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The connection between the name "Daryl Siedentop" and the model "Sport Education" has evolved over the past three decades to become a prominent brand of physical education. This paper attempts to capture the influence of Sport Education, not only within school physical education, but in ways and arenas far beyond Daryl's original imagination. It is now used in university physical education courses and teacher preparation programs, in summer camps, and there is evidence of some use in after-school and community sports settings. This evolution has manifest pedagogical iterations of the model far beyond the essential features articulated in his initial vision, and teachers, students, prospective teachers, and coaches have all found a renewed vigor in their sport experience. The paper describes some of these "beyond" iterations of the model as a tribute to how Sport Education has served to realize multiple objectives for multiple practitioners in ways beyond his original aspirations.

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.

This article reports on a project investigating the use of social media within physical education teacher education (PETE). It specifically describes how a professional Facebook group was set up and used by PETE students in one university in England and another in the United States. The article outlines some of the professional topics the respective student teachers discussed and shares some of their reactions to the experience. The use of social media offers a forum for student teachers that aligns with contemporary thinking around informal professional learning and development.