Keven A Prusak
Biographic Data
| ID | 9620506 |
|---|---|
| NAME | Keven A Prusak |
| GIVEN NAMES | Keven A |
| FAMILY NAME | Prusak |
| SIGNATURE | PRUSAK K A |
| AFFILIATIONS | Brigham Young University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Systemic Success in Physical Education
Drawing from a variety of conceptual and theoretical frameworks, this article provides a summary of decades of research into a university–district partnership that in multiple ways could be considered a systemic success. It describes the practices and processes of how two sectors of the broader physical education system (i.e., in-school physical education and teacher education) have complemented each other in the pursuit of the ongoing workforce …
Preparing Successful Advocates Through Pete Programs
The purpose of this article is to share an advocacy framework that was developed with the hope that it can provide PETE programs, K-12 district coordinators, and other interested physical education professionals an effective way of delivering the concepts and skills related to becoming more effective advocates. The advocacy framework closely resembles a decision-making tree for those who intend to engage in advocacy. The utility and appeal of a d…
Attending to the Emotional Side of Professional Learning Communities (PLCs) by Cultivating Positive Team Dynamics
Professional Learning Communities (PLCs) are becoming increasingly commonplace in America’s schools. As part of the school community, physical educators are positioned to add and receive value within PLCs. Given that school-based PLCs are driven by collaborative teams, reaching high performing status requires external supportive school structures coupled with internal positive team dynamics. A PLC can be an emotionally charged collective action f…
Professional Learning Communities in Physical Education
This article explores how physical education teacher education (PETE) programs can prepare physical education professionals for PLC engagement. A requisite competency domain for PLC engagement can be described as “co-assessment literacy” or “closing the loop” of a results cycle (utilizing assessment data to monitor student learning and improve teaching practice). Using a little-known process assessment called a Programmed Practice Sheet (PPS) can…
Developing Social–Emotional Learning in Physical Education Through Appropriate Instructional Practices
Social-emotional learning (SEL) has become an important topic in education. SEL is also important in physical education (PE). The nature of PE has students learning in the affective, cognitive, and psychomotor domains, thus providing many opportunities for SEL. And who facilitates SEL? The PE teacher has the opportunity to provide games, activities, and experiences to assist and strengthen their students’ SEL by implementing appropriate instructi…
The Home–Base Method of Teaching Tennis
Motor learning experts suggest that it is best to begin by teaching the whole skill rather than break it down into its component parts. Yet, most skill instruction is approached using a list of part-skill cues as are commonly taught in PETE programs. This article examines how to teach tennis skills using whole-skill cueing in a method developed for National Ski School instruction called the home-base. Teachers and coaches may use the home-base pr…
A Team within a Team
Professional Learning Communities (PLCs) are becoming more commonplace in K–12 education. As PLCs represent a departure from isolation toward a culture of collaboration, physical educators may be ideally situated to shape school culture. Physical educators often serve the dual roles of teaching and sport coaching in schools. Sport coaching inherently involves principle PLC components of collaborative teaming, data-driven decision-making, and resu…
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A Team within a Team
Professional Learning Communities (PLCs) are becoming more commonplace in K–12 education. As PLCs represent a departure from isolation toward a culture of collaboration, physical educators may be ideally situated to shape school culture. Physical educators often serve the dual roles of teaching and sport coaching in schools. Sport coaching inherently involves principle PLC components of collaborative teaming, data-driven decision-making, and resu…
Developing Social–Emotional Learning in Physical Education Through Appropriate Instructional Practices
Social-emotional learning (SEL) has become an important topic in education. SEL is also important in physical education (PE). The nature of PE has students learning in the affective, cognitive, and psychomotor domains, thus providing many opportunities for SEL. And who facilitates SEL? The PE teacher has the opportunity to provide games, activities, and experiences to assist and strengthen their students’ SEL by implementing appropriate instructi…
The Home–Base Method of Teaching Tennis
Motor learning experts suggest that it is best to begin by teaching the whole skill rather than break it down into its component parts. Yet, most skill instruction is approached using a list of part-skill cues as are commonly taught in PETE programs. This article examines how to teach tennis skills using whole-skill cueing in a method developed for National Ski School instruction called the home-base. Teachers and coaches may use the home-base pr…
Preparing Successful Advocates Through Pete Programs
The purpose of this article is to share an advocacy framework that was developed with the hope that it can provide PETE programs, K-12 district coordinators, and other interested physical education professionals an effective way of delivering the concepts and skills related to becoming more effective advocates. The advocacy framework closely resembles a decision-making tree for those who intend to engage in advocacy. The utility and appeal of a d…
Attending to the Emotional Side of Professional Learning Communities (PLCs) by Cultivating Positive Team Dynamics
Professional Learning Communities (PLCs) are becoming increasingly commonplace in America’s schools. As part of the school community, physical educators are positioned to add and receive value within PLCs. Given that school-based PLCs are driven by collaborative teams, reaching high performing status requires external supportive school structures coupled with internal positive team dynamics. A PLC can be an emotionally charged collective action f…
Professional Learning Communities in Physical Education
This article explores how physical education teacher education (PETE) programs can prepare physical education professionals for PLC engagement. A requisite competency domain for PLC engagement can be described as “co-assessment literacy” or “closing the loop” of a results cycle (utilizing assessment data to monitor student learning and improve teaching practice). Using a little-known process assessment called a Programmed Practice Sheet (PPS) can…
Systemic Success in Physical Education
Drawing from a variety of conceptual and theoretical frameworks, this article provides a summary of decades of research into a university–district partnership that in multiple ways could be considered a systemic success. It describes the practices and processes of how two sectors of the broader physical education system (i.e., in-school physical education and teacher education) have complemented each other in the pursuit of the ongoing workforce …
Physical Education and Pedagogy (7 works) · Psychology (7 works) · Inclusion and Disability in Education and Sport (6 works) · Pedagogy (6 works) · Computer Science (4 works) · Physical education (4 works) · Engineering (3 works) · Mathematics education (3 works) · Medical education (3 works) · Medicine (3 works)