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Purpose: To describe the following: (a) the impact of a progressive coach education program (CEP) on two grassroots youth soccer coaches’ perspectives and practices, and (b) the factors that helped and hindered the CEP’s effectiveness. Methods: Occupational socialization theory framed the study. Andros and Christian were observed during the CEP and pre- and post-CEP while coaching practices and games. Data were collected with four qualitative techniques and two systematic observation instruments. Qualitative data were reduced to themes by employing analytic induction and constant comparison. Descriptive statistics were computed for the categories in the systematic observation instruments. Findings: The CEP had a significant impact on Andros and a negligible one on Christian. The two coaches’ occupational socialization helped explain these differential effects. Conclusions: The study suggests that CEPs should have a greater impact on coaches if they are relatively lengthy, include follow-up support, and coach educators are aware of coaches’ acculturation and organizational socialization.

Purpose: To examine the influence of occupational socialization on the beliefs and actions of six sport pedagogy doctoral students (DSs) in terms of physical education (PE) teaching and physical education teacher education (PETE). Method: Data were collected with five qualitative techniques and analyzed by employing analytic induction and constant comparison. Results: DSs had conservative or liberal views about PE and endorsed hybrid forms of PETE, which included elements of the behavioristic, traditional/craft, and critical inquiry orientations. Patterns of socialization that shaped these beliefs and actions were both congruent and contrasting with those described in past research. Conclusions: The study highlights the importance of asking potential DSs about their beliefs and the forces that shaped those beliefs during recruitment. In addition, it indicates that the potency of doctoral education can be enhanced when it has a dual focus on PETE and research and when DSs experience it within a cohort.

Purpose: To determine the influence of an elementary methods course and early field experience on eight preservice teachers’ (PTs’) value orientations. Method: The theoretical perspective employed was occupational socialization. Data were collected with the short form of the value orientation inventory and five qualitative techniques (formal and informal interviews, nonparticipant observation, critical incidents, and stimulated recall). The value orientation inventory profiles for the instructor and PTs were visually inspected for similarities and changes. Analytic induction and constant comparison were employed to analyze the qualitative data. Results: Value orientations of PTs with teaching and moderate coaching orientations were influenced by the methods course and early field experience, while those of PTs with strong coaching orientations were not. Factors leading to this evolution were the curriculum model employed, the instructor, and PTs’ increased confidence and knowledge of students. Summary and Conclusions: The study highlights the importance of faculty facilitating reflection on connections between instructional models and value orientations and how these relate to PTs’ beliefs.

Purpose: To examine the impact of an out-of-school swimming program on children and youth from one underserved community. Method: Participants were 200 children and youth who attended the out-of-school swimming program during two consecutive summers. The theoretical framework employed drew from previous research on socialization. A mixed-methods design involved participants’ aquatic skill and knowledge of water safety being assessed at the beginning and end of each summer. These data were examined through descriptive and inferential statistical procedures. Qualitative methods employed were nonparticipant observation, informal interviews, and focus groups. Standard interpretive methods were employed to analyze the data these techniques yielded. Findings: Participants improved their aquatic skill and knowledge of water safety. They moved from being concerned for their safety to being confident in their aquatic ability and knowledge. The key socialization agents responsible for this shift were the instructors. Conclusion: The study suggests that an out-of-school swimming program taught by well-trained instructors can be effective.

Purpose: To determine the impact of two preservice teachers’ value orientations on their interpretation and delivery of the skill themes approach. Method: The short form of the value orientations inventory and five qualitative techniques were used to collect data. Participants’ value orientations inventory profiles were illustrated graphically. Interpretive data were analyzed using analytic induction and constant comparison. Findings: Results from the short form of the value orientations inventory indicated that Meagan prioritized social responsibility, learning process, and disciplinary mastery, while Jared favored social responsibility, self-actualization, and ecological integration. Qualitative data largely supported these value orientation profiles and indicated that the preservice teachers’ approaches to teaching skill themes differed and were influenced by their pedagogical beliefs. Moreover, qualitative data illustrated how Meagan’s and Jared’s value orientations and interpretations of the skill themes approach had changed and developed. Conclusions: These findings emphasize the importance of preservice teachers engaging in philosophical reflection on the connections between their beliefs and their interpretations of curriculum models.

