Inside Out: A Scoping Review on the Physical Education Teacher’s Personality

The outsourcing, or external provision, of Health and Physical Education (HPE) has only relatively recently become the focus of research. This critical scoping review of empirical work on outsourcing in HPE seeks to examine the extent, nature, and range of research that has been undertaken and provide a context for future scholarly inquiry. Literature was sourced from two educational databases, a manual search of five HPE journals, and searches of citations and references. A content analysis of the 31 empirical articles retrieved was undertaken to identify country of origin, study focus, participants recruited, subject and school level researched, study length, data sources, nature of analysis, and theoretical framework. This was followed by a critical analysis of the findings of each empirical study to identify knowledge gaps regarding the outsourcing of HPE. This process revealed that outsourcing varied from being an explicit research focus to becoming of interest as a result of the findings of the study. Nonetheless, there was consistency across all publications in the selection of primary schools as data collection contexts and the recruitment of either school staff or external agency employees as research participants. Thematic analysis of the findings of the articles resulted in three dominant themes: ‘curriculum, pedagogy, and assessment’, ‘expertise’, and ‘partnerships’. Overall, this critical scoping review highlighted that it is crucial that outsourcing continues to be a focus of inquiry for the field and that both balance and depth is sought in the research design of studies that are undertaken.

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A 30-Year Scoping Review of the Physical Education Teacher Satisfaction Literature

Quest ◽

10.1080/00336297.2017.1296365 ◽

2017 ◽

Vol 69 (4) ◽

pp. 494-514 ◽

Cited By ~ 9

Author(s):

K. Andrew R. Richards ◽

Nicholas Washburn ◽

Russell L. Carson ◽

Michael A. Hemphill

Keyword(s):

Physical Education ◽

Scoping Review ◽

Teacher Satisfaction ◽

Physical Education Teacher ◽

Education Teacher

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Learning communities and physical education professional development: A scoping review

European Physical Education Review ◽

10.1177/1356336x211055584 ◽

2021 ◽

pp. 1356336X2110555

Author(s):

Melissa Parker ◽

Kevin Patton ◽

Luiza Gonçalves ◽

Carla Luguetti ◽

Okseon Lee

Keyword(s):

Professional Development ◽

Physical Education ◽

Learning Communities ◽

Scoping Review ◽

Teacher Educators ◽

Empirical Studies ◽

Descriptive Analysis ◽

Research Process ◽

Initial Teacher Education ◽

Future Research

Learning communities (LCs) in a variety of formats are touted as an effective strategy for continuing professional development (CPD) in physical education. This study’s purpose was to provide an overview of the research on LCs in physical education for professional development between 1990 and 2020. A scoping review undergirded the research process and search parameters included full-text empirical studies in 12 languages. Ultimately 95 studies were found. A descriptive analysis revealed teachers as the focus in 75% of the studies; fewer studies focused on initial teacher education students, teacher educators, and facilitators. The largely qualitative studies reflected an international database (18 countries; four multinational studies) with South Korea, the US, and England dominating the literature. Four features spotlight thematic findings: (a) facilitation, (b) the process of community development, (c) the focus of the group and (d) the product(s) of the group. Learning communities as a CPD approach in physical education appear to be effective in a variety of ways. Little evidence, however, exists regarding their sustained nature over time, or how teacher engagement in LCs may result in substantive student learning. Contributing to the scattered nature of literature to date was the interchangeable use of communities of practice (CoP) and other forms of LCs. Often communities were not theoretically aligned, the development process of communities not explained, nor evidence provided as to how the community studied contained the qualifying features of a CoP or LCs. Future research, therefore, should detail the nature of community and fidelity to the theoretical framework.

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Alone in the Gym: A Review of Literature Related to Physical Education Teachers and Isolation

Kinesiology Review ◽

10.1123/kr.2020-0024 ◽

2021 ◽

Vol 10 (1) ◽

pp. 66-77

Author(s):

Christa Spicer ◽

Daniel B. Robinson

Keyword(s):

Physical Education ◽

Scoping Review ◽

Physical Education Teachers ◽

Review Of Literature ◽

Teacher Isolation ◽

Research And Practice ◽

Work Burnout

Feelings of isolation have long been found to be experienced by many teachers, particularly by those within some specialist disciplines, including physical education (PE). The potential effects of teacher isolation are undesirable and plentiful. They include a lessening of interest in one’s work, burnout, and/or an absence of community connection. Given the uniqueness of their discipline, PE teachers may especially be impacted by the following: Their discipline is “low status” and marginalized, they are frequently both physically and psychologically isolated from their peers, and they often are one of very few PE specialists in a school. Given these sorts of unique challenges for PE teachers, the authors undertook a scoping review of literature in order to gather and provide a comprehensive and up-to-date account of peer-reviewed literature related to PE teachers and isolation, as well as offer implications for PE research and practice.

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Assessment Practices in K–12 Physical Education in the United States: A Scoping Review of Research, 2000–2020

Research Quarterly for Exercise and Sport ◽

10.1080/02701367.2021.1894315 ◽

2021 ◽

Vol 92 (2) ◽

pp. 248-258 ◽

Cited By ~ 1

Author(s):

Chad M. Killian ◽

Amelia Mays Woods

Keyword(s):

United States ◽

Physical Education ◽

Scoping Review ◽

The United States ◽

Assessment Practices ◽

K 12

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A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education: Have we been doing this all along?

European Physical Education Review ◽

10.1177/1356336x20923710 ◽

2020 ◽

Vol 27 (1) ◽

pp. 76-95 ◽

Cited By ~ 1

Author(s):

Ben Dyson ◽

Donal Howley ◽

Paul M. Wright

Keyword(s):

Physical Education ◽

General Education ◽

Scoping Review ◽

Social And Emotional Learning ◽

Emotional Learning ◽

Future Research ◽

Social And Emotional ◽

Model Based ◽

Key Skills ◽

K 12

The purpose of this scoping review is to critically examine previous research that connects three selected model-based practices (MBPs) to social and emotional learning (SEL) outcomes in K-12 physical education (PE) settings to inform a future research agenda for the field. A methodological framework involving the processes of inductive analysis and constant comparison was followed. Sixty-three studies (teaching personal and social responsibility = 26; cooperative learning = 24; and outdoor and/or adventure education = 13) across 14 countries adopting qualitative (26), quantitative (23), and mixed methods (14) in elementary (17), middle (27), and high school (19) settings presented evidence connecting these three MBPs explicitly, but more often implicitly, with SEL outcomes. While it is possible to say SEL skills and outcomes were observed, it would be more appropriate to suggest that there is evidence of only some key skills and elements of SEL outcomes occurring. Similar to general education, we do not know as much about if and how these three MBPs deliver such outcomes comprehensively. The educational and political rhetoric surrounding SEL is not matched by a body of empirical research that dedicates itself solely to investigating SEL in PE using a contemporary theory, framework, and assessment. Aligning future research involving these three MBPs and other pedagogical approaches with a suitable framework and theory involving teachers and students can advance future research on SEL in PE and is necessary in order to develop a common language and understanding within the field.

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