Search

This study examined doctoral students' occupational socialization experiences in U.S. adapted physical activity doctoral programs. Twenty-eight doctoral students were recruited and participated in semistructured, in-depth interviews. Interview transcripts were analyzed through a collaborative qualitative analysis, which resulted in the construction of four themes: (a) early socialization experiences foster a positive, but limited impression of physical education and physical activity; (b) doctoral education is pursued to have a greater impact on the disability community; (c) relationships with socializing agents provide support during doctoral education; and (d) coursework and learning in the community facilitate preparation for faculty roles. The findings indicate that there are several similarities between doctoral students and their peers in other doctoral degree programs. Some of these similarities point to issues that may concern prospective doctoral students and faculty members in adapted physical activity terminal degree programs. [ABSTRACT FROM AUTHOR]

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.

While much is known about the lived experiences of physical education teachers and individuals preparing for careers in physical education, there is a dearth of research on how adapted physical educators are socialized into and through their careers. While physical educators and adapted physical educators have similar goals, such as a general focus on teaching physical skills, they also have different roles and responsibilities as adapted physical educators work specifically with children with a range of cognitive, physical, and emotional disabilities. The purpose of this qualitative, phenomenological study was to develop an in-depth understanding of the workplace experiences itinerant adapted physical education teachers. Participants included 31 itinerant adapted physical education teachers (22 female, 9 male) who were purposively selected from among 273 teachers who completed the initial quantitative survey. Data were collected through in-depth, semi-structured interviews. Two members of the research team analyzed the interview data using a multiphase qualitative analysis procedure grounded in inductive and deductive analysis. Qualitative data analysis indicated that relationships with key stakeholders (e.g. colleagues, administrators, parents, students) were essential to the development of a coordinated, effective system of support for students receiving adapted physical education services. Nevertheless, the itinerant adapted physical educators in this study struggled to develop deep, supportive relationships with colleagues, administrators, and students across schools. relationships with key stakeholders (e.g. colleagues, administrators, parents, students) were essential to the development of a coordinated, effective system of support for students receiving adapted physical education services. Specifically, analysis resulted in the construction of three themes: (a) adapted physical educators rely on an unpredictable support system, (b) support for APE requires targeted relationship development, and (c) relationship building and knowledge of the field aids advocacy efforts. Implications are discussed and recommendations for future research and teacher development are provided.

Background: While preliminary research has indicated that adapted physical education (APE) teachers experience marginalization, little research has examined how specific relationships factor into these experiences. Purpose: This study sought to examine APE teachers' experiences and perceptions of school administrators. Methodology: Occupational socialization theory was used to guide semistructured interviews with 24 APE teachers about their relationship with administrators. Results: A collaborative approach to qualitative data analysis was used to construct four themes: (1) APE teachers are socialized to be marginal and settle for inadequate support; (2) negative impressions of general physical education led to a similar outlook on APE; (3) administrators focus on compliance with mandates over quality practice in APE; and (4) support depends on administrative effort, and many administrators look uncomfortable in the gym. Conclusion: Although these findings shed light on the complex, and often absent, relationship between APE teachers and their administrators, still additional research is needed.

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.

This study sought to understand the influence of participation in a physical activity-based, social and emotional learning-focused after-school. Undergraduate students (N = 25) from a variety of ethnic backgrounds participated in semi-structured interviews and regular journaling. Data were analyzed inductively and deductively through the lens of occupational socialization theory. Four themes were developed: (a) career confirmation, refinement, and reevaluation that occurred from volunteering; (b) career development through hands-on experiences; (c) personal and interpersonal development through working with others; and (d) development in relationships and emotional health. The participants found the program to be valuable for their career choices, whether it was confirming their career choice or changing it. It also increased their ability to use social and emotional strategies to deepen relationships and navigate stress within and outside of the program. Implications for research and practice are discusses in relation to the findings. [ABSTRACT FROM AUTHOR]

Volunteers play a crucial role in sport organizations, particularly in the nonprofit context, but there is a need for theoretically informed studies to improve their experience and intentionally develop their skillsets. This study aimed to examine strategies for undergraduate volunteer engagement and management in a community-based sport-for-development (SFD) program. The strategies evaluated in this study were reflective journaling, daily debrief meetings, and autonomy-driven task design and responsibilities, guided by self-determination theory (SDT). Through analysis of semi-structured interviews with volunteers (n = 25) and their reflective journals, findings revealed that these strategies enhanced undergraduate volunteers' experiences by increasing their perceived competence, relatedness, and autonomy. This study highlights the importance of using SDT-aligned strategies to enhance volunteer engagement and program delivery. These findings have implications for student volunteer recruitment and retention, as well as improving the overall effectiveness of SFD organizations. [ABSTRACT FROM AUTHOR]

While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted physical education teachers encounter stress stemming from the marginalized nature of their discipline but may navigate such experiences differently. Adapted physical education teachers often serve in itinerant roles travelling among multiple schools and may provide services for upwards of 100 students. They must also have a functional understanding of a wide variety of disabilities, individualize instruction for each student, collaborate with service providers across several schools, and be an active team member in the individualized education program process. As a result, they may need to advocate for themselves, their students, and the role of the discipline in different and unique ways. Drawing from research on general and adapted physical education teacher socialization, and available research-informed practices, the purpose of this paper is to describe the unique stressors associated with teaching adapted physical education and strategies they may implement as part of local advocacy.

Adapted physical activity-based service-learning programs that pair kinesiology and physical education preservice professionals alongside people with impairments are common across college and university settings. It is critical, however, that these programs be developed in a way that meets the needs and educational interests of both university and community stakeholder groups. Grounded in experiential learning theory and an inclusion framework based on relational ethics, the purpose of this paper is to propose empirically- and theoretically-informed recommendations to guide the development, implementation, and ongoing evaluation of adapted physical activity-based service-learning programs for people with impairments. In presenting our conceptual understanding through a new model, we pose three generative questions related to the requirements of service-learning and developing programs for and with both preservice kinesiology professionals and members of the community being served. We conclude with recommendations for research related to the model that is presented.

Although much is known about teachers' workplace experiences, lives, and careers through socialization research, few efforts have been made to apply this body of knowledge to develop conceptual frameworks to guide research and practice. Grounded in role socialization theory, the purpose of this paper is to propose the Developing Resilience and Enhancing Appraisals of Mattering conceptual framework. This framework focuses on developing four interconnected socioemotional skills among elementary level, non-core subject teachers. Key skills include: (a) emotional regulation and display, (b) caring and listening, (c) relationship building, and (d) advocacy. Ultimately, developing these socioemotional skills can help increase teachers' resilience and the perception that they and the subject they teach matter. Both theoretical grounding and practical application of the conceptual framework are provided as well as recommendations for research and practice. Applications relative to teacher education and continuing professional development are addressed.

School administrators represent key agents of socialization for teachers within their schools, including adapted physical educators who design and implement instruction for youth with disabilities, often across multiple school sites. The purpose of this study was to understand how adapted physical educators navigate and build relationships with administrators in the schools where they teach. Data were collected through semistructured interviews with 24 adapted physical educators from the U.S. state of California and analyzed using a multiphase approach. Analysis suggested both the importance of and challenges with building effective relationships with administrators. Themes included the following: (a) Administrators do not understand adapted physical education, which impacts programs and students; (b) the importance of relationship building in cultivating principal support; and (c) relationship development requires intentionality, but results in trust and motivation. Results are discussed using role socialization theory, and recommendations for the preparation of both adapted physical educators and school principals are discussed. [ABSTRACT FROM AUTHOR]