Bonnie T. Blankenship
|Education:||Ph.D. (1993), Sport Pedagogy/Motor Learning, University of South Carolina, Columbia|
M.S. (1989), Exercise and Sport Science, Sport and Exercise Psychology Concentration, University of North Carolina at Greensboro
B.A. (1984), Physical Education, Northwestern College, Orange City, IA
|Office Phone:||(765) 49-43188|
|Office Fax:||(765) 49-61239|
|Courses:||HK 322 - Physical Education in the Elementary School |
HK 329 - Curriculum in Physical Education
HK 330 - Teaching Physical Education in Schools
HK 335 - Junior Seminar in Physical Education
HK 537 - Analysis of Teaching and Coaching in Physical Education
HK 539 - Pedagogical Studies in Physical Education
HK 634 - Seminar in Physical Education Curriculum Theory
Professor, Department of Health and Kinesiology, Purdue University, West Lafayette, IN (2010-present)
Associate Professor, Department of Health and Kinesiology, Purdue University, West Lafayette, IN (2003-2010)
Associate Professor, Department of Kinesiology and Health, Georgia State University, Atlanta, GA (2001-2003)
Assistant Professor, Department of Kinesiology and Health, Georgia State University, Atlanta, GA (1996-2001)
Assistant Professor, Department of Health, Physical Education and Recreation, Old Dominion University, Norfolk, VA (1993-1996)
My research interests focus on teacher education, especially the assessment of teacher education programs. I am also interested in assessing the effectiveness of youth activity and physical education programs. I regularly present at national conferences, and have published my work in the Journal of Teaching in Physical Education, Quest, Teaching and Teacher Education, Journal of Physical Education, Recreation, and Dance, and Strategies.
Another area of interest is the application of sport and exercise psychology principles to the teaching of physical education. I recently published a book in which I describe theories and research on sport psychology topics that have application to physical education, and provide specific ways that physical education teachers can apply psychological principles to the teaching of physical education.
Each summer since 2004 I have worked with the Purdue Athletes Life Success Program (PALS; formerly the National Youth Sport Program). PALS is a free summer day camp for underprivileged youth in our community. There are two main purposes of the camp: (1) to help campers learn lifelong skills (i.e., respect, caring, trustworthiness, and responsibility); and (2) to provide physically active opportunities for campers. Each summer the camp serves approximately 300 youth, ages 8-16 who meet low income requirements. The camp runs 20 weekdays from June-July from 8 a.m. until 2 p.m. Throughout the years a variety of daily activities have been provided, including: swimming, volleyball, basketball, fitness, cooperative games, Sharbade, softball, tennis, soccer, track and field, health (drugs/alcohol and personal health), computers/writing, and art. Purdue University undergraduate and graduate students serve as instructors, team leaders, service learning supervisors, athletic trainers, discipline counselors, and character development specialists. I am currently working with other professors in our department to assess the program’s effectiveness at achieving its goals.
The summer of 2008 I was Camp Director for the Operation Purple Camp at Purdue. Operation Purple Camps are sponsored by the National Military Family Association (NMFA) across the United States. These are free, week-long residential camps for children of military personnel who are deployed. There are two purposes for the camps: (1) to give campers the tools to deal with the stresses that result from a parent’s deployment; and (2) provide a week of fun for the campers in an outdoor setting during a difficult time in their lives. The Operation Purple Camp at Purdue University was the joint venture of the Health and Kinesiology Department and the Military Family Research Institute (MFRI) on campus. Our camp served 45 9-15 years olds this summer. The Purdue camp was extremely unique; while other Operation Purple camps around the country were held on traditional outdoor camp sites, ours was one of the few held on a university campus. While this afforded our campers some special opportunities (e.g., easy access to computers for communication purposes, wide variety of campus services), it also provided us with some unique challenges (e.g., providing outdoor experiences on an urban campus, regular transportation needs and costs).
Memberships in Professional Organizations:
American Alliance for Health, Physical Education, Recreation, and Dance
American Educational Research Association
International Association for Physical Education in Higher Education
Indiana Association for Health, Physical Education, Recreation, and Dance
- Gurvitch, R., & Blankenship, B.T. (in press). Implementation of models-based instruction: The induction years. Journal of Teaching in Physical Education.
- Gurvitch, R., Blankenship, B.T., Metzler, M.W., & Lund, J. (in press). Student teachers’ implementation of models-based instruction: Facilitators and inhibitors. Journal of Teaching in Physical Education.
- Blankenship, B.T. (2008). The psychology of teaching physical education: From theory to practice. Scottsdale, AZ: Holcomb Hathaway Publishers.
- Metzler, M.W., & Blankenship, B.T. (2008). Taking the next step: Connecting teacher education, research on teaching, and programme assessment. Teaching & Teacher Education, 24, 1098-1111.
- Blankenship, B.T. (2007). The stress process in physical education. Journal of Physical Education, Recreation, and Dance, 78(6), 39-44.
- Templin, T.J., & Blankenship, B.T. (2007). Accreditation in kinesiology: The process, criticism, and controversy, and the future. Quest, 59, 143-153.
- Blankenship, B.T. & Solmon, M.A. (Eds.) (2004). Physical education, physical activity, and public health: Learning from the past, building for the future [Monograph]. Journal of Teaching in Physical Education, 23(4).
Blankenship, B.T. (2008, April). O be careful little tongue: Effective teacher/coach feedback. Presented at the annual meeting of the American Alliance for Health, Physical Education, Recreation, and Dance, Fort Worth, TX.
Blankenship, B.T., Taylor, T., Voll, C., & Lufkin, S. (2007, April). Examining the coherency of a teacher education program. Presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Kang, B.J., Blankenship, B.T., Tyler, A., & Lutes, K. (2006, October). A PDA system for the SOFIT physical activity levels. Presented at the National Physical Education Teacher Education conference, Long Beach, CA.
Eagen, M.S., Lyle, R.M., Blankenship, B.T., Lutes, K.D., Lowe, K.M., & Weaver, C.M. (June, 2006). Use of accelerometry and personal digital assistant (PDA) self-reporting to assess physical activity in free living, normal weight, Asian adolescents. Presented at the annual meeting of the American College of Sports Medicine, Denver, CO.
Blankenship, B.T., & Metzler, M. (2006, April). Linking research on teaching, teacher education, and program assessment. Presented at the Carnegie Academy for the Scholarship of Teaching and Learning Colloquium, Madison, WI.
Rhea, C., Erwin, H., & Blankenship, B. (2006, April). Biomechanical knowledge of practicing physical education teachers. Presented at the annual meeting of the American Alliance for Health, Physical Education, Recreation, and Dance, Salt Lake City, UT.
Blankenship, B.T., & Metzler, M.W. (2005, February). Establishing and maintaining a comprehensive, longitudinal assessment plan for a teacher education program. Presented at the annual meeting of the American Association of Colleges for Teacher Education, Washington, D.C.
Blankenship, B.T., Myer, J., & Dryden, M. (2004, November). Using games stages for teaching skills and tactics in games. Presented at the annual meeting of the Indiana Association for Health, Physical Education, Recreation, and Dance, Indianapolis, IN.
Metzler, M., & Blankenship, B. (2004, April). Connecting teacher education, research on teaching, and teacher education program assessment. Presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Metzler, M., & Blankenship, B. (2004, February). A comprehensive, longitudinal assessment model for teacher education program improvement. Presented at the annual meeting of the American Association of Colleges for Teacher Education, Chicago, IL.
Smith, A.L., Blankenship, B.T., Templin, T.J., Layton, J., & Shen, P. (2008). Making PALS (Physically Active Lafayette Students) through Partnerships. Grant proposal funded by the US Department of Education, Carol M. White Physical Education for Progress ($660,000 funded).
Blankenship, B.T., MacDermid, S., & Harper, W. (2008). Operation Purple Camp at Purdue University. Grant proposal funded by the National Military Family Association ($30,000 funded).