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This article was downloaded by: [University of Prince Edward Island] On: 23 November 2014, At: 12:45 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Journal of Physical Education, Recreation & Dance Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/ujrd20 Perceptions of Home-Schooled Physical Education: Views from Parents, Students, and Preservice Teachers Brett Everhart a a Department of Health, Leisure, and Exercise Science , Appalachian State University , Boone , NC , 28608 Published online: 22 Feb 2013. To cite this article: Brett Everhart (1998) Perceptions of Home-Schooled Physical Education: Views from Parents, Students, and Preservice Teachers, Journal of Physical Education, Recreation & Dance, 69:9, 51-55, DOI: 10.1080/07303084.1998.10605632 To link to this article: http://dx.doi.org/10.1080/07303084.1998.10605632 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http:// www.tandfonline.com/page/terms-and-conditions

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Page 1: Perceptions of Home-Schooled Physical Education: Views from Parents, Students, and Preservice Teachers

This article was downloaded by: [University of Prince Edward Island]On: 23 November 2014, At: 12:45Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK

Journal of Physical Education, Recreation & DancePublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/ujrd20

Perceptions of Home-Schooled Physical Education:Views from Parents, Students, and Preservice TeachersBrett Everhart aa Department of Health, Leisure, and Exercise Science , Appalachian State University ,Boone , NC , 28608Published online: 22 Feb 2013.

To cite this article: Brett Everhart (1998) Perceptions of Home-Schooled Physical Education: Views from Parents,Students, and Preservice Teachers, Journal of Physical Education, Recreation & Dance, 69:9, 51-55, DOI:10.1080/07303084.1998.10605632

To link to this article: http://dx.doi.org/10.1080/07303084.1998.10605632

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) containedin the publications on our platform. However, Taylor & Francis, our agents, and our licensors make norepresentations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of theContent. Any opinions and views expressed in this publication are the opinions and views of the authors, andare not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon andshould be independently verified with primary sources of information. Taylor and Francis shall not be liable forany losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use ofthe Content.

This article may be used for research, teaching, and private study purposes. Any substantial or systematicreproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in anyform to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Page 2: Perceptions of Home-Schooled Physical Education: Views from Parents, Students, and Preservice Teachers

Perceptions of Home-SchooledPhysical Education

Views from Parents, Students, and Preservice Teachers

BRETT EVERHART

According to the U.S. CensusBureau, close to one millionstudents are taught at home

today (Lines, 1995). This trend con­tinues to gain popularity as more par­ents lose faith in the public schoolsystems of the United States (Lines,1991,1995). Although in the past, par­ents began schooling children at homefor religious reasons, the most com­mon reason today is that public schoolsare simply scoring low marks in par­ents' "grade books." It is clear thatphysical education teachers must bebetter prepared to ensure a higherquality public school education (atleast in physical education). One wayto do this is to target the home-school­ing population as a clinical teachingopportunity for preservice teachers(Everhart & Harper, 1997).

Everhart and Harper (1997) de­scribed two clinical teaching programsthat demonstrated two major needs.One need was for preservice teachersto have ample practice opportunitiesaway from the traditional supervisingtriad (for early field experiences andstudent teaching). Another need wasfor the home-schooled students to re­ceive quality physical education. Theoriginal program at one of the univer­sities described by Everhart andHarper (1997) was set up so thatpreservice physical education teachereducation programs could invitehome-schooled children to attendphysical education classes taught bypreservice physical educators and su­pervised by teacher educators. Stu­dents were grouped by grade levels(K-3 and 4-6) and a select group of

preservice teachers rotated planningand teaching during the course of asemester. Although the initial two yearsof the program were successful in pro­viding developmentally appropriatephysical education for home-schooledchildren as a group, some changeswere needed in order to enhance theprogram for everyone.

