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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.

The purpose of the study was to construct the life history of Mateo, an American Latino/Hispanic college basketball coach. The study was guided by elements from Latino/a/x critical race (LatCrit) t...

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.

The purpose of this study was to determine the influence of two effective and expert physical education (PE) teachers’ value orientations on the curricula they delivered and the pedagogies they employed. The specific research questions we attempted to answer were: (a) What were the teachers’ current value orientations? (b) How had these value orientations influenced their curricula and pedagogies? and (c) How had the teachers’ value orientations, curricula, and pedagogies evolved during the course of their careers? Data were collected from PE teachers Hudson and Garrett with the short form of the value orientation inventory and six interpretive techniques (i.e. formal, informal, and stimulated recall interviews; non-participant observations; document analysis; and reflective journaling). Value orientation profiles were graphed. Qualitative data were analyzed by employing analytic induction and constant comparison. Key findings were that the two PE teachers prioritized the disciplinary mastery and social responsibility orientations and they employed curricular models and pedagogies that were congruent with these perspectives. Data also indicated that the self-actualization perspective had a minor influence on Hudson and the learning process orientation had a similar influence on Garrett. Both PE teachers began teaching with a primary focus on disciplinary mastery and expanded their views to include social responsibility later in their careers. The study highlights the importance of exposing preservice and in-service teachers to different value orientations, curricular models, and pedagogies and requiring them to consider the congruence between their goals and objectives and the models and methods they employ.

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.

Physical education teacher education enrollment numbers are declining with limited empirical understanding. Recruitment into the physical education profession has been passive, although scholars have begun to advocate for an active approach. The present study utilized occupational socialization theory to understand why undergraduate kinesiology majors select a kinesiology concentration outside of physical education. Participants ( n = 75) were kinesiology undergraduate students at a large, public university in the US Midwest. Quantitative data included forced-choice questions regarding socialization experiences ( n = 75) that were analyzed descriptively and through independent-samples t-tests to identify gender differences. Qualitative data included autobiographical essays ( n = 75) and semi-structured interviews ( n = 23), analyzed using a multi-phase process. Health and fitness was the most highly rated recruitment facilitator, and many of the facilitators were different than those noted in the physical education literature. The four qualitative themes included the following: (a) the influence of family, teachers and coaches, and medical mentors on career choice; (b) future career goals aligned with the helping professions; (c) negative experiences in physical education act as a barrier to recruitment; and (d) firsthand and active recruitment into kinesiology. Participants’ negative physical education experiences reinforces the idea that the passive recruitment process serves to socialize some students out of physical education. Future research should consider professional socialization within kinesiology-aligned fields outside of physical education. Active recruitment initiatives should be designed to increase enrollments in physical education teacher education.

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.

This study examined the effect of a physical education teacher’s apparent age on middle school students’ learning and perceptions of the teacher. Two hundred seventy-three middle school students were randomly assigned to view one of two virtually identical films of swimming lessons taught by the same teacher. During the youngappearance lesson (YAL), the teacher taught as his usual and relatively young self. During the middle-aged lesson (MAL), he was made to look older by a makeup artist. After viewing their assigned lesson, students completed an examination covering the content of the lesson and a questionnaire about their perceptions of the teacher. Inferential statistical tests revealed that students who watched the YAL learned more from the teacher and perceived the teacher more favorably. These results support a sociological explanation of how and why students respond to and learn from physical education teachers of different ages.Subscribe to TPE

A growing body of research has suggested that teachers who give their students the opportunity to voice their opinions by purposefully negotiating the curriculum can improve engagement and realize ...

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.

The research described in this paper built on the embryonic work on the occupational socialization of adventure educators (AEs). Its purpose was to determine the influence of one adventure education instructor education (AEIE) program on the perspectives and practices of preservice AEs (PAEs). Fifteen PAEs and their instructor were participants. Data were collected with six qualitative techniques and analyzed by employing analytic induction and constant comparison. Results revealed that PAEs entered the AEIE program with one of three broad orientations to their subject matter: a leisure orientation, an outdoor pursuits orientation, and an unsophisticated adventure orientation. In addition, they revealed how these orientations were shaped by the differing acculturation the PAEs experienced. The study’s findings also suggested that well-taught AEIE had helped those PAEs near to completing the program acquire a relatively sophisticated adventure orientation regardless of the orientations with which they commenced their training. Keys to the success of the AEIE program were the blend of personal and pedagogical skill displayed by the instructor and the nature and sequencing of the coursework in which the PAEs engaged.

Previous research on negotiations between physical education teachers and students has been purely qualitative. The purpose of this study was to produce a quantified negotiation profile for one preservice teacher (George) while he taught three sport education (SE) seasons. The specific research questions we attempted to answer were as follows: (a) What forms did negotiations between the preservice teacher and his students take during the SE seasons? (b) To what extent did negotiations take place across the SE seasons? (c) How did negotiations differ between grade levels? The 47 lessons in George’s 6th, 7th and 8th grade SE season on handball were filmed and coded with the negotiation instrument, an event-recording systematic observation instrument designed to classify and categorize negotiations as they occur. A number of descriptive analyses were completed and Kruskal–Wallis tests were employed to determine whether there were differences between grades. Results revealed that negotiations initiated by George and his students were relatively infrequent and that there were few differences between the SE seasons. The types and foci of the negotiations initiated by George and his students were similar to those described in previous qualitative studies, as were the tactics used to initiate the negotiations. The patterns were of the negotiations in this study were also similar to those in previous qualitative research focused on SE. Suggestions for future research and the use of the negotiation instrument as a training tool are made.

The purpose of this study was to examine the effects of occupational socialization on the development of United States secondary physical education teachers’ beliefs and actions regarding curriculum design. Participants were 10 teachers. Data were collected with six qualitative techniques and analyzed using analytic induction and constant comparison. Three groups of teachers were identified: non-teachers, conservatives, and progressives. Key influences on the teachers’ beliefs and values were their orientations to teaching and coaching. These orientations had been formed during their acculturation and were untouched or reinforced by their physical education teacher education. The cultures in which they worked generally supported the non-teachers’ perspectives. Practical implications of the study focused on the need for careful selection of preservice teachers, ways in which to deliver physical education teacher education, and the need for increased accountability in schools.

A limited amount of research indicates that when teachers purposefully invite students to negotiate the physical education curriculum, students have a more equitable experience. The primary purpose...

Background: Teaching for social good and inequity has been presented as needed in sport pedagogy research. However, very little is known how transformative pedagogical practices that teach for soci...

The purpose of this study was to describe sport pedagogy faculty members’ (FMs) efforts at engaging in transformative physical education teacher education (T-PETE). T-PETE stresses the importance o...

Previous research of why inexperienced adventure educators’ (AEs) think and teach as they do had provided findings that suggested how AE instructor education (AEIE) might be improved. The purpose of this study was to build on this work and determine how occupational socialization shaped the perspectives and practices of two experienced and expert AEs. Six qualitative techniques were used to collect data. Analysis involved using analytic induction and constant comparison to categorize these data. Categories were then collapsed into meaningful themes. Results revealed how the AEs’ acculturation, professional socialization, and organizational socialization led them to possess sophisticated and advanced but slightly differing perspectives on adventure education, pedagogies for teaching adventure education, and AEIE. Key factors in the development of these perspectives and practices were the AEs’ early and positive experiences of adventure and the outdoors and their master’s degree programs.

Few studies have focused on the issues older physical education (PE) teachers encounter which may limit their effectiveness. The purpose of this study was to examine the influence of a PE teacher’s apparent age on high school pupils’ learning and perceptions of the teacher. Participants were 114 ninth, tenth, eleventh, and twelfth grade pupils. They were randomly assigned to watch one of two virtually identical filmed swimming lessons taught by the same teacher. In the young-appearance lesson, the teacher taught as his normal and relatively youthful self. In the middle-aged lesson (MAL), his appearance had been aged by a theatrical makeup artist. Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a questionnaire asking them about their perceptions of the teacher. Inferential statistical tests indicated that the pupils who watched the MAL perceived the teacher more favorably. Performance on the content examination was similar for pupils who watched either film. These findings provided support for a psychological/developmental explanation of how and why pupils respond to and learn from PE teachers of different ages.

The granting of waivers, exemptions, and substitutions (WES) for physical education appears to be on the increase in the United States. This study investigated the rationale behind and process of granting WES. Participants from three school districts were 10 physical education teachers, eight school principals, two school assistant principals, six students, and six parents. In addition, one state official participated in the study. Data came from three types of interviewing and the collection of relevant documents. These were analyzed through analytic induction and constant comparison and were reduced to key themes. Three forms of WES were identified: those that involved students participating in in-school activities in lieu of physical education, those that involved students participating in out-of-school activities in lieu of physical education, and innovative waivers that gave administrators the power to curtail provision of the subject. Policy regarding WES varied, resulting in a nonuniform and idiosyncratic system. The majority of principals, parents, and students, and a minority of physical education teachers supported the granting of WES. The space created for WES to evolve was created by the marginalization of physical education in relation to academic subjects and competitive sport; by the privileging of participation in physical activity over other objectives of the subject; and by low quality physical education. These findings provide clues for combating the increase of WES. Subscribe to TPE

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.

Little research on the socialisation of adventure educators into their craft has been conducted. The purposes of this study were to describe (a) the perspectives and beliefs of preservice adventure educators as they began adventure education training (AET) and (b) the elements within their acculturation that led to these perspectives and beliefs. Participants were 20 preservice adventure educators at the beginning of their AET. Data were collected with three types of interview. They were coded, categorised, and reduced to meaningful themes by employing analytic induction and constant comparison. Results revealed that preservice adventure educators possessed one of three orientations. These were a leisure orientation, outdoor pursuits orientation, or adventure orientation. Factors shaping these orientations were family and friends, experiences of outdoor and adventurous activities, experiences working as counsellors, timing of occupational selection and age, and a number of secondary attractors inc...

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.

A recent innovation in the United States is for university faculty to deliver models-based physical education teacher education (PETE) programs. The study described in this paper evaluated the effe...

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.

Sport education (SE) is considered to be an excellent medium through which to develop students’ concepts of moral and sporting behavior. Previous research, however, indicates that teachers interpret SE differently, depending on their occupational socialization, which may hinder their fostering of these constructs. The purpose of this study was to determine the extent to which Lindsey, a coaching-oriented preservice teacher, promoted or negated moral and sporting behavior while teaching middle school girls within two 18-lesson SE seasons. The theoretical perspectives guiding the study were social learning theory and structural development theory. Data were collected using eight qualitative techniques. Data were reduced to key themes by employing analytic induction and constant comparison. The majority of the girls began the study at the preconventional level of moral development with limited understanding of moral and sporting behavior. Many girls did not improve during the course of the SE seasons, although a few displayed understanding at, and acted in accordance with, the postconventional level of moral development. Lindsey struggled to influence her students’ sporting and moral behavior because her previous socialization had resulted in her holding similar beliefs. In addition, her moderate coaching orientation led to her delivering a conservative, watered-down version of SE. Consequently, she did little to change the core cognitive structures guiding her students’ views. While SE offers opportunities for teachers to promote and develop sporting and moral behavior, this is not automatic and, as illustrated in this study, using the model may have a negative impact on students.

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...

Understanding how physical education (PE) teachers in a particular culture are socialised into the profession can lead to improvements in PE teacher education (PETE) and professional development. M...

Studies of prospective physical education teachers’ (PPETs’) acculturation have been useful in terms of facilitating the development of effective physical education teacher education (PETE) programmes because they provide teacher education faculty with a description of incoming recruits’ values and beliefs and an understanding of how these values and beliefs are shaped. Research exclusively focused on the acculturation of PPETs is, however, scarce. Research on pre-service and in-service physical education (PE) teachers that has included an acculturation component has mostly been completed in the United States. The purpose of this study, therefore, was to examine the acculturation of 10 German PPETs. The two research questions we attempted to answer were: (a) “What were the PPETs’ values, beliefs, and perspectives regarding PE?” and (b) “What factors shaped these values, beliefs and perspectives?” Data were collected using three types of interviewing. Analysis involved coding and categorizing data with analytic induction and constant comparison and reducing them to meaningful themes. Findings revealed that eight PPETs had well-developed and comparatively sophisticated conservative teaching orientations primarily focused on teaching traditional German sports. Two PPETs had more progressive teaching orientations in that they favored teaching a wider range of content and were more focused on health-related fitness. The key subsidiary attractors to a career in PE for this group of PPETs were remaining connected to sport and working with young people. Three factors that shaped the PPETs’ values and beliefs were similar to those revealed in previous research. These were family and friends, the apprenticeship of observation, and youth sport. The people and institutions that comprised these factors, however, operated in different modes within the German context. In addition, PPETs’ career choices were solidified by their experiences of teaching, coaching, and officiating, and the type of teaching orientation they possessed reflected the timing of these choices. The study also revealed that the PPETs entered PETE with a solid foundation of beliefs, values and perspectives regarding PE on which faculty could build. Findings also suggested, however, that German PETE faculty may have to deconstruct their charges’ conservative teaching orientations to some extent in order to create space in which to teach them new instructional models. The most important implication of this study for PETE in other countries is that the PPETs’ teaching orientations resulted primarily from a system that did not pit curricular PE against extracurricular sport.