical Education Moving From Marginalized to Materialized
Undoubtedly, the world has seen drastic changes after the COVID-19 outbreak. The pandemic has also solidified the importance of children’s immunity, health, and physical activity (PA). Regular PA is considered an investment for the future, which will increase the quality of life of all people. Specific to COVID-19, evidence suggests that PA promotes resistance to infectious diseases and should be encouraged among the general population to lower t…
Teaching Strategies for Motivating Students to Participate in Physical Activity
While physical education class is intended to be fun, getting students to motivate themselves to participate in activities is challenging. This study aims to provide meaningful strategies to promote physical activity in the classroom while meeting all students’ needs. The target population is middle physical education teachers. The following components will be discussed: autonomy, competence, and relatedness. The strategies we offer will supply t…
Physical Education Teachers as Leaders of Comprehensive School Physical Activity Programs
The purpose of this article is to describe the multiple roles of a physical education teachers in a school setting for the promotion of physical activity via the use of the CSPAP framework. The roles are organized and presented using the acronym S.M.A.R.T. (Supervise, Motivate, Advocate, Research, and Teach). Strategies for physical educators to use in these roles in school-based physical activity promotion efforts will be provided
Comprehensive School Physical Activity Programs
The first Comprehensive School Physical Activity Programs (CSPAPs) position statement from the National Association for Sport and Physical Education (NASPE) was released in 2008. It was the first document of its kind to recommend increased school-based opportunities for physical activity. The Statement recommended that schools focus on quality physical education, school-based physical activities (before, during, and after school), staff wellness,…
Authentic Learning Through Peak Conditions in Secondary Physical Education
Authentic learning in physical education (PE) is one of many tools to promote lifelong movement through meaningful experiences. Self-Determination Theory is tied to authentic learning through student connection in PE and authentic learning. Teachers can become facilitators of authentic learning experiences through embracing a shift in power dynamics in the classroom by inviting students to make decisions about what and how they learn in PE. To as…
Examining high school student perceptions of physical education
The current case study was designed to seek out incoming high school students’ perceptions of physical education (PE) and how students felt former PE teachers influenced their perceptions. The study was conducted at a high school in the United States and included semi-structured focus group interviews of 25 students. The results indicated that students have a mix of positive and negative perceptions of PE and reported that the purpose of PE was t…
Motivating High School Students With PRAISE
Beni, Fletcher, and Chróinín examined meaningfulness in PE and suggested five common threads: social interaction, fun, challenge, motor competence, and personally relevant information. Similarly, these threads have been described using the acronym P.R.A.I.S.E. PRAISE stands for Perceived competence, Relatedness, Autonomy, Individuality, Social support, and Enjoyment. This article will describe how to use the PRAISE acronym as a tool to help make …
Lessons Learned From Covid-19
The aim of this article is to provide solutions to the problems experienced by teachers during this period and most importantly, to provide strategies that will be beneficial in shaping the post-COVID-19 education system. Specifically, instruction, curriculum, and technology are addressed. We believe that nothing may be the same, but lessons learned from the difficulties in delivering quality physical education during these tumultuous times may a…
Statewide dissemination and implementation of physical activity standards in afterschool programs
Clinical Trial Registration: NCT02394717
Dynamic Physical Education for Elementary School Children with Curriculum Guide
Instructor's Review Copy for Dynamic Physical Education for Elementary School Children
Dynamic Physical Education for Elementary School Children
School day segmented physical activity patterns of high and low active children
HIGH active children achieved significantly more MPA and VPA than LOW active during four of the five segments of the school day when analyses were adjusted for potential correlates. Physical activity promotion strategies targeting low active children during discretionary physical activity segments of the day, and particularly via structured afterschool physical activity programs may be beneficial
Examining high school student perceptions of physical education
The current case study was designed to seek out incoming high school students’ perceptions of physical education (PE) and how students felt former PE teachers influenced their perceptions. The study was conducted at a high school in the United States and included semi-structured focus group interviews of 25 students. The results indicated that students have a mix of positive and negative perceptions of PE and reported that the purpose of PE was t…
School day segmented physical activity patterns of high and low active children
HIGH active children achieved significantly more MPA and VPA than LOW active during four of the five segments of the school day when analyses were adjusted for potential correlates. Physical activity promotion strategies targeting low active children during discretionary physical activity segments of the day, and particularly via structured afterschool physical activity programs may be beneficial
Instructor's Review Copy for Dynamic Physical Education for Elementary School Children
Dynamic Physical Education for Elementary School Children
Dynamic Physical Education for Elementary School Children with Curriculum Guide
Statewide dissemination and implementation of physical activity standards in afterschool programs
Clinical Trial Registration: NCT02394717
Motivating High School Students With PRAISE
Beni, Fletcher, and Chróinín examined meaningfulness in PE and suggested five common threads: social interaction, fun, challenge, motor competence, and personally relevant information. Similarly, these threads have been described using the acronym P.R.A.I.S.E. PRAISE stands for Perceived competence, Relatedness, Autonomy, Individuality, Social support, and Enjoyment. This article will describe how to use the PRAISE acronym as a tool to help make …
Lessons Learned From Covid-19
The aim of this article is to provide solutions to the problems experienced by teachers during this period and most importantly, to provide strategies that will be beneficial in shaping the post-COVID-19 education system. Specifically, instruction, curriculum, and technology are addressed. We believe that nothing may be the same, but lessons learned from the difficulties in delivering quality physical education during these tumultuous times may a…
Physical Education Teachers as Leaders of Comprehensive School Physical Activity Programs
The purpose of this article is to describe the multiple roles of a physical education teachers in a school setting for the promotion of physical activity via the use of the CSPAP framework. The roles are organized and presented using the acronym S.M.A.R.T. (Supervise, Motivate, Advocate, Research, and Teach). Strategies for physical educators to use in these roles in school-based physical activity promotion efforts will be provided
Comprehensive School Physical Activity Programs
The first Comprehensive School Physical Activity Programs (CSPAPs) position statement from the National Association for Sport and Physical Education (NASPE) was released in 2008. It was the first document of its kind to recommend increased school-based opportunities for physical activity. The Statement recommended that schools focus on quality physical education, school-based physical activities (before, during, and after school), staff wellness,…
Authentic Learning Through Peak Conditions in Secondary Physical Education
Authentic learning in physical education (PE) is one of many tools to promote lifelong movement through meaningful experiences. Self-Determination Theory is tied to authentic learning through student connection in PE and authentic learning. Teachers can become facilitators of authentic learning experiences through embracing a shift in power dynamics in the classroom by inviting students to make decisions about what and how they learn in PE. To as…
Examining high school student perceptions of physical education
The current case study was designed to seek out incoming high school students’ perceptions of physical education (PE) and how students felt former PE teachers influenced their perceptions. The study was conducted at a high school in the United States and included semi-structured focus group interviews of 25 students. The results indicated that students have a mix of positive and negative perceptions of PE and reported that the purpose of PE was t…
Exploring the Barriers to Physical Education Opportunities in India’s Schools
This qualitative study explored parents’ perceptions of physical education (PE) subject following the success of the Indian Olympic team in the Tokyo Olympics. Six focus-group discussions were organized across the Delhi and National Capital Region (NCR) of India. The participants were 24 parents, 13 (54.16%) of whom were males and 11 (45.84%) were females. Data were analyzed using interpretative phenomenological analysis, which revealed five supe…
Don’t Be Afraid to Just Dance
In my experience, the word dance in physical education has been somewhat of a taboo. Many physical education teachers either choose not to teach dance at all because they do not feel comfortable with it or they struggle to find ways to teach it properly to their students. The teaching dance for understanding (TDfU) model completely changed my perspective not only on how to teach dance but also on how I can connect it to the physical education sta…
Physical Education Moving From Marginalized to Materialized
Undoubtedly, the world has seen drastic changes after the COVID-19 outbreak. The pandemic has also solidified the importance of children’s immunity, health, and physical activity (PA). Regular PA is considered an investment for the future, which will increase the quality of life of all people. Specific to COVID-19, evidence suggests that PA promotes resistance to infectious diseases and should be encouraged among the general population to lower t…
Teaching Strategies for Motivating Students to Participate in Physical Activity
While physical education class is intended to be fun, getting students to motivate themselves to participate in activities is challenging. This study aims to provide meaningful strategies to promote physical activity in the classroom while meeting all students’ needs. The target population is middle physical education teachers. The following components will be discussed: autonomy, competence, and relatedness. The strategies we offer will supply t…
Physical Education Response to Intervention
Response to Intervention (RTI) has become prevalent in education recently, while the time youth spend being physically active has consistently decreased. Given the known physical, mental, and cognitive benefits of regular physical activity and the time youth spend in school, this article explores the use of increased physical education (PE) time as an RTI strategy to enhance students’ overall physical activity, academic achievement, behavior, and…
Measurement Instruments When Comparing Academic Performance and Physical Activity
Leveraging Marketing Concepts to Improve Physical Education and Promote Health
Physical education (PE) holds significant potential to shape students’ character and development from a holistic perspective. This has prompted prominent health organizations such as the World Health Organization, UNESCO, and Centers for Disease Control & Prevention to advocate for structured PE programs in schools through their policy reports for many years. Despite this, international research consistently indicates that PE remains marginalized…
Medicine (12 works) · Children's Physical and Motor Development (11 works) · Psychology (11 works) · Pedagogy (10 works) · Physical Education and Pedagogy (10 works) · Physical education (8 works) · Motivation and Self-Concept in Sports (6 works) · Political science (6 works) · Mathematics education (5 works) · Physical activity (5 works)