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Promoting the 50 Million Strong Agenda through Sport Education

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Title: Promoting the 50 Million Strong Agenda through Sport Education
Language: English
Authors: Hastie, Peter (ORCID 0000-0002-3727-6006), Boyd, Korey (ORCID 0000-0002-9566-6299), Ward, Jeffery Kurt (ORCID 0000-0002-8198-2063), Stringfellow, Andy (ORCID 0000-0001-9233-9201)
Source: Journal of Physical Education, Recreation & Dance. 2020 91(8):8-14.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 7
Publication Date: 2020
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Descriptors: Health Promotion, Athletics, Physical Education, Physical Activity Level, Physical Fitness, Knowledge Level, Program Effectiveness, Teamwork, Exercise, Competition, Elementary Education
DOI: 10.1080/07303084.2020.1798306
ISSN: 0730-3084
Abstract: The purpose of this article is to provide information on how to teach a Sport Education fitness season with the intent to improve students' physical activity, fitness development, and health-related fitness knowledge as to work towards achieving SHAPE America's goal of 50 Million strong. Readers are provided with a daily lesson schedule, detailed information on each lesson, and figures on how to set up three different fitness challenges. Also included are notes that provide helpful tips to ensure trouble-free implementation of the season. This season has been tested in schools and the results showed significant improvements in health-related fitness knowledge and fitness tests, as well as the number of students reaching various healthy fitness zones.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1274871
Database: ERIC
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  Value: <anid>AN0146730584;erd01oct.20;2020Nov02.01:52;v2.2.500</anid> <title id="AN0146730584-1">Promoting the 50 Million Strong Agenda through Sport Education </title> <p>The purpose of this article is to provide information on how to teach a Sport Education fitness season with the intent to improve students' physical activity, fitness development, and health-related fitness knowledge as to work towards achieving SHAPE America's goal of 50 Million strong. Readers are provided with a daily lesson schedule, detailed information on each lesson, and figures on how to set up three different fitness challenges. Also included are notes that provide helpful tips to ensure trouble-free implementation of the season. This season has been tested in schools and the results showed significant improvements in health-related fitness knowledge and fitness tests, as well as the number of students reaching various healthy fitness zones.</p> <p>PHOTO (COLOR)</p> <p>SHAPE America – The Society of Health and Physical Educators defines a physically literate individual as someone who demonstrates knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. A keystone of this goal is the 50 Million Strong initiative, which is a call to action for all of America's health and physical educators to unite and focus on a common purpose: getting all the nation's children physically active, enthusiastic and committed to making healthy lifestyle choices. However, a lack of curriculum time and large class sizes make achieving SHAPE America's 50 Million Strong initiative, at best, difficult to achieve. In fact, large research studies by Bai et al. ([<reflink idref="bib1" id="ref1">1</reflink>]) and Mitchell and Rink ([<reflink idref="bib5" id="ref2">5</reflink>]) placed the number of students who achieve within the various healthy fitness zones on the FitnessGram® at around 50 percent. This finding is compounded by research by Keating et al. ([<reflink idref="bib4" id="ref3">4</reflink>], p. 333) relating to fitness knowledge, which identified a "lack of an adequate amount of HRF knowledge among students at all educational levels (i.e., elementary, secondary, and college)." The challenge for physical educators then is to deliver units within physical education that not only promote physical activity, fitness development and knowledge, but also are enjoyable learning experiences.</p> <p>This article outlines a sport education fitness season that contributes to SHAPE America's 50 Million Strong mission in that it provides students with more opportunities to make choices about their fitness participation, to learn health-related fitness concepts, and to improve their fitness status. This article provides the complete season plan, details of the various challenges, notes for teacher implementation, and examples of student outcomes. While implemented successfully in elementary settings (grades 4 and 5), the season is designed in a way that it could be applied in middle or high schools with minimal modifications. That is, the season consists of three different fitness challenges, all of which require contributions from individual students toward a team score. How teachers configure those competitions and the fitness expectations within each one can be modified for each grade level. The keys are that students have autonomy in the way they train for these competitions, and that students are encouraged to consider the areas of their own fitness profiles that are strong or need improving.</p> <hd id="AN0146730584-2">Sport Education Fitness</hd> <p>The sport education model is a curriculum model designed for physical education programs at the upper elementary, middle school, and high school levels (Siedentop, Hastie, & van der Mars, [<reflink idref="bib11" id="ref4">11</reflink>]). The model is intended to provide students with more authentic and enjoyable experiences than what is typically seen in traditional physical education classes. In sport education, students participate as members of teams in seasons that are longer than the usual physical education unit. They take an active role in their own experience by serving in varied and realistic roles that are seen in authentic athletic settings, such as captains, coaches, trainers, statisticians, officials, publicists and members of a sports council. Teams develop camaraderie through team uniforms, names and cheers as they work together to learn and develop skill and tactical play.</p> <p>The term "sport" in sport education is meant to be more encompassing than the team-based activities known as sport in the United States. Rather, it follows the UNESCO concept of "Sport for All" in that activities such as dance, orienteering, rope jumping, and weight training can all be accommodated by the model. In fact, previous issues of <emph>JOPERD</emph> have examples of sport education seasons applied to golf (Scarboro & Pritchard, [<reflink idref="bib9" id="ref5">9</reflink>]), table tennis (Buchanan & Barrow, [<reflink idref="bib2" id="ref6">2</reflink>]), track and field (O'Neil & Krause, [<reflink idref="bib6" id="ref7">6</reflink>]), wall climbing (Perlman & Woods, [<reflink idref="bib7" id="ref8">7</reflink>]), and CrossFit (Sibley, [<reflink idref="bib10" id="ref9">10</reflink>]). What is consistent across all these seasons are that they are based on a series of competitions in which students participate as contestants, while also being responsible for much of the officiating and scorekeeping responsibilities. With respect to fitness, the research to date has provided evidence of significant improvements in students' fitness knowledge and fitness levels in both elementary (Ward et al., [<reflink idref="bib13" id="ref10">13</reflink>]) and high school (Pritchard, Hansen, Scarboro, & Melnic, [<reflink idref="bib8" id="ref11">8</reflink>]) settings.</p> <hd id="AN0146730584-3">Season Outline</hd> <p>This sport education season described below is designed for 20 30-minute lessons. Full details are presented in Figure 1. These season follows the "event model" format of sport education (Siedentop, Hastie, & van der Mars, [<reflink idref="bib11" id="ref12">11</reflink>], p. 101) in which lessons focusing on teacher instruction and team practice are interspersed by a series of competitions. Within this season all competitions are team based with all students making individual contributions toward a team score. In this season eight teams of seven were selected by the teacher based on the students' scores on the FitnessGram<sups>®</sups>. The goal was to create teams with diverse levels of fitness, ethnicity, gender and leadership, so that the competition results would be determined by each team's ability to work together to solve fitness challenges and train toward a common goal. The number of seven is not set in stone, but it is enough students to provide a degree of diversity within the groups and enough personnel to officiate during the complex competitions.</p> <p>Graph: Figure 1. Season outline</p> <p>The lessons are classified as one of three types: instruction, free practice, and competition days. On <emph>instruction days</emph>, students participate in a series of stations where the teacher provides an overview of a health-related fitness (HRF) topic. For example, during the second lesson students learn about muscular strength and endurance exercises and different ways to increase resistance (e.g., changing angles for push-ups or adding extra weight for squats). In addition, it is during these instruction days when students are informed by the teacher about their next competition.</p> <p> <emph>Team practice days</emph> are designated for teams to spend class time practicing and designing challenges. This encourages teams to develop strategies for their next competition. Teams have control over how they choose to spend their time, and they are encouraged to prepare individually by focusing on exercises they believe will prepare them for success. Individual differences and preferences can be accommodated, and students are encouraged to spend this time developing their strengths and weaknesses. For example, some students may run to develop aerobic fitness, while other students may focus on muscular strength or endurance activities by doing bodyweight squats with a weighted ball. In essence, team practice days provide students with autonomy to select physical activities that they find personally enjoyable.</p> <p>Three <emph>competitions</emph> are held during the season. Each competition spans two lessons, with the first being a "dry run" practice day to teach students the scoring protocols. These competitions are given the following titles: <emph>Head-to-Head Challenge</emph>, the <emph>Until Challenge</emph>, and <emph>Everyone across the Gym</emph>.</p> <hd id="AN0146730584-4">Head-to-Head Challenge</hd> <p>Teams must design a relay or a challenge that requires all team members to complete an exercise obstacle course relay in a designated amount of time. On the competition day each team will compete against one other team. First, one representative from each team will explain their team's rules and demonstrate the challenge to their opponents. This team then officiates that challenge and records their opponent's time and score. The teams then exchange roles, so that the team who scores the faster time on each challenge is awarded five points, with a total of 10 possible points if a team wins both challenges. Complete instructions to students are provided in Figure 2.</p> <p>Graph: Figure 2. Head-to-Head Challenge instructions</p> <hd id="AN0146730584-5">Note for Teachers</hd> <p>Some teams might focus entirely on muscular strength. Teams are likely to design some form of a relay with a combination of fitness elements from the aerobic and resistance circuits they completed in earlier lessons. Teams might choose to include penalty points by adding five seconds if an opponent knocks over a hurdle or touches a jump rope when crawling under or jumping over an object. Teams are encouraged to design circuits that will maximize their abilities and fitness profiles while potentially exploiting their opponents' weaknesses. They are also encouraged to look around and see what other teams are designing in order to include some of those activities in their training sessions.</p> <hd id="AN0146730584-6">"Until" Challenge</hd> <p>In this challenge each team has an inventory of exercises that need to be completed, but also a limited amount of equipment (see Figure 3). All team members must do at least one repetition of each exercise, but not all team members have to do equal numbers of repetitions <emph>until</emph> the entire challenge is completed. In the season described, the challenge consisted of 300 jump ropes, 200 mountain climbers, 200 box step-overs, 100 curl-ups, and 16 scooter swims (i.e., lie prone on a scooter and, using only their arms, "paddle" a distance of 20 feet).</p> <p>PHOTO (COLOR): Figure 3. Equipment used during the Until Challenge</p> <p>During the challenge team members can rotate to another activity at any time allowing for significant group strategic planning, particularly given that the equipment is limited. This arrangement of exercise choice provides individual students as well as the teams the opportunity to evaluate their fitness strengths and weakness, thereby encouraging them to implement strategies that would allow the team to maximize each player's potential as they strive to complete the challenge the fastest. It also allows for diversity during training days, where students can select to maximize their strengths or work on their weaknesses.</p> <hd id="AN0146730584-7">Notes for Teachers</hd> <p>During competition one team completes the challenge while the other keeps score and time (then teams reverse roles). We gave the scoring teams beanbags, cones, yarn balls, and so on with which to score. For jump rope as an example, the two scorekeepers had 10 yarn balls. They dropped a yarn ball each time the students they watched completed 30 jump ropes; for mountain climbers it was every 20, and for curl-ups and step-ups every 10. This meant that a station was closed when all the equipment had been dropped. When all teams have completed the challenge, the teacher ranks the times. In the fifth-grade classes who completed this season, scoring was as follows: fastest overall in the class = 15 pts, 2nd = 12, 3rd = 10, 4th = 8, 5th = 6, 7th = 5, and 8th = 4. The fastest fiftth-grade team in our season was 2:38 minutes, with an average of over 3:15 minutes.</p> <p>PHOTO (COLOR)</p> <hd id="AN0146730584-8">Everyone across the Gym</hd> <p>The final competition is named "Everyone across the Gym" and follows a traditional CrossFit format where students progress from one side of the activity area to the other by completing set exercises. In this challenge all students on a team will complete the challenge at the same time, with each member of each team having his or her own personal lane. A personal scorekeeper from another team follows each competing member. Use a running clock or an electronic scoreboard so scorekeepers can record times easily. Points are awarded based on time cut-offs, so each team's score will be the total of all its members. The cut-off scores are based on the times recorded during the practice day.</p> <p>This challenge involves completing, in order, 30 jump ropes before moving onto 20 bench hand-ups, 20 sitting leg-extensions, 30 shuttle runs between two cones, 20 medicine-ball squats, and finishing with 20 core exercises involving pushing a scooter using only the legs. Figure 4 provides details of the task and the equipment needed.</p> <p>PHOTO (COLOR): Figure 4. Across the Gym Setup</p> <p>Scores are based on the time taken, with points being awarded for times in various zones (see Table 1). The team score is calculated by adding individual scores.</p> <p>Table 1. Points Being Awarded for Times in Various Zones during the "Everyone across the Gym" Challenge</p> <p> <ephtml> <table><thead><tr><td>Time (mins:secs)</td><td>Points</td></tr></thead><tbody valign="top"><tr><td char=".">2:00–2:15</td><td char=".">20</td></tr><tr><td char=".">2:15–2:30</td><td char=".">18</td></tr><tr><td char=".">2:30–2:45</td><td char=".">16</td></tr><tr><td char=".">2:45–3:00</td><td char=".">14</td></tr><tr><td char=".">3:00–3:15</td><td char=".">12</td></tr><tr><td char=".">3:15–3:30</td><td char=".">10</td></tr><tr><td char=".">3:30–3:45</td><td char=".">8</td></tr><tr><td char=".">3:45–4:00</td><td char=".">6</td></tr><tr><td char=".">4:00–4:15</td><td char=".">5</td></tr></tbody></table> </ephtml> </p> <hd id="AN0146730584-9">Note for Teachers</hd> <p>Ensure that scorekeepers are vigilant and immediately record the time as their designated competitor finishes the challenge. Encourage those students who finish the challenge quickly to encourage their teammates who are still competing. The maximum score for this challenge is 20 points, and students should be able to complete this challenge in under four minutes. The time/point cut-offs are in no way set in stone. Our best suggestion is to decide these times after the practice run-through on Day 18.</p> <p>PHOTO (COLOR)</p> <hd id="AN0146730584-10">Evidence of Success</hd> <p>Ward et al. ([<reflink idref="bib13" id="ref13">13</reflink>]) conducted a study on this exact season to examine changes in students' fitness scores, fitness knowledge, and levels of physical activity during this season. The Progressive Aerobic Cardiovascular Endurance Run (PACER), push-ups, and curl-ups tests of the FitnessGram<sups>®</sups> were used to assess fitness before and after the season, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF; Chen, Chen, Sun, & Zhu, [<reflink idref="bib3" id="ref14">3</reflink>]). Physical activity was measured with Actigraph GT3X triaxial accelerometers. The major outcomes of that study are presented in Table 2.</p> <p>Table 2. Fitness, Knowledge and Physical Activity Outcomes from a Sport Education Fitness Season</p> <p> <ephtml> <table><tbody valign="top"><tr><td><bold>Health-related fitness tests</bold></td></tr><tr><td>PACER test</td><td char=".">17% improvement in laps run</td></tr><tr><td>Push-ups</td><td char=".">27% improvement in the number of push-ups completed</td></tr><tr><td>Curl-ups</td><td char=".">12% improvement in the number of curl-ups completed</td></tr><tr><td><bold>Students in health fitness zones</bold></td></tr><tr><td>PACER test</td><td char=".">10% decrease in number of students in "needs improvement zone" (from 25% to 15%). 10% increase in number of students in the "HFZ" (from 65% to 75%)</td></tr><tr><td>Push-ups</td><td char=".">6% decrease in number of students in "needs improvement zone" (from 20% to 14%) 5% increase in number of students in the "HFZ" (from 50% to 55%) 5% increase in number of students exceeding the "HFZ" (from 30% to 35%)</td></tr><tr><td>Curl-ups</td><td char=".">3% decrease in number of students in "needs improvement zone" (from 7% to 4%). 8% increase in number of students exceeding the "HFZ" (from 78% to 86%)</td></tr><tr><td><bold>Fitness knowledge</bold></td><td char=".">12% improvement in performance on a grade-appropriate fitness knowledge test (from 62% to 74%)</td></tr><tr><td><bold>In-class physical activity</bold></td><td>An average of 54.5% of lesson time engaged in MVPA No matter the focus of the lesson (teacher instruction, free practice, competition), students exceeded the target of 50% of lesson time spent in MVPA</td></tr></tbody></table> </ephtml> </p> <p>It is evident that the students were able to make significant improvements in four weeks of daily classes. These findings highlight the need for purposeful planning toward fitness goals, rather than relying solely on in-class participation. More importantly, it was during team practice days that students had the highest levels of moderate-to-vigorous physical activity (MVPA). Sport education is unique in this way because it provides numerous opportunities for students to make choices about their participation in fitness activities. As a consequence, it has the potential to foster a supportive autonomy climate and significantly reduce controlling climates (Wallhead, Garn, & Vidoni, [<reflink idref="bib12" id="ref15">12</reflink>]). The outcomes of the Ward et al. ([<reflink idref="bib13" id="ref16">13</reflink>]) study that used the program described in this article should encourage teachers to provide more opportunities for students to make choices about their participation in fitness activities within physical education classes.</p> <hd id="AN0146730584-11">Final Words</hd> <p>While the season described here was conducted with students aged between 10 and 11 years old, the key principles of the season (teams, progressive challenges, and the three types of lessons) are suitable for any grade level, any location (indoors or outside), or any budget. It would be quite conceivable to see a ninth-grade class following the same format in an outdoor space rather than in the gym. Furthermore, the content of the challenges can be adapted to reflect whatever equipment resources are available. It is certainly not necessary to be restricted to expensive equipment. Jump ropes, mats, hoops, cones and some form of resistance weights can all be used. Further, teachers with specific items such as battle ropes, stability balls, or chin-up/parallel bars can incorporate these in any number of ways during any of the three challenges.</p> <ref id="AN0146730584-12"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Bai, Y., Saint-Maurice, P. F., Welk, G. J., Allums-Featherston, K., Candelaria, N., & Anderson, K. (2015). Prevalence of youth fitness in the United States: Baseline results from the NFL PLAY 60 FitnessGram Partnership Project. Journal of Pediatrics, 167, 662 – 668.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref6" type="bt">2</bibl> <bibtext> Buchanan, A. M., & Barrow, B. (2016). The table tennis triathlon: An integrated sport education season. Journal of Physical Education, Recreation & Dance, 87 (1), 25 – 31.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref14" type="bt">3</bibl> <bibtext> Chen, S., Chen, A., Sun, H., & Zhu, X. (2013). Physical activity and fitness knowledge learning in physical education: Seeking a common ground. European Physical Education Review, 19, 256 – 270.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref3" type="bt">4</bibl> <bibtext> Keating, X. D., Harrison, L., Chen, L., Xiang, P., Lambdin, D., Dauenhauer, B., & Piñero, J. C. (2009). An analysis of research on student health-related fitness knowledge in K–16 physical education programs. Journal of Teaching in Physical Education, 28, 333 – 349.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref2" type="bt">5</bibl> <bibtext> Mitchell, M. F., & Rink, J. E. (2007). A profile of high school student fitness levels based on program assessment data. Research Quarterly for Exercise & Sport, 78 (Suppl.), A67 – A68.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref7" type="bt">6</bibl> <bibtext> O'Neil, K., & Krause, J. M. (2016). The sport education model: A track and field unit Application. Journal of Physical Education, Recreation & Dance, 87 (9), 14 – 20.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref8" type="bt">7</bibl> <bibtext> Perlman, D. J., & Woods, M. L. (2011). Using sport education to teach wall climbing. Journal of Physical Education, Recreation & Dance, 82(7), 10–12.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref11" type="bt">8</bibl> <bibtext> Pritchard, T., Hansen, A., Scarboro, S., & Melnic, I. (2015). Effectiveness of the sport education fitness model on fitness levels, knowledge, and physical activity. Physical Educator, 72, 577 – 600.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref5" type="bt">9</bibl> <bibtext> Scarboro, S., & Pritchard, T. (2015). Using sport education to teach the lifetime sport of golf. Journal of Physical Education, Recreation & Dance, 86 (9), 13 – 20.</bibtext> </blist> <blist> <bibtext> Sibley, B. A. (2012). Using sport education to implement a CrossFit unit. Journal of Physical Education, Recreation & Dance, 83 (8), 42 – 48.</bibtext> </blist> <blist> <bibtext> Siedentop, D., Hastie, P. A., & van der Mars, H. (2019). Complete guide to sport education (3rd ed.). Champaign, IL : Human Kinetics.</bibtext> </blist> <blist> <bibtext> Wallhead, T. L., Garn, A. C., & Vidoni, C. (2014). Effect of a sport education program on motivation for physical education and leisure-time physical activity. Research Quarterly for Exercise & Sport, 85, 478 – 487.</bibtext> </blist> <blist> <bibtext> Ward, J. K., Hastie, P. A., Wadsworth, D. D., Foote, S., Brock, S. J., & Hollett, N. (2017). A sport education fitness season's impact on students' fitness levels, knowledge, and in-class physical activity. Research Quarterly for Exercise & Sport, 88, 346 – 351.</bibtext> </blist> </ref> <aug> <p>By Peter Hastie; Korey Boyd; Jeffery Kurt Ward and Andy Stringfellow</p> <p>Reported by Author; Author; Author; Author</p> <p></p> <p>Peter Hastie is a professor in the School of Kinesiology at Auburn University in Auburn, AL.</p> <p>Korey Boyd is an assistant professor in the Department of Physical Education and Health Education at Springfield College in Springfield, MA.</p> <p>Jeffery Kurt Ward is an adjunct professor in the Department of Health, Physical Education and Recreation at Weber State University in Ogden, UT.</p> <p>Andy Stringfellow is an assistant professor in the Department of Curriculum, Instruction and Foundations at Marshall University in Huntingdon, WV.</p> </aug> <nolink nlid="nl1" bibid="bib11" firstref="ref4"></nolink> <nolink nlid="nl2" bibid="bib10" firstref="ref9"></nolink> <nolink nlid="nl3" bibid="bib13" firstref="ref10"></nolink> <nolink nlid="nl4" bibid="bib12" firstref="ref15"></nolink>
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  Data: The purpose of this article is to provide information on how to teach a Sport Education fitness season with the intent to improve students' physical activity, fitness development, and health-related fitness knowledge as to work towards achieving SHAPE America's goal of 50 Million strong. Readers are provided with a daily lesson schedule, detailed information on each lesson, and figures on how to set up three different fitness challenges. Also included are notes that provide helpful tips to ensure trouble-free implementation of the season. This season has been tested in schools and the results showed significant improvements in health-related fitness knowledge and fitness tests, as well as the number of students reaching various healthy fitness zones.
– Name: AbstractInfo
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  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2020
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1274871
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1274871
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/07303084.2020.1798306
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 8
    Subjects:
      – SubjectFull: Health Promotion
        Type: general
      – SubjectFull: Athletics
        Type: general
      – SubjectFull: Physical Education
        Type: general
      – SubjectFull: Physical Activity Level
        Type: general
      – SubjectFull: Physical Fitness
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Teamwork
        Type: general
      – SubjectFull: Exercise
        Type: general
      – SubjectFull: Competition
        Type: general
      – SubjectFull: Elementary Education
        Type: general
    Titles:
      – TitleFull: Promoting the 50 Million Strong Agenda through Sport Education
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hastie, Peter
      – PersonEntity:
          Name:
            NameFull: Boyd, Korey
      – PersonEntity:
          Name:
            NameFull: Ward, Jeffery Kurt
      – PersonEntity:
          Name:
            NameFull: Stringfellow, Andy
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 0730-3084
          Numbering:
            – Type: volume
              Value: 91
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: Journal of Physical Education, Recreation & Dance
              Type: main
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