College of Education and Human Development - George Mason University
Graduate School of Education - George Mason University

Our Graduate School of Education is the alma mater for one third of teachers and administrators in Northern Virginia’s world-class school systems. Each year, more than 3,000 graduate students enroll in our innovative academic programs, which include advanced study for teachers and school leaders, instructional design and technology, and a renowned PhD in Education program that is among the largest in the country.


School of Recreation, Health, and Tourism - George Mason University

The School of Recreation, Health, and Tourism (SRHT) offers exciting, career-ready majors in dynamic fields such as athletic training, tourism and events management, health and physical education, kinesiology, sport management, and recreation management. SRHT features renowned faculty, cutting-edge research, six laboratories and centers, and a diverse student body of more than 1,000 undergraduate and graduate students each year. Each major requires one or more internship or clinical experiences, ensuring that students graduate not just with a transcript but with a resume that demonstrates their professional aptitude and skills.

PhD, Laval University, Quebec, Canada
Associate Professor
Physical Education, Advanced Studies in Teaching and Learning
Division Director, Division of Health and Human Performance
Academic Program Coordinator, Health and Physical Education
Director : Division of Health and Human Performance, RHT Office
Director, School of Kinesiology

Contact Information

Send email to Dr. Banville

Phone: (703) 993-3579
Fax: (703) 993-2025
Email: dbanvill (

George Mason University
Science and Technology Campus
Katherine G. Johnson Hall 228
10890 George Mason Circle
MS 4E5
Manassas, VA 20110


Dr. Banville is the Director of the School of Kinesiology which includes undergraduate (Health and Physical Education Teaching Licensure Program, and Kinesiology), and graduate programs (Exercise, Fitness, and Health Promotion and Athletic Training, PhD concentration in Kinesiology).  She is also the Academic Program Coordinator for the Health and Physical Education Licensure Program.

Since July 2016, Dr. Banville serves as the Faculty Athletic Representative for George Mason University. In that role she evaluates and ensures that academic integrity of the intercollegiate athletics program, facilitates institutional control of athletics, and works at enhancing the student-athlete experience. 

Dr. Banville research interests focus on the curriculum and Instruction of physical education in the schools, and the preparation, induction, and professional development of physical education teachers. She has investigated the impact of a teacher induction program on teacher success and retention in the profession, and is currently looking at the training of cooperating teachers, and the impact of the implementation of an after-school curriculum on low socio-economic kids.    She is a member of many professional associations (SHAPE America, AERA, AIESEP, VAHPERD) and a fellow of the Research Consortium of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD - now SHAPE America).

Research Interests

  • Middle and High School Physical Education
  • Teacher preparation and professional development
  • Teacher induction programs

Recent Publications

  • Banville, D., Dyson, B., Kulinna, P.H., & Stylianou, M. Classroom Teachers’ Views of Pupils’ Health and Wellness: An Aotearoa New Zealand Perspective. Accepted for publication in the European Physical Education Review on July 3, 2019.
  • Kulinna, P. H., Stylianou, M., Dyson, B., Banville, D., Dryden, C, & Colby, R. (2018). The effect of authentic accute physical education session of dance on elementary student's selective attention. BioMed Research International, 2018, 8 pages. doi: 10.1155/2018/8790283.
  • Banville, D., Kulinna, P.H., Dyson, B., Colby, R., Stylianou, M., & Dryden, C. (2016). Feeling refreshed: Aotearoa/New Zealand Students’ perceptions of the role of healthy behaviors in schools. European Physical Education Review, 1-19. doi: 10.1177/1356336X15624895
  • Banville, D. (2015). Novice physical education teachers learning to teach. Journal of Teaching in Physical Education, 34, 259-277.
  • Banville, D., White, C. S, Fox, R.K. (2014). Teacher Development during Advanced Master’s Course Work and Impact on Their Learning a Year Later. The Physical Educator7, 558-579.
  • Rikard, G.L., & Banville, D. (2010). Effective Mentoring: Critical to the Professional Development of First Year Physical Educators. Journal of Teaching in Physical Education, (29), 245-261.
  • Banville, D., & Rikard. G.L. (2009). Teacher Induction-Implications for physical education teacher development and retention. Quest, 61, 237-256.
  • Banville, D., & Polifko. M. (2009). Using digital video recorders in physical education to enhance and improve the learning environment. JOPERD, 80 (1), 17-21.
  • Rikard, L., & Banville, D. (2006). High school student attitudes about physical education. Sport, Education, and Society, 11, 385-400.
  • Banville, D. (2006). Analysis of exchanges between novice and cooperating teachers during internships using th NCATE/NASPE standards for teacher preparation in physical education as guidelines. Research Quarterly in Exercise and Sport, 77, 208-221.