Purposes: (a) To describe how more experienced and expert teachers interpreted and delivered sport education (SE) during their careers and (b) to discover and describe factors within their occupational socialization that sustained the teachers’ enthusiasm for and ability to deliver SE. Method: Participants were nine teachers. Primary data sources were formal interviews. Secondary supporting sources were documents and film. They were analyzed by employing standard interpretive methods. Credibility and trustworthiness were established through a search for discrepant and negative cases and member checking. Findings: At different times in their careers, the teachers delivered SE in one of four ways: watered down, through a cafeteria approach, the full version, and the full+ version. A number of factors from their acculturation, professional socialization, and organizational socialization enabled the teachers to deliver the full+ version or led to them delivering other versions of the model. Conclusions: The findings allow us to make practical suggestions for preservice and inservice teacher education that may help university faculty facilitate the teaching of SE.

The purpose of this study was to describe the influence of secondary organizational socialization on seven early career faculty members’ (FMs’) implementation of physical education teacher education (PETE). Data were collected with four qualitative techniques and analyzed with standard interpretive methods. FMs delivered PETE that was either a hybrid of the traditional/craft and behavioristic orientations to teacher education or of the critical inquiry, traditional/craft, and behavioristic orientations. Cultural elements and conditions that helped or hindered FMs’ in PETE were identified. FMs coped with negative and unfavorable elements of their cultures and conditions by fully complying with, strategically complying with, and strategically redefining their situations, or finding a new position. The stories of these FMs should inspire administrators, senior colleagues, and those training doctoral students to reflect on the degree to which they help or hinder neophyte FMs, as well as aid doctoral students preparing to make the transition into faculty positions.

Purpose: To construct the life history of an exemplary veteran African American physical education teacher education faculty member. Method: The participant was Dr. Andrew Lewis, a retired professor from the College of Charleston. Data were collected through formal semistructured interviews, informal interviews, and documents and artifacts. They were analyzed using analytic induction and constant comparison. Findings: Key findings were that Lewis experienced a significant amount of marginalization throughout his life and career. In addition, he was subjected to different forms of microaggression and stereotype threat. Lewis dealt with these forms of racism by emulating several of his teachers and professors, working hard, and performing to a high level. In addition, he altered the pedagogy he employed. Conclusion: Lewis’s counter-story has the potential to influence other African American physical education teacher education faculty members, administrators, and those who perpetuate stereotypes of African Americans or deal in microaggressions.

Purpose: To describe the influence of negotiations on instruction when preservice teachers taught elementary students using a skill theme approach. Methods: Participants were nine preservice teachers from one physical education teacher education program enrolled in a 9-week early field experience. They taught kindergarten, first-, and second-grade students (N = 203). Constructs from the ecology paradigm and previous research on negotiations guided data collection and analysis. Data were collected through nonparticipant observation, informal interviews, critical incident reflections, document analysis, and formal interviews. Deductive and inductive qualitative techniques were employed to code and categorize the data. Findings: A unique and mainly positive pattern of negotiations was revealed as were some new forms of negotiation. Students were also shown to initiate negative negotiations to change content they perceived as gender inappropriate. Conclusion: These findings could be used as the basis for educating preservice teachers to negotiate more effectively when teaching by skill themes.

Purpose: The purpose of this study was to describe the patterns of teacher–student negotiation that occurred when preservice teachers (PTs) taught within the teaching personal and social responsibility (TPSR) model.Method: The participants were seven PTs enrolled in an elementary early field experience. They taught three to four mini-units of TPSR. Seven qualitative techniques were employed to collect data, and standard interpretive techniques were used to analyze them.Results: Three general patterns of negotiation were identified. In the units taught by two of the PTs, the negotiations became more positive. For three of the PTs, the rates of negotiation were constant. In the units taught by the remaining two PTs, the negotiations became more negative. Key factors influencing the patterns of negotiation were PTs’ comprehension of and comfort with the TPSR model; class size; and students’ age, gender, and skill level.Conclusion: These findings may help faculty develop more nuanced and effective training for PTs learning to teach through TPSR.

Purpose: In this paper, we describe the study of one teacher as she attempted to purposefully negotiate the curriculum (e.g., goals, content, tasks, and evaluation) with one of her middle school classes. We used key concepts, constructs, and ideas from hegemonic masculinity and feminist theory to guide us in this endeavor. Method: We used seven qualitative techniques to gather data during an 18-lesson unit taught by the teacher Joanne to 37 girls. We employed standard interpretive methods during the analysis. Findings and Conclusions: Both high-skilled and low-skilled passive girls became more motivated to take part in physical education, although low-skilled girls generally had less voice in the negotiation process than their high-skilled peers. Key reasons for Joanne’s success were her skill, the support provided by the school’s leadership team, and the fact that the unit took place within a single-sex class. Conversely, the unit was constrained by Joanne’s and the girls’ socialization and Joanne’s focus on state and local standards.

Purpose: To describe the patterns of negotiation engaged in by preservice classroom teachers (PCTs) and their students during a physical education early field experience. Method: The participants were 16 PCTs enrolled in the early field experience. They taught a variety of content within six lessons to second- and fourth-grade students. Data were collected using six qualitative methods and analyzed using analytic induction and constant comparison. Results/Conclusions: Seven PCTs were relatively effective negotiators, whereas nine PCTs were relatively ineffective. The PCTs’ negotiation skills were influenced by their comfort with physical education, pedagogical knowledge, content knowledge, and pedagogical content knowledge. The negotiations initiated by the PCTs and their students were similar to those described in previous studies. The type and amount of student-initiated negotiation was influenced by their gender, age, skill level, and content taught. The implications for preparing PCTs to teach physical education are discussed.

Purpose: Most research examining the effects of socialization on physical education teachers’ curricula is dated, has been incidental, and conducted in secondary schools. The purpose of this study was to examine the influence of occupational socialization on the curricula delivered by elementary teachers. Methods: Participants were 10 teachers. Data were collected with six qualitative techniques and analyzed by employing standard interpretive methods. Findings and Discussion: Three groups of teachers were identified. These were nonteachers, conservatives, and progressives. The curricula they delivered varied greatly in terms of pedagogies and quality. Each teacher group was closely aligned to orientations for teaching and coaching, and these orientations were forged by the teachers’ socialization profiles. Conclusions: The findings provided clues as to how the cycle of poor and nonteaching might be broken in U.S. elementary schools. In addition, these findings served to potentially modify occupational socialization theory pertaining to physical education.

Purpose: To examine the impact of a physical education teacher’s age on students’ learning and perceptions of the teacher.Method: A total of 188 elementary students were randomly assigned to view one of two virtually identical filmed swimming lessons. In the young-appearance lesson, the teacher was youthful. In the middle-aged lesson, he had been aged by a theatrical make-up artist. Following the viewing of their assigned lesson, students completed an examination covering lesson content and a questionnaire about their perceptions of the teacher.Results: Inferential statistical tests indicated that students who watched the young-appearance lesson scored significantly higher on the examination and perceived the teacher to be significantly more likable, more competent, and a better role model than those who viewed the middle-aged lesson.Discussion: These findings could be interpreted as supporting either a sociological or psychological/developmental explanation for how and why students respond to and learn from older and younger physical educators.

The purpose of this study was to determine the influence of one sociocultural foundations class taught by Florence, a teacher educator, on the perspectives and practices of two physical education preservice teachers (PTs), Michael and Bob. Within a narrative inquiry approach, data sources were nonparticipant observation, intraviews, conversations, exit slips, digital interactions, responses to three fictional physical education teaching scenarios, a fictional curriculum outline, three stimulated recall interviews, documents, and various forms of visual data. Theoretical thematic analysis was employed to work with and make sense of the data. Findings indicated that both PTs faced frustration and discomfort during class. Nevertheless, the class resonated and raised the PTs’ critical awareness of sociocultural issues related to physical education. Key reasons for the apparent success of the class were the deinstitutionalizing pedagogical methods employed by Florence and Florence’s “problem-posing” education which prompted the PTs to question their perspectives and assumptions about society and culture.

Purpose: The purpose of the study was to examine the influences of occupational socialization on 11 sport pedagogy internationally born faculty members’ (IFMs) perspectives and practices regarding physical education teaching and physical education teacher education (PETE). Method: Data sources were formal and informal interviews and documents illustrating the IFMs’ practices. They were analyzed using constant comparison and analytic induction. Findings and Conclusions: All of the IFMs’ possessed progressive teaching orientations and were committed to carrying out high-level PETE. There were few differences between the current perspectives and practices of IFMs who originated from different regions of the world. The acculturation, professional socialization, and organizational socialization of a significant proportion of IFMs had been positive and led to them possessing strong traditional teaching orientations early in their careers. IFMs’ secondary professional socialization generally played a crucial role in their development of progressive ideas about physical education and PETE. IFMs’ secondary organizational socialization was also largely supportive of these progressive beliefs.

In this article, the authors examine work conducted on 6 value orientations in physical education pioneered by Dr. Catherine D. Ennis and her colleagues. After providing an overview they focus on areas and methods of VOI research, specifically descriptions and comparisons (gender, teachers’ experience, school level, nationality, location, level of training, race, and physical activity background), the influence of value orientations on pedagogy (content and instructional models), and interventions (curricula and physical education teacher education). They conclude with suggestions for further research.

Purpose: The purpose of this study was to describe the influence of occupational socialization on the perspectives and practices of two female German sport pedagogy faculty members, Heidi and Lisa, regarding physical education (PE) and PE teacher education (PETE). Method: The main data sources were six formal interviews. Supplementary data were generated through informal interviewing, field notes made while observing and interacting with the two faculty members, document analysis, and electronic journaling. Data were coded and categorized by employing analytic induction and constant comparison. Findings: Findings illustrated the cyclical nature of the two faculty members’ occupational socialization. Heidi and Lisa gained traditional sport-focused teaching orientations from their acculturation that were mainly reinforced during subsequent phases of socialization. Conclusion: Key reasons for the perpetuation of the traditional sport-focused teaching orientation was the generic nature of PETE and doctoral pr...

Purpose: To examine the influence of negotiations between students and graduate teaching assistants (GTAs) on GTAs’ instruction within university physical activity classes. Method: Participants were 10 GTAs working in one university. Data collection and analysis were guided by constructs from the classroom ecology paradigm. Data collection techniques employed were non-participant observation, informal and formal interviews, and document analysis. Data were analyzed using analytic induction and constant comparison. Results: The type, focus, and extent of negotiations in GTAs’ activity classes varied considerably depending on whether or not they had received prior pedagogical training, gained experience of teaching physical education in schools, and were familiar with the content. Conclusion: Our findings suggest two courses of action be taken if quality activity courses are to be delivered. First, such classes should be taught by GTAs with pedagogical training and teaching experience. Alternatively, previo...

© 2018 Human Kinetics, Inc. Purpose: We conducted a retroactive analysis of teacher and student data from two randomized group trials and one wellcontrolled quasi-experimental group trial focused on improving pedagogical content knowledge (PCK) and student performance. Method: Seven teachers and 32 classes were investigated. PCK was measured using four variables: task selection, representation, adaption, and an aggregate variable called total PCK. Student data are reported as percentages of correct performance. Data are reported descriptively using effect sizes (ES). Results: The studies generated 35 ES across four teachers and one student performance variable. All ES exceeded the U.S. Department of Education's What Works Clearinghouse.25 standard deviation criterion for a "substantively important" effect and all ES exceeded Cohen's criteria of.8 for a large effect. Discussion: Findings from this study support a focus on professional development of teachers' content knowledge as an evidenced-based practice for improving the PCK of teachers and in turn student performance. ispartof: Journal of Teaching in Physical Education vol:37 issue:2 pages:133-143 status: published

Purpose: Previous research has indicated that preservice teachers (PTs) and students take part in negotiations during the instructional process which can significantly impact the nature and quality...

The purpose of this study was to describe and examine the occupational socialization of nine adapted physical educators (APEs). The questions we attempted to answer were (a) What were the perspectives and practices of the APEs? and (b) What factors influenced these perspectives and practices? Data were collected through six qualitative techniques and analyzed by using analytic induction and constant comparison. At the time the study was conducted, the APEs possessed traditional or progressive teaching orientations. They had been attracted to a career as an APE through their participation in sport and physical activity and interactions with persons with disabilities. The quality of adapted physical education teacher education the APEs received varied, but high-quality adapted physical education teacher education appeared to exert a powerful influence on their values and pedagogies. The school cultures and conditions in which the APEs worked on entry into the workforce either served to support or negate their programs. We conclude the paper by providing several hypotheses regarding the influences of occupational socialization on in-service APEs’ teaching.

Purpose: The purpose of this study was to examine the influence of acculturation on parents’ readings of and expectations for physical education. Method: Participants were 39 parents of pupils enrolled at one public middle school. Data were collected with an open-ended questionnaire and follow-up formal interviews. They were analyzed using constant comparison and analytic induction. Findings: Key findings were that the parents perceived physical education to be concerned with playing sports and participating in physical activities, health-related fitness, and personal and social development. These perceptions were shaped by parents’ relatives and peers, experiences of physical education, participation in organized and informal sport and physical activity, and the media. Conclusion: Collectively, while these factors led to many of the parents viewing physical education positively and being supportive of it, they also served to limit the ways in which they envisaged the subject might influence their childre...

Purpose:The purpose was to construct the life history of Robin, an exemplary female physical educator, to hear her voice, and to explore ways in which she experienced marginalization. Few life histories of exemplary physical educators have been recounted.Method:Robin’s life history was investigated in light of the theory of occupational socialization (Lawson, 1983 a, b). Three semistructured interviews were conducted, and data were analyzed deductively according to categories in the occupational socialization literature.Results:The study found that Robin experienced marginalization based on gender, lack of support, and being unaccepted. Occupational socialization explained how Robin’s induction into teaching helped her both teach as she had been trained and to be innovative.Discussion/Conclusion:The study suggests ways in which Robin persevered in her career and gives suggestions based upon her story. The sharing of this story may serve to empower other teachers not just to survive, but to challenge the status quo in their professional life.

The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of sport pedagogy doctoral students in terms of physical education (PE) teaching and physical education teacher education (PETE). Participants were 12 students. Data were collected through formal and informal interviews, observations, and self-reflective posters. They were analyzed using analytic induction and constant comparison. Key findings were that doctoral students espoused both conservative and liberal forms of PE and PETE. These views were shaped by the various phases of their socialization. Doctoral students recalled being oriented to teaching and coaching. The longer coaching orientations remained intact, the more likely they were to espouse conservative versions of PE and PETE. The students’ graduate education was shown to be particularly potent and powerful. This appeared to be due to influential faculty, a practitioner focus in master’s degree programs, and engagement in undergraduate PETE.

The purpose of this study was to (a) examine how two preservice teachers (PTs) interpreted and delivered the sport education (SE) model during their student teaching and (b) discover factors that led to the their interpreting and delivering the model in the ways they did. The theoretical framework used to guide data collection and analysis was occupational socialization. Data were collected using a variety of qualitative techniques and analyzed using standard interpretive methods. Results revealed that high quality SE-Physical Education Teacher Education (PETE) facilitated both a commitment to the model and the ability to teach the full version of it for a teaching-oriented and moderately coaching-oriented PT. Key elements of SE-PETE responsible for this commitment and competence appeared to be the teaching of prescribed mini-seasons before student teaching, the conditions encountered by PTs during teaching practice, and a host of PETE faculty characteristics congruent with the general PETE occupational socialization literature.

The purpose of this study was to examine the impact of a physical education teacher’s disability on elementary school pupils’ learning and perceptions of the teacher’s competence. Participants (N = 113) were randomly assigned to view one of two virtually identical videotaped swimming lessons. In the first lesson, the teacher was able-bodied (ABL) while in the second, she taught from a wheelchair (WCL). Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a perception questionnaire regarding the teacher. Results showed that pupils who viewed the WCL scored significantly higher on the technique portion of the examination than pupils who watched the ABL. There were no significant differences between the perceptions of either group. There is a very small body of research in the sport pedagogy literature that has examined the influence of physical education teachers’ appearance on pupils’ learning and their effectiveness as a pedagogue. Based on the findings in the 1970s that teacher appearance, competence, preference, and attire influenced pupils’ perceptions of their ability to teach (Chaikin, Gillen, & Derlega, 1978; Feshbach & Feshbach, 1972; Landers & Landers, 1973; Molloy, 1975), sport pedagogy researchers began to look at the effects of physical education teachers’ appearance, in terms of body fatness, on pupils’ learning of content and perceptions of teacher competence (Dean, Adams, & Comeau, 2005; Melville & Maddalozzo, 1988; Thomson, 1996). The most often cited of these studies was conducted by Melville and Maddalozzo (1988). These researchers showed one of two virtually identical videotapes of a physical education teacher presenting exercise concepts to two randomly assigned groups of high school pupils. The only difference between the two vid

Studies of the influence of conventional methods courses on preservice classroom teachers (PCTs) have provided mixed results. The purpose of the study described in this paper was to break new ground and examine the effects of a critically oriented 6-week methods course and a 9-week early field experience on one class of 24 PCTs. Data were collected during and immediately after the early field experience by asking PCTs to complete critical incident reflective sheets, success/nonsuccess critical incident reflective sheets, and an anonymous reflective questionnaire. Analytic induction was used to analyze them. Results indicated that PCTs were able to reflect at a technical and practical level and achieved many of the goals at which conventional methods courses are aimed. Conversely, there were few examples of critical reflection. Personal, cultural, and programmatic factors explaining this finding are discussed.

Much research on physical education preservice teachers’ (PTs) perceptions of effective teaching during early field experiences (EFEs) or student teaching has indicated a concern for keeping pupils well-behaved, busy, and happy (e.g., Placek, 1983). The purpose of this study was to determine the impact of an EFE, combined with a methods course developed from the knowledge base on effective teaching, on PT conceptions of the teaching-learning process. Data were collected using the critical incident technique (Flanagan, 1954) and a reflective questionnaire (O’Sullivan & Tsangaridou, 1992). PT responses were analyzed by employing Goetz and LeCompte’s (1984) analytic induction method. PTs were concerned with pupil learning or elements of teaching related to pupil learning, focused primarily on teaching technique, and believed that knowledge of sports and games was a vital component of teacher effectiveness, frequently mentioning that they were lacking in this area.