Scