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Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among workplace experiences, which include perceived organizational support, marginalization, isolation, and emotional exhaustion, and their association with physical education teacher education faculty members' perceived job satisfaction. Toward this end, a theoretically driven conceptual model was developed and evaluated using structural equation modeling. The sample comprised 283 United States (US)-based physical education teacher education (PETE) faculty members, and data were collected through an online survey that aimed to measure the identified study variables. Confirmatory factor analysis was conducted to verify the factor structure before advancing to structural equation modeling. The results of structural equation modeling supported the hypothesized relationships among variables, C3(141) = 294.56, p < 0.001; RMSEA = 0.075 (90% CI = [0.066, 0.085], p < 0.001); SRMR = 0.057; NNFI = 0.962; CFI = 0.969. While some of the pathways were not significant, the associations of perceived organizational support on emotional exhaustion and job satisfaction were partially mediated by marginalization and isolation. Faculty members' perceived organizational support and emotional exhaustion were important predictors of the perceptions of job satisfaction. Further research exploring the skills faculty utilize to increase and manage emotional exhaustion is warranted.

Background: The System of Observing Play and Leisure Activity in Youth (SOPLAY) has assisted in providing valid and reliable data of youth physical activity and characteristics specific to environmental contexts. The review aimed to examine empirical research that employed the SOPLAY instrument to measure physical activity in leisure-based activity environments in North American countries. Methods: The review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. A systematic search was conducted with an exhaustive process using 10 electronic databases to locate peer-reviewed studies implementing SOPLAY that were published between 2000 and 2021. Results: A total of 60 studies were included in the review. Most studies (n = 35) reported physical activity findings related to contextual characteristics measured using SOPLAY. Interestingly, a few of the studies (n = 8) found the provision of equipment and supervision, particularly adult supervision, significantly increased child physical activity observed. Conclusions: This review provides information relative to the group-level physical activity observed across multiple contexts (i.e., playgrounds, parks, recreation centers) using a validated direct observation instrument.

Over the past few decades, scholars have directed increasing attention toward the socialization of physical education faculty members' recruitment, preparation, and ongoing socialization. Parallel research trajectories have, however, resulted in varied approaches to conceptualizing and labeling the phases or types of socialization experienced by this occupational group. With the view of academic journals as spaces for discourse surrounding divergent approaches to conceptualizing and conducting research, the purpose of this research note was to overview two contrasting conceptualizations of physical education teacher education faculty socialization and propose a unified approach for moving forward in future research. Differing perspectives are reviewed, and an updated conceptual framework for understanding socialization into and through academic roles is proposed. We argue that this model better captures the diversity in and provides flexibility for the backgrounds that draw individuals into careers in higher education and their experiences once serving among the faculty in academia. [ABSTRACT FROM AUTHOR]

Purpose: Grounded in occupational socialization theory, the purpose of this study was to test a conceptual framework for understanding the role of emotional intelligence and resilience in the development of perceived mattering among U.S. physical education teacher education faculty using structural equation modeling. Method: The sample included 286 U.S. faculty members (151 females and 135 males), and the data were collected through an online survey that included instruments to measure key study variables. The primary analyses used structural equation modeling to evaluate relationships hypothesized in the conceptual model. Results: While not all hypothesized relationships in the model were significant, generally, the results confirmed the hypothesized relationships among the study variables, suggesting that resilience mediates the relationship between emotional intelligence and perceived mattering. Discussion: Socioemotional skills, such as emotional intelligence, appear important for helping physical education teacher education faculty members perceive resiliency and mattering in their work. Accordingly, these skills should be considered for doctoral education and faculty development programs.

Limited research in the context of physical education teacher education has examined faculty members' preparation for the teaching aspect of the faculty role, particularly using longitudinal methods. Grounded in occupational socialization theory, the purpose of this qualitative, longitudinal panel study was to develop an in-depth understanding of pre-tenure PETE faculty members' preparation for and perceptions of the role of teacher educator. Participants included 23 pre-tenure PETE faculty members (14 male, 9 female) who worked in U.S. institutions of higher education. Data sources included excerpts from six rounds of in-depth, individual interviews focused on participants training for experiences related to teacher education as well as one specific interview focused on their pre-tenure experiences as teacher educators. A collaborative approach to data analysis involving both inductive and deductive methods was adopted. Results indicated that the participants had to navigate the social environment of the workplace as well as the social construction of role expectations associated with teaching, research, and service. Specifically, qualitative analysis resulted in three themes: (a) challenges in managing teaching, research, and service roles; (b) university sociopolitics challenge PETE faculty members' perceived mattering; and (c) systems of support are critical because PETE can be an isolating discipline. The results highlight challenges associated with the construction of faculty roles in a broader sense and those more specific to PETE. They also draw attention to the importance of relationships and a support network relative to teacher education and preparing future teacher educators for the realities of faculty life.

Purpose: The purpose of this study was to investigate how U.S. physical educators who actively engage with professional content on Twitter view it as a platform for continuing professional development. Method: Thirty-two U.S.-based physical educators participated in semistructured telephone interviews. Most of these teachers were White (n = 29; 91.00%) and taught in elementary schools (n = 26; 81.25%). The data were coded inductively and deductively, using role socialization theory as the guiding framework. Results: Four themes were generated: (a) socialization "into" Twitter takes time and is often encouraged by existing members; (b) socialization "through" Twitter focuses on improving practices via the sharing of resources; (c) everyone has a voice on Twitter, but the content requires critical appraisal; and (d) teachers create a community on Twitter that addresses marginalization and isolation. Discussion/Conclusion: The participants used Twitter to develop a sense of professional community and reduce perceptions of isolation. Twitter has the potential to support the improvement of practice through grassroots continuing professional development.

The essential role that physical activity (PA) plays in the overall health and well-being of youth is well documented. Children and adolescents in the US repeatedly fail to meet the nationally recommended PA guidelines. Consequently, schools and physical education (PE) programs have been recognized as a favorable and feasible arena to promote youth PA on a wide scale. As of recent, studies examining PA preferences found that children may prefer distinct features of unstructured PA over structured. This article describes the benefits of unstructured PA and provides innovative strategies for implementing or embedding unstructured activities in a lesson without compromising the primary goal of PE.

The COVID-19 pandemic has had both short- and long-term impacts on the institution of schooling, as well as on teachers and students who experienced it. While much has been learned about the impact of the pandemic, including in physical education, less is known about how physical education teachers navigated the sociopolitical realities of their work as they were socialized through the pandemic. Adopting occupational socialization theory, the purpose of this study was to examine the experiences of Midwestern US physical educators during the COVID-19 pandemic and the lasting implications for their careers. Participants were 30 in-service physical education teachers (20 female and 10 male) from one state in the US Midwest who each participated in a semi-structured interview. Semi-structured interviews were audio-recorded and analyzed using a multiphase collaborative qualitative analysis method grounded in analytic induction and deduction and focused on thematic development. Data analysis resulted in four themes: (a) changing instructional modalities was challenging but prompted creativity and growth; (b) resources were scarce, and marginalization was intensified through the pandemic; (c) recognizing and responding to changes in teacher and student health; and (d) stressors associated with COVID-19 may influence teachers' career trajectories. This study not only adds to the literature related to COVID-19 but also is important for understanding how the schools' culture changes through times of crisis. It is likely that other local, regional, national, or international events will cause disruptions in teachers' work and the nature of student learning in the future. [ABSTRACT FROM AUTHOR]

Occupational socialization theory has been used to guide research related to the lives and careers of teachers and, more recently, teacher educators for around 50 years. Across this time, much has been learned about the factors that attract or deter prospective recruits from seeking occupations in the field, the effectiveness of professional development programming, and individuals' experiences working in educational systems or scholarly contributions toward larger institutional missions. In this paper, we provide an overview of research stemming from occupational socialization theory before presenting and discussing vignettes that provide illustrative examples of the socialization of physical education teachers and faculty members in action. Building from the discussion across these vignettes, we describe lessons learned related to applying the findings of socialization research in practice before closing with research recommendations. We emphasize topical and methodological diversity in socialization research and provide example studies linked to the current literature. [ABSTRACT FROM AUTHOR]

Occupational socialization theory has been extensively applied to study the recruitment, professional preparation, and ongoing socialization of inservice physical education teachers. Less is known, however, about the socialization of physical education teacher education (PETE) faculty members. This qualitative panel study aimed to understand early career faculty members' perspectives on their preparation for and experiences in the role of teacher educator. Participants included 23 faculty members and data were collected through interviews over five years. Research team members analyzed the data using both deductive and inductive analysis strategies. Data analysis resulted in three themes that unpacked participants' experiences relative to teaching in higher education. The findings indicated that in the United States (US), PETE doctoral education provides teaching opportunities, but lacks explicit teacher education training. Moreover, doctoral education focuses on research, but initial positions tend to focus on teaching, and PETE faculty members are compelled to develop into effective teacher educators. Taken together, faculty responsible for leading US PETE doctoral programs should consider the importance of embedding intentional and progressive teacher educator-related opportunities supplemental to graduate program requirements. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to investigate how U.S. physical educators who actively engage with professional content on Twitter view it as a platform for continuing professional development. Method: Thirty-two U.S.-based physical educators participated in semistructured telephone interviews. Most of these teachers were White (n = 29; 91.00%) and taught in elementary schools (n = 26; 81.25%). The data were coded inductively and deductively, using role socialization theory as the guiding framework. Results: Four themes were generated: (a) socialization into Twitter takes time and is often encouraged by existing members; (b) socialization through Twitter focuses on improving practices via the sharing of resources; (c) everyone has a voice on Twitter, but the content requires critical appraisal; and (d) teachers create a community on Twitter that addresses marginalization and isolation. Discussion/Conclusion: The participants used Twitter to develop a sense of professional community and reduce perceptions of isolation. Twitter has the potential to support the improvement of practice through grassroots continuing professional development. [ABSTRACT FROM AUTHOR]

While overweight or obesity are thought to affect over 70% of the US population, the effects of adiposity on neurocognitive efficiency and stability remain unclear. Intra‐individual variability or trial‐to‐trial variability (IIV) could provide insights into the influence of adiposity on neurophysiological stability. However, previous work examining the association between adiposity and IIV of cognitive outcomes is limited. Thus, this study examined the association between whole‐body fat (%BF) and central tendency and IIV metrics of behavioral performance and event‐related potentials. Adults (n = 320; 19–64 yrs) completed the Flanker task to assess attentional inhibition with concurrent electroencephalogram recordings to examine the N2 and P3b components. In addition to central tendency outcomes typically reported (i.e., mean accuracy and reaction time [RT]), dispersion outcomes (e.g., standard deviation [SD] of RT, P3b latency, N2 latency, etc.) were also extracted. Upon controlling for age and sex, %BF was inversely associated with (congruent: β = −.18, p = .016; incongruent: β = −.23, p < .001) accuracy. Increasing %BF was related to greater RT SD (congruent: β = .13, p = .032; incongruent: β = .23, p < .001). Furthermore, increased %BF was associated with slower P3b latencies (congruent: β = .21, p = .003; incongruent: β = .18, p = .010), and greater incongruent N2 (β = .16, p = .017) and P3b (β = .16, p = .025) latency SD. These findings suggest adiposity exerts a generalized negative influence on attentional inhibition for both measures of central tendency and dispersion across behavioral and neuroelectric indices. [ABSTRACT FROM AUTHOR]