What does the future hold for Doctoral Programs for Physical Education Teacher Education (D-PETE) programs, faculty, and doctoral students? What can D-PETE faculty prioritize and do to create a more desirable future for D-PETE, PETE, and school physical education programs? What are the main facilitators, constraints, and barriers? Framed by these three questions, this chapter offers an action-oriented analysis of doctoral programs. Alongside physical education-specific program priorities influential factors in the external environment merit attention, including regional and state accreditation, neoliberal forces for accountability, the regulatory environment, program standards and national rankings, and declining enrollments. Mindful of alternative perspectives and university- and program-specific action plans, a dual priority appears to be crosscutting. Every D-PETE program needs to reflect theoretically sound and evidence-based practices, and D-PETE graduates need to be prepared to advance these practices after graduation. Toward these ends, it is timely to work toward consensus on a core knowledge base, explore how best to share resources across university boundaries, and join forces to solidify and safeguard appropriate practices. Today’s choices have short- and long-term consequences for each program and the profession overall, recommending that national priorities gain prominence alongside local program traditions and D-PETE faculty practices.
Murray F. Mitchell, Hal A. Lawson, Hans van der Mars, and Phillip Ward
Samantha M. Ross, Kathleen McCarty, Bridgette M. Schram, and Layne Case
Kyle Pushkarenko, Janice Causgrove Dunn, and Donna L. Goodwin
Countering the declining physical activity patterns of children labeled with autism spectrum disorder (ASD) has gained considerable research attention given its impact on health and quality of life. The purpose of this study was to explore how parents of children labeled with ASD understand the concept of physical literacy, based on their children’s participation in community-based physical activity programs. Using interpretive phenomenological analysis, six mothers of children labeled with ASD participated in one-on-one semistructured interviews. The conceptual framework of ecological systems theory supported the rationale for the study purpose, provided structure for the interview guide, and offered a reflexive context for interpretation. Four themes were generated from the thematic analysis: From embodied movement to normative skill expectations, Be flexible, not rigid, Systematic exclusion, and Valuable? . . . Absolutely! Despite experiences of marginalization, exclusion, and trauma within physical activity programs, mothers valued physical literacy development for their children given the positive outcomes of increasing family connections, engagement with peers, and enhanced wellness.
Amanda Young, Seán Healy, Lisa Silliman-French, and Ali Brian
To inform the development of scalable and sustainable fundamental motor skill interventions for children with Down syndrome, this study examined the feasibility and preliminary effectiveness of Project Skill Intervention Implemented by Parents (Project SKIP), a web-based, parent-mediated intervention intended to improve ball skills among children with Down syndrome. Twenty-four families enrolled in the study (including 13 boys and 11 girls; M age = 4.92). Fourteen children were assigned to an experimental group and participated in the 6-week intervention, and 10 children served as the inactive comparison group. The Test of Gross Motor Development-3 was administered preintervention and postintervention. In addition, parents of children in the experimental group completed a postintervention survey to assess their perceptions of Project SKIP. Following the intervention, there was a significant improvement in ball skills (p = .023, d = 0.86) for children in the experimental group, whereas the comparison group did not show significant improvement. Moreover, parents perceived Project SKIP to be feasible and effective; all parents reported being satisfied with their overall experience in the program, and 11 parents indicated that their child’s fundamental motor skills were positively influenced by the intervention. Engagement was high, with the majority of parents (n = 8, 57%) interacting with Project SKIP content three to four times a week.
Benjamin A. McKay, Jace A. Delaney, Andrew Simpkin, Theresa Larkin, Andrew Murray, Charles R. Pedlar, Nathan A. Lewis, and John A. Sampson
Purpose: To assess associations between a free oxygen radical test (FORT), free oxygen radical defense test (FORD), oxidative stress index, urinary cortisol, countermovement jump (CMJ), and subjective wellness in American college football. Methods: Twenty-three male student athlete American college football players were assessed over 10 weeks: off-season conditioning (3 wk), preseason camp (4 wk), and in season (3 wk). Assessments included a once-weekly FORT and FORD blood sample, urinary cortisol sample, CMJ assessment including flight time, reactive strength index modified and concentric impulse, and a daily subjective wellness questionnaire. Linear mixed models analyzed the effect of a 2 within-subject SD change in the predictor variable on the dependent variable. The effects were interpreted using magnitude-based inference and are presented as standardized effect size (ES) ± 90% confidence intervals. Results: Small negative associations were observed between FORT–flight time, FORT–fatigue, FORT–soreness (ES range = −0.30 to −0.48), FORD–sleep (ES = 0.42 ± 0.29), and oxidative stress index soreness (ES = 0.56 ± 0.29). Small positive associations were observed between FORT–cortisol (ES = 0.36 ± 0.35), FORD–flight time, FORD reactive strength index modified and FORD–soreness (0.37–0.41), oxidative stress index concentric impulse (ES = 0.37 ± 0.28), and with soreness–concentric impulse, soreness–flight time, and soreness reactive strength index modified (0.33–0.59). Moderate positive associations were observed between cortisol–concentric impulse and cortisol–sleep (0.57–0.60). Conclusion:FORT/FORD was associated with CMJ variables and subjective wellness. Greater amounts of subjective soreness were associated with decreased CMJ performance, increased FORT and cortisol, and decreased FORD.
Adam Field, Liam D. Harper, Bryna C.R. Chrismas, Peter M. Fowler, Alan McCall, Darren J. Paul, Karim Chamari, and Lee Taylor
Purpose: To survey soccer practitioners’ recovery strategy: (1) use, (2) perceived effectiveness, and (3) factors influencing their implementation in professional soccer. Methods: A cross-sectional convenience sample of professional soccer club/confederation practitioners completed a web-based survey (April to July 2020). Pearson chi-square and Fisher exact tests with Cramer V (φ − c) assessed relationships and their strength, respectively, between the perceived effectiveness and frequency of strategy use. Results: A total of 80 soccer practitioners (13 countries) completed the survey. The 3 most important recovery objectives were “alleviating muscle damage/fatigue,” “minimizing injury risk,” and “performance optimization.” The most frequently used strategies were active recovery, structured recovery day, extra rest day, massage, cold-water therapy, and carbohydrate provision (predominantly on match day and match day + 1). Relationships were identified between perceived effectiveness and frequency of strategy use for sleep medication (P < .001, φ − c = 0.48), carbohydrate provision (P = .007, φ − c = 0.60), protein provision (P = .007, φ − c = 0.63), an extra rest day (P < .001, φ − c = 0.56), and a structured recovery day (P = .049, φ − c = 0.50). Conclusions: The study demonstrates that professional soccer practitioners have a range of objectives geared toward enhancing player recovery. A disconnect is apparent between the perceived effectiveness of many recovery strategies and their frequency of use in an applied setting. Novel data indicate that strategies are most frequently employed around match day. Challenges to strategy adoption are mainly competing disciplinary interests and resource limitations. Researchers and practitioners should liaise to ensure that the complexities involved with operating in an applied environment are elucidated and apposite study designs are adopted, in turn, facilitating the use of practically effective and compatible recovery modalities.
Murray F. Mitchell, Hal A. Lawson, Hans van der Mars, and Phillip Ward
This special issue was designed to facilitate futures-oriented planning, focused on identical, similar, and unique practice and policy priorities. Formal planning aimed at desirable futures is a practical necessity for every helping profession because rapid, sometimes dramatic, societal change continues nonstop. Like all futures-oriented analyses, ours is unavoidably selective. Selectivity, once recognized, is a strength because readers are not asked to view the main claims and recommendations as a final authority. Selective research and scholarship focused on the creation and safeguarding of desirable futures has generative propensities that can provide the impetus for subsequent proposals aimed at the common good. In this chapter, the authors offer an integrative summary of the work in this special issue. Our summary invites readers’ special attention to distinctive features in their respective home contexts. This perspective stands in stark contrast to 20th Century models often described as “one best system” and “one ideal physical education model.” Justifiable variability—where “justifiable” means evidence-based and harmonized values—is the new norm for the 21st Century. The authors conclude that the physical education profession will benefit to the extent that it adopts the theme offered in this special issue. Unity founded on diversity—an idea whose time has come in a field known for fierce competition over curricula and programs.
Julian Alcazar, Pedro J. Cornejo-Daza, Juan Sánchez-Valdepeñas, Luis M. Alegre, and Fernando Pareja-Blanco
Purpose: This study aimed to compare the adaptations provoked by various velocity loss (VL) thresholds used in resistance training on the squat force–velocity (F–V) relationship. Methods: Sixty-four resistance-trained young men were randomly assigned to one of four 8-week resistance training programs (all 70%–85% 1-repetition maximum) using different VL thresholds (VL0 = 0%, VL10 = 10%, VL20 = 20%, and VL40 = 40%) in the squat exercise. The F–V relationship was assessed under unloaded and loaded conditions in squat. Linear and hyperbolic (Hill) F–V equations were used to calculate force at zero velocity (F 0), velocity at zero force (V 0), maximum muscle power (P max), and force produced at mean velocities ranging from 0.0 to 2.0 m·s−1. Changes in parameters derived from the F–V relationship were compared among groups using linear mixed models. Results: Linear equations showed increases in F 0 (120.7 N [89.4 to 152.1]) and P max (76.2 W [45.3 to 107.2]) and no changes in V 0 (−0.02 m·s−1 [−0.11 to 0.06]) regardless of VL. Hyperbolic equations depicted increases in F 0 (120.7 N [89.4 to 152.1]), V 0 (1.13 m·s−1 [0.78 to 1.48]), and P max (198.5 W [160.5 to 236.6]) with changes in V 0 being greater in VL0 and VL10 versus VL40 (both P < .001). All groups similarly improved force at 0.0 to 2.0 m·s−1 (all P < .001), although in general, effect sizes were greater in VL10 and VL20 versus VL0 and VL40 at velocities ≤0.5 m·s−1. Conclusions: All groups improved linear and hyperbolic F 0 and P max and hyperbolic V 0 (except VL40). The dose–response relationship exhibited an inverted U-shape pattern at velocities ≤0.5 m·s−1 with VL10 and VL20 showing the greatest standardized changes.