At the beginning of the third yearof the program, those changes weremade at one of the universities. Todetermine whether the changes havebeen successful, the author researchedthe perceptions of participants in theclinical program. For example, whatdo the parents of home-schooled chil­dren think about how the clinical pro­gram is meeting their needs? What dostudents think about the program?What do preservice teachers thinkabout working with home-schooledchildren in physical education? Andwhat do the parents and students thinkabout the changes? This article is de­signed to describe the changes andpresent the perspectives of those in­volved with the clinical teaching pro­gram: home-schooling parents, stu­dents, and preservice teachers.

Program ChangesThe clinical program initially met in alocal church gymnasium once perweek with one class for kindergartento grade 3 and one class for grades 4to 6. The classes were eventually sub­divided further into kindergarten tograde 1 and grades 2 to 3 for the firstclass and grades 4 to 6 for the secondclass. Possible changes to the clinicalprograms of Appalachian State Uni-

versity (ASU) and Asbury College weresuggested in the original article(Everhart & Harper, 1997). The fol­lowing revisions were made to thehome-school physical education clini­cal teaching program at ASU.

Revised ProgramA meeting of the home-schooling as­sociation for the region was held anda physical education teacher educator(who is also the clinical supervisor)met with the parents at the meeting.The program revisions were outlinedfor the parents and a question-and­answer session followed. Two weeksbefore the new school year began, theparents received a newsletter that pro­vided a list of physical activities inwhich students could enroll for theupcoming semesters. This was brokendown by age groups so that the clini­cal program supervisor could identifystudent interests and assign teachersto classes based on those interests. Forthe 5- to 6-year-old and 7- to 8-year-oldclasses, the teachers focused on a tra­ditional elementary physical educationcurriculum with special emphasis onthe state's suggested activities. Thisemphasis included fitness, motor skills,rhythms, gymnastics, and games. Forthe 9- to Ll-year-old classes, the stu­dents chose from among classes onbasketball, volleyball, and fitness/games. Because many of the same stu­dents selected both fitness/games andone of the other two options, therewere not enough students to continuethe fitness/games class for the firstsemester. For all students who were9 years old or older, fitness develop-

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Page 3: Perceptions of Home-Schooled Physical Education: Views from Parents, Students, and Preservice Teachers

mentwas integrated with sport instruc­tion (Everhart, Everhart, Sands, &Dunaway, in press); therefore, fitnessand sport objectives were met simulta­neously. In the middle of the semes­ter, a two-week unit on tumbling andstunts gave the students a break be­fore moving back to the original con­tent. This was deemed appropriatesince no student attended more thantwice per week, and many met onlyonce per week. Other classes were pro­vided for students aged 12 to 18. Oneclass taught lifetime pursuits such asarchery and also utilized communityresources for a bowling and swimmingunit. Another option was a racketsports unit that taught the basic skillsand strategies of net/wall games (Grif­fin, Mitchell, & Oslin, 1997) and al­lowed students to choose a racketgame to learn. A third option for theolder group was a class on cross-train­ing and personal fitness, in which stu­dents used computers to track per­sonal progress on individual fitnessprograms. The computer work (Mul­timedia Workout from Human Kinet­ics) accompanied a fitness/wellnessprogram planned and facilitated byphysical education preservice teach­ers. The number of students per classtypically ranged from 12 to 18.

The classes met twice per week onthe university campus, enabling thehome-schooled students to use morefacilities and better equipment dur­ing physical education class. Parentshad the option ofsending students onboth days or just one of the days. Atthe beginning of each semester,preservice teachers were assignedclasses for which to plan and teach.They also were required to turn inindividualized educational programs(IEPs) on students in their classes inorder to track the students' progressindividually. Three or more parentsstayed during each class to help moni­tor individual classes and to provideescorts to rest rooms when necessary.Since parking is a problem at manyuniversities (ours is no different), theparents dropped off and picked uptheir children at a designated place.The students entered the physical edu-

cation facility and sat down in a desig­nated area until class began. They wereprohibited from arriving more than20 minutes before class. After class,the students sat in the same area asbefore, waiting to be picked up. On aregular basis, up to 100 students fin­ished class and were picked up withina ten-minute transition period.

Interview MethodsDuring the second year of the firstversion of the clinical program, elevenparents of home-schooled studentswere interviewed for up to 30 minutesusing a set list of questions developedby the lead investigator. The interviewswere audio recorded and transcribedinto typed notes. Subsequently, par­ents with children in the revised ver­sion of the clinical program were in­terviewed.

Seven students (ages 9-17) were in­terviewed concerning the revised ver­sion of the clinical program. Thosewho had been enrolled in the initialversion answered questions that com­pared the two versions. The interviewswere conducted from a list of ques­tions developed by the investigator andwere audio-recorded with the consentof the students.

Determining PreserviceTeachers' PerceptionsTwo preservice teachers (PTs) in theirfinal semester before student teach­ing gave informed consent to serve assubjects in the project. Together, theytaught a weekly physical educationclass to 20 home- schooled students inthe second and third grades. The PTsrecorded all critical incidents in ajour­nal. Also, they observed each otherteaching and wrote summaries of theirobservations. Both PTs later partici­pated in a round-table discussion at anational AAHPERD convention tohelp formulate their perceptions ofworking with this population group.

Nine other PTs each kept a con­tinuous journal of reflections on ev­ery teaching experience with home­schooled and public-schooled stu­dents. Their reflections were basedon the individual lessons they taught

and their perceptions ofworking withthe students. The PTs were asked tofocus on instructional, managerial,and interactive incidents that occurredwhile teaching the students.

Parents' PerceptionsPhysical Education Today. The parentscollectively viewed physical educationas vital to society today if it promotesstudent achievement. Two major goalswere given: (1) to promote lifelongphysical fitness and (2) to provide aforum for developing affective quali­ties such as teamwork and social inter­action. The following comments arerepresentative:

I would like to see more preventive things

like stretching and warm-ups as well as

nutrition. (Lana, parent)

I would like to see habits that we can

develop at home such as toning, calis­

thenic type things, and getting into things

that will form life-time habits as opposed

to games, and get them into a program

where they don't have to compete with

each other and where they can work on

their physical fitness at home or wher­

ever. (Danette, parent)

My main purpose in having my son in PE

would be teamwork, learning the basics

of the sport, and social interaction.

(Wendy, parent)

We do a lot ofrunning around the house

and we like the games with other kids [in

the clinical program] and I think that is

good. He's [son] got to realize that there

is more give and take and that he has to

be part of the team. I like that teamwork.

I think he is fairly well-coordinated but

he certainly has work for improvement

[in motor skills]. (Sharon, parent)

Perceptions of the New Version of theClinical Program.The original programgenerated positive feedback from theparents despite being limited in classavailability and in the small range ofages to which it was geared. As theprogram continued to develop, im­provements were made (e.g., furthersubdividing the grade ranges of the

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Page 4: Perceptions of Home-Schooled Physical Education: Views from Parents, Students, and Preservice Teachers

classes), eliciting even more positiveresponses from the parents and fewercomplaints. Also, the program super­visor continues to hear praises of thenew program from parents. In theolder version, the parents said thatthey received good reports about theprogram from their children, whichmay have increased their enthusiasm.One difference may be that the par­ents are now more directly involvedby helping to supervise on a rotatingbasis. This has also benefited the pro­gram supervisor and teacher educa­tor. It not only helps prevent large­scale discipline and liability problems,but it allows the parents to see theprogram and interactwith all involved.Parents contrasted the older and re­vised versions of the program in termsof meeting more often and the avail­ability of facilities for more classes.

Well you are able to offer more [in the

new program] and that waswhat we were

pleased about. The facilities were nicer

and we were able to go two days a week

and my kids loved that. I was excited

about the two days. They are both just

really social butterflies and [my son] is

very athletic and enjoys anything to do

with sports ofany kind. (Colleen, parent)

I felt the more teachers [in the new

program] was helpful. It seems more

focused. [Mydaughter] came home very

excited about learning specific things

about basketball passing. She was actu­

ally getting techniques and skills. (jas­

mine, parent)

One parent who recently moved tothe local town from another state wasexcited about the opportunities forher children with the new program.

It has just blown me away that you do

that [teach physical education to home­

schoolers]. Everyone that I have toldjust

can hardly believe it. I just really want

you to know that it is so valuable to us

and I think to the whole home-school­

ing community. We are thrilled and the

boys are going to do two days [per week]

next semester because they have just

loved it. (Doris, parent)

Students' PerceptionsThe home-schooled students who wereinterviewed about the physical educa­tion clinical program said that theylooked forward to the social interac­tion with the other children and thephysical activity. One student said thatshe enjoyed learning the skills thathelped her improve in certain sports.

I don't have a lot of places where I can

set up a volleyball net and basketball

goals. It [physical education] helps you

a lot. At church they would have the

volleyball nets up and I wanted to play,

but I'm not good at it. Now that I have

learned how to play volleyball I can play.

(Monique, 10 years old)

Another student (nine years old)said that he enjoyed the basketballclass because he was learning a gamethat he had not learned before.

During the first semester, themiddle school and high school stu­dents received less instruction thanthe program supervisor and teachereducator had wanted. This was unin­tentional, but the students noticed it.

As far as the teaching goes with the col­

lege students, what happened was when

we played racquetball, they said go pick

out a court and go play. That didn't

teach me very much and I didn't know

the basic game. All they said was hit

between these lines. (Sam, ninth grade)

In changing classes between semes­ters, this problem was rectified so thatall classes receive instruction. In a sub­sequent semester, it will be interestingto find out from the older studentswhether their perceptions of theclasses have changed.

Some students have participated inthe clinical program since its incep­tion, when it was housed at a localchurch gymnasium. They reportedthat it was more enjoyable at the uni­versity because of the availability offacilities and the variety of classes.

I like it this year [at the university] better

just because it was bigger and we all got in

different groups and ages and that really

made a difference. When I went from the

volleyball [9- to 11- year-old class] to the

teens [I enjoyed it more]. I am not put­

ting it [volleyball class] down. Itmay have

been exciting for someone else, but it

wasn't for me. (Christine, 12 years old).

At the church gymnasium, the stu­dents were placed in grade-group classes(kindergarten to first, second to third,fourth to fifth, and sixth grades) withno choice of subject matter. At theuniversity, the classes were based onage, and the 9-year-olds and above hadchoices of subject matter. When stu­dents turned 12, they were moved upto the older group at the earliest con­venience. Christine (above) was refer­ring to this. The consensus among allstudents interviewed was that the uni­versity program was more enjoyable.

It is interesting to note that thehome schoolers talked about their pre­vious physical education experiences.Some played on city recreationalleague teams for various sports. Oth­ers went to the YMCAfor exercise andleague sports. Still others were taughtby their parents at home in a type ofsupervised play time. That makes aclinical program like this even moreimportant, so that this populationgroup has access to a broader spec­trum of physical education activities.

Preservice Teachers'PerceptionsThe preservice physical educationteachers who taught the second andthird graders at the church gym dur­ing the initial version of the clinicalprogram noticed a gender balance inathleticism and that the children ap­peared to grasp new activities quickly.On the negative side, group interac­tions were often problematic-thechildren had short attention spans,enjoyed developmentally inappropri­ate games, and some had poor motorskills and hand-eye coordination.

These children loved to run and play, but

when rules were added, one could tell that

it took a while for them to catch on and

some never really did. With more time,

this population could really prove to be an

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Page 5: Perceptions of Home-Schooled Physical Education: Views from Parents, Students, and Preservice Teachers

excellent clinical population for preservice

physical education teachers. (PT #1)

The PTs who taught in the revisedversion of the program indicated theexcitement of actually teaching as op­posed to "book learning" and simu­lated teaching with peers. They alsoexpressed a desire to focus on skills.

The students need skills and I am going

to teach them skills. I'll also let them

play, but I want them to understand how

important skill development is to game

play. (John, PT #3)

In addition to being excited aboutteaching real children, some of thePTs found that the home-schooledchildren needed to be managed simi­larly to public-schooled children. Forexample, if equipment was not placedappropriately for retrieval by the chil­dren it would be a problem; however,this allowed the PTs to experienceproblems and adjust accordingly. Thiswas evidenced in a 5- and 6-year-oldsclass in which "gator balls" were usedfor a catching lesson.

We worked on catching skills today and

they [the children] seemed to like this

skill a lot more than throwing skills. 1

had a minor scuffle at the beginning of

class. I always lay the bag of balls out and

have them [do locomotor skills] to pick

out a ball and peform the same activity

back after getting the ball. I had stu­

dents fighting over the balls. Two wanted

the blue ball and one kid ended up chas­

ing the other who had the ball so I had

to settle the dispute. (PT #4)

This PT made changes accordinglyfor the next lesson.

I decided to hand out the balls today

instead of having everyone trying to get

their balls at the same time. This may be

a little more time consuming, but it pre­

vented them from fighting and arguing.

For some reason everyone wanted the

blue gator balls instead of the white ones.

This method worked better. (PT #4)

Although seasoned teachers may

frown on handing out equipment in­dividually to each student in class, thisequipment management method al­lowed the PT to adjust and see howthe changes worked out. With moreopportunities to adjust, he might comeup with a more appropriate method,such as having equipment placed indesignated areas for students to pickup when arriving at stations. With feed­back from the teacher educator andby analyzing his own teaching perfor­mance in the pedagogy lab with a com­puterized systematic observation in­strument (Everhart & Harper, 1997),it is more likely the PT will come upwith a better solution more quicklythan if he relies on trial and error.

Social skills is another issue. Al­though the literature is not clear onhow home-schooled children interactwith others, some of the PTs statedthat sometimes it was different inter­acting with these children as comparedto children in the public schools.There is no research completed onthis topic at this point in our pro­gram, but one PT (#5) said:

I feel the students are bright individuals,

but a few of them lack the social skills that

I acquired in the public schools. Many of

the children seem so distant, and when

[we] would joke around about things,

they would not laugh or get the joke.

This seemed to occur in matters ofdiscipline as well, in that some chil­dren who misbehaved needed a sternreprimand before their behaviorwould change. On the other hand,the children who had attended theclinical program in previous years ap­peared to follow the set routines andrarely displayed any discipline prob­lems. These are generalizations, anduntil research provides some answers,one camp will say that the home­schooled children behave well in in­teractions with others and the othercamp will say it is easy to see that theydon't interact with others as well aspublic-schooled children. With moretime in the program, perhaps thehome-schooled children will betteradhere to the clinical program's rou-

tines and the number of disciplineproblems will diminish.

Another issue was the perceptionsof teaching outcomes that the PTs hadfrom working with the home-schooledstudents. These perceptions were thesame as if they had been working withpublic school children. However, theypaint a picture of how early teachingexperiences benefit preservice teach­ers in physical education.

[In a volleyball class for 9- to l l-year-olds]

We reviewed what we went over last class

extensively because we had some new stu­

dents. The tempo of the class was in­

creased to keep them on task. The stu­

dents were getting much better with their

form, however they still had trouble mak­

ing contact with the volleyball. (PT #6)

[We] introduced the overhead pass and

reviewed the forearm pass. The students

had trouble understanding how to make

contact with the ball. Most of them were

slapping at the ball. We also began to play

modified games using the trainer balls, so

they would not be as scared of the ball

and we allowed two bounces to slow the

pace down so they could concentrate on

their skill development. (PT #6)

SummaryThe home-schooling parents in thisarticle mayor may not have sharedpositive experiences of their own physi­cal education experiences, but all pro­vided ongoing support for the clinicalteaching program for their children.The individuals studied in this articleprovided evidence ofan improvementin the new version of the clinical pro­gram in terms of how it meets theneeds of home-schooled students. Inaddition, the preservice teachers pro­vided evidence of professional growthin the lessons they taught. With con­tinued modifications to the clinicalphysical education program for home­schooled students, preservice teach­ers and home-schooled students willcontinue to reap the rewards ofsuch aprogram. With better student out­comes generated from research-basedteaching, parents will continue to

54 Vol. 69 No.9· JOPERD • November/December 1998

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Page 6: Perceptions of Home-Schooled Physical Education: Views from Parents, Students, and Preservice Teachers

Method of payment D check enclosed payable to AAHPERD D Visa D MC

Address _

Name _

Zip _

Total payment enclosed

Panagiota Klentrou is an assistant professor

in the Department of Physical Education at

Brock University, St. Catherines, Ontario L2S

3A 7, Canada.

Wall,]., & Murray, N. (1994). Children &movement: Physical education in theelemen­tary school. Madison, WI: W. C. Brown& Benchmark.

Warrell, E. (1978). Safety in using gymnas­

tic equipment. Journal of PhysicalEdu­cation, Recreation & Dance, 49(7), 12-13.

StateCity _

Number of Tickets __ @ $35 each $ _

(Tickets on site will be $40)

To order Luncheon tickets, please mail the following to: NAGWS,1900 Association Drive, Reston, VA 20191

April 23, 199812:30 - 2:30 pm

Westin Hotel, Copley PlaceBoston, Massachusetts

Luncheon sponsored by JCPenney

NationalAssociationfOr Girls and WOmen in SportCentennial Celebration

AAHPERD National Convention

Please join us for our Centennial Celebration featuring:• Members of the Women's World Cup Soccer Team• 1999 NAGWS Award recipients• Donna de Varona, Olympic swimmer and speaker• Luncheon featuring Robin Roberts, ESPN sports

commentator• A modeling of Sports Wear Then and Now

Continued from jJage36

MacDonald & Evans.National Association for Sport & Physical

Education. (1995). Nationalphysical edu­cation standards: a guide to content andassessment standards. New York: Mosby.

Nilges, L. M. (1997). Educational gym­nastics-stages ofcontent development.Journal of PhysicalEducation, Recreation& Dance, 68(3),50-55.

Klentrou

ReferencesEverhart, B., Everhart, L., Sands, C., &

Dunaway, D. (in press). The effects ofcombining a fitness emphasis duringmotor skill practice on third grader'senjoyment of physical education les­sons. The Physical Educator.

Everhart, B., & Harper, T. (1997). Teachingphysical education to homeschooledstudents: Opportunities for studentteaching. Journal of Physical Educa­tion, Recreation & Dance, 68 (5),51-55.

Griffin, L., Mitchell, S., & Oslin,]. (1997).Teachingsportconcepts and skills:A tacti­cal games approach. Champaign, IL:Human Kinetics.

Lines, P. (1991). Estimating homeschooledpopulation. Washington, DC: U.S. De­partment of Education, Office of Re­search and Improvement. (ERIC Docu­ment Reproduction Service No. ED337903)

Lines, P. (1995). Homeschooling. ERICDigest, 95 (EDU-EA-95-3).

spread the word that good things arehappening in physical education atthe university.

Perhaps it is time to design moreprograms like this at other universi­ties around the country. Itwould ben­efit preservice teachers and the grow­ing number ofchildren who are home­schooled. Teacher educators in physi­cal education teacher educationprograms who are interested in devel­oping similar programs should firsttry to contact people who can helpthem. Contacts may include state de­partments of education for home­schooling association phone numbersand local church parishioners whoeducate their children at home.Internet searches may also provideuseful information. Once contacts aremade, discussions can begin to deter­mine whether local home-schoolingparents are interested in joining a co­operative group for physical educa­tion at a local university (or churchgymnasium) .

expiration datecredit card numberBrett Everhart is an assistant professor in

the Department of Health, Leisure, and Ex-

ercise Science at Appalachian State Univer- authorized signaturesity, Boone, NC 28608. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~

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