Faculty Profile

Jerraco Johnson

Title
Assistant Professor
Department
Kinesiology, Health Promotion and Recreation
College
College of Education

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, Auburn University, 2019. 
Major: Kinesiology
Degree Specialization: Motor Development/Motor Behavior
Dissertation Title: An Examination of the Influence of Guided Practice on Overhand Throwing Competence in Preschool Children in a Mastery Motivational Climate
MEd, Auburn University, 2015. 
Major: Exercise Science
Degree Specialization: Motor Behavior
BA, Morehouse College, 2014. 
Major: Kinesiology, Sport Studies, and Physical Education





          

        
                

          
Current Scheduled Teaching*


          
KINE 3090.001, Motor Behavior, Summer 2024 
PHED 1000.901, Scientific Principles and Practices of Health Related Fitness, Summer 2024 
KINE 3500.002, Motor Development., Spring 2024 Syllabus
KINE 5860.702, Practicum, Field Problem or Internship, Spring 2024 
KINE 5920.703, Research Problems in Lieu of Thesis, Spring 2024 
PHED 1000.802, Scientific Principles and Practices of Health Related Fitness, Spring 2024 Syllabus


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    KINE 5030.001, Life span Motor Development, Fall 2023 Syllabus SPOT
                    

                    KINE 6030.001, Lifespan Motor Development Research and Theory, Fall 2023  SPOT
                    

                    KINE 3500.002, Motor Development., Fall 2023 Syllabus SPOT
                    

                    KINE 5910.704, Special Problems, Fall 2023 
                    

                    KINE 3090.002, Motor Behavior, Summer 5W1 2023 Syllabus SPOT
                    

                    PHED 1000.901, Scientific Principles and Practices of Health Related Fitness, Summer 5W1 2023 Syllabus SPOT
                    

                    PHED 1000.801, Scientific Principles and Practices of Health Related Fitness, Spring 3W1 2023 Syllabus SPOT
                    

                    KINE 5910.702, Special Problems, Spring 2023 Syllabus
                    

                    KINE 3500.001, Motor Development., Fall 2022 Syllabus SPOT
                    

                    KINE 3500.002, Motor Development., Fall 2022 Syllabus SPOT
                    

                    KINE 3090.002, Motor Behavior, Summer 5W1 2022 Syllabus SPOT
                    

                    PHED 1000.903, Scientific Principles and Practices of Health Related Fitness, Summer 5W1 2022 Syllabus SPOT
                    

                    KINE 3090.001, Motor Behavior, Spring 2022 Syllabus SPOT
                    

                    KINE 3500.002, Motor Development., Spring 2022 Syllabus SPOT
                    

                    PHED 1000.801, Scientific Principles and Practices of Health Related Fitness, Spring 3W1 2022 Syllabus
                    

                    KINE 3500.001, Motor Development., Fall 2021 Syllabus SPOT
                    

                    KINE 3500.002, Motor Development., Fall 2021 Syllabus SPOT

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Journal Article
Johnson, J. L., Coleman, A., Kwarteng, J., Holmes, A., Kermah, D., Bruce, M. A., Beech, B. M. (2023). The Association between Adult Sport, Fitness, and Recreational Physical Activity and Number and Age of Children Present in the Household: A Secondary Analysis Using NHANES. International Journal of Environmental Research and Public Health. 20(11), 5942. 
Johnson, J. L., Wadsworth, D. D., Rudisill, M. E., Irwin, J. M., Bridges, C.  (2022). Does Skill Performance Influence Young Children's Perceived Physical Competence?. Other. 129(5), 1396-1412. 
Hastie, P. A., Stringfellow, A., Johnson, J. L., Dixon, C. E., Hollett, N., Ward, K.  (2022). Examining the concept of engagement in physical education. Physical Education and Sport Pedagogy. 27(1), 1-18. 
Brian, A., Miedema, S. T., Johnson, J., Chica, I.  (2021). A comparison of the fundamental motor skills of preschool-aged children with and without visual impairments. Adapted Physical Activity Quarterly. human kinetics. 
Johnson, J. L., Hastie, P. A., Rudisill, M. E., Wadsworth, D.  (2020). Differences in Preschool Boys' and Girls' Overhand Throwing Practice Behaviors During a Mastery Motivational Climate. Journal of Motor Learning and Development. 8(3), 580-588. 
Wadsworth, D. D., Johnson, J., Carroll, A. V., Pangelinan, M. G., Rudisill, M. E., Sassi, J.  (2020). Intervention Strategies to Elicit MVPA in Preschoolers during Outdoor Play.. International Journal of Environmental Research and Public Health. 17(2), . 
Buchanan, A. M., Miedema, B. J., Rudisill, M. E., Johnson, J. L., Bridges, C., Irwin, J. M., Converse, B., Pangelinan, M.  (2019). "The Stomp and Catch Was Too Easy!" Children's and Teachers' Perceptions of Inclusive High and Low Autonomy Motor Skills Instruction. Other. 76(3), 676-700. 
Johnson, J. L., Hastie, P. A., Rudisill, M. E., Sassi, J.  The influence of guided practice on overhand throwing competence in preschool children in a mastery motivational climate. Journal of Motor Learning and Development. 7(1), 64-83. 
Johnson, J. L., Rudisill, M. E., Hastie, P. A., Wadsworth, D. D., Strunk, K., Carroll, A., Sassi,, Morris, M., Merritt, M.  (2019). Changes in Fundamental Motor Skills Following a Nine Month Mastery Motivational Climate Intervention.. Research Quarterly for Exercise and Sport. 90(4), 517-526. 
Hastie, P. A., Boyd, K., Rudisill, M. E., Johnson, J. L. (2019). Examining the Pathways to Motor Skill Competence in a Mastery Motivational Climate: An appreciative inquiry. Research Quarterly for Exercise and Sport. 90(3), 259-269. 
Rudisill, M. E., Johnson, J. L. (2018). MASTERY MOTIVATIONAL CLIMATES in Early Childhood Physical Education: What Have We Learned over the Years?. Other. 89(6), 26-32. 
Johnson, J. L., Miedema, B., Converse, B., Hill, D., Bridges, C., Irwin, J., Buchanan, A., Rudisill, M., Pangelinan, M. G. (2018). Influence of high and low autonomy-supportive climates on physical activity in children with and without developmental disability. Journal of Developmental and Physical Disabilities. 30(3), 427-437. 
Johnson, J. L., Rudisill, M. E., Sassi, J., Wadsworth, D. D., Hastie, P.  Instruction Matters: Influence of Instruction on Motor Skill Learning across Different Mastery Motivational Climate Conditions. 3(9), . 
Hastie, P. A., Johnson, J. L., Rudisill, M. E. (2017). An analysis of the attraction and holding power of skill stations used in a mastery motivational climate for preschool children.. Physical Education and Sport Pedagogy. 23(1), 37-53. 



	
		
		
	  

	

	

  
    
	

	

	  

		

		   
Awarded Grants



  
  
  	  
          
Contracts, Grants and Sponsored Research  

 	 
	 	 
  
Grant - Research   
Johnson, J. (Principal), "The Association of Parental and Child Physical Activity by Weight Status in Preschool-Age Black Children.," Sponsored by National Institutes of Health - National Heart Lund and Blood Institute, National, $18975 Funded. (January 1, 2022 – December 31, 2023).



	
		
		
	  

	

	

	
	

  
  
  

  	

		

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					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
      • 
					
    • The course content was
      • 
					
    • The instructor’s contribution to the course was
      • 
					
    • The instructor’s effectiveness in teaching the subject matter was
      • 
				
    
			
    • 
			
  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
      • 
					
    • The intellectual challenge presented was
      • 
					
    • The amount of effort you put into this course was
      • 
					
    • The amount of effort to succeed in this course was
      • 
					
    • Your involvement in course (doing assignments, attending classes, etc.) was
      • 
				
    
			
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