What Occupational Socialization Factors Influence Preservice Teachers to Possess Fitness Orientations?

in Journal of Teaching in Physical Education
Craig Parkes * , 1 and Michael A. Hemphill * , 2
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  • 1 University of South Alabama
  • 2 University of North Carolina at Greensboro
DOI:
https://doi.org/10.1123/jtpe.2019-0178
Keywords:
acculturation; physical education teacher education; school physical education
In Print:
Volume 40: Issue 2
Pages:
199–206
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Purpose: To investigate the existence of fitness orientations among preservice teachers (PTs) and to identify what has influenced these orientations. Methods: The participants were 14 undergraduate PTs enrolled in a physical education teacher education games methods course in the Northeast United States. Qualitative data were collected through autobiographical essays, orientation of self-identification diagrams, and semistructured interviews. NVivo 11 Pro (QSR International, Burlington, MA) software package was employed to analyze data using analytic induction and constant comparison techniques. Results: Twelve PTs possessed moderate (n = 9) or hardcore (n = 3) fitness orientations. Orientations were influenced by three themes: (a) declining physical education quality, (b) elite sport fitness goals, and (c) former head sports coaches and/or current strength and conditioning coaches. Discussion: Faculty must understand the diverse orientation combinations that PTs can now possess and appreciate the acculturation and professional socialization factors that influence and reinforce the development of these orientations.

Parkes is with the Department of Health, Kinesiology, and Sport, University of South Alabama, Mobile, AL, USA. Hemphill is with the Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC, USA.

Parkes (cparkes@southalabama.edu) is corresponding author.

Journal of Teaching in Physical Education

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