Physical Education and Sport Pedagogy: The Application of the Academic Discipline of Kinesiology

2021 ◽  
pp. 1-8
Author(s):  
Melinda A. Solmon
Keyword(s):  
Physical Education ◽  
Academic Discipline ◽  
Physical Education Teacher ◽  
Technical Application ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
History Of Research ◽  
Research On Teaching ◽  
The Status ◽  
History Of

Scholarship related to physical education and sport pedagogy is rigorous and should be central to the academic discipline of kinesiology. The goal of this article is to situate physical education and sport pedagogy as an applied field in kinesiology, grounded in the assumption that physical education, as the professional or technical application of the broader academic discipline, is of critical importance to the success of kinesiology. A brief overview of the history of research on teaching physical education is followed by an overview of the streams of research that have evolved. Major tenets of research on effective teaching and curricular reform are discussed. The status of physical education teacher education and school physical education programs is considered, and a rationale for a broader view of pedagogy that has the potential not only to promote physical education and sport pedagogy but also to enrich the academic discipline is offered.

The Doctorate in Physical Education Teacher Education in the 21st Century: Contexts and Challenges

2011 ◽  
Vol 30 (2) ◽  
pp. 178-188 ◽  
Author(s):  
Phillip Ward ◽  
Sue Sutherland ◽  
Marianne L. Woods ◽  
B. Ann Boyce ◽  
Grace Goc Karp ◽  
...  
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Core Content ◽  
The Status

In this paper, we situate the findings from the studies in this thematic issue within the current policy environment that influences the status, rankings, and funding contexts for doctoral programs in Physical Education Teacher Education within and across institutions. We identify common challenges that these doctoral programs are confronted with including the recruitment of doctoral students, the lack of diversity of faculty and students, the purpose of the doctoral degree, and core content knowledge for the degree. Throughout the discussion we provide questions and recommendations for the field to consider.

Influence of Occupational Socialization on Sport Pedagogy Doctoral Students’ Beliefs and Actions

2021 ◽  
pp. 1-9
Author(s):  
Richard F. Jowers ◽  
Jamie J. Brunsdon ◽  
Jacob T. Peterson ◽  
Hayden L. Mitchell ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Physical Education ◽  
Doctoral Students ◽  
Past Research ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
Analytic Induction ◽  
Hybrid Forms

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.

scholarly journals Impact of Occupational Socialization on the Perspectives and Practices of Sport Pedagogy Doctoral Students

2011 ◽  
Vol 30 (3) ◽  
pp. 296-313 ◽  
Author(s):  
Hong-Min Lee ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Physical Education ◽  
Graduate Education ◽  
Doctoral Students ◽  
Occupational Socialization ◽  
Degree Programs ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
The Impact ◽  
Analytic Induction

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.

“It’s My Time to . . . Fight Some of These Battles”: The Life History of an Exemplary African American PETE Faculty Member

2021 ◽  
pp. 1-10
Author(s):  
Richard F. Jowers ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Teacher Education ◽  
African American ◽  
Life History ◽  
Physical Education ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
History Of ◽  
Teacher Education Faculty ◽  
American Physical

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.

Principled, Modest, and Giving … Don Hellison’s Impact Through the Eyes of His Peers

2020 ◽  
Vol 39 (3) ◽  
pp. 321-330 ◽  
Author(s):  
Hans van der Mars
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Work Experience ◽  
Physical Education Teacher ◽  
Gender History ◽  
Education Teacher ◽  
Written Responses ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
K 12

This paper consists of reflections by a group of higher education peers on Don Hellison’s impact and legacy. The group of peers reflects a mix of gender, history and (work) experience with Hellison, and philosophical positions. Their views are presented around thematic topics, based on written responses to select questions. Some of the themes include Hellison’s impact on school physical education, physical education teacher education, his atypical role and identity as a researcher and scholar, and him being ahead of his time. The consensus view across Hellison’s peers is Hellison having impacted K–12 physical education, physical education teacher education, and the sport pedagogy research enterprise in significant ways that will be long lasting.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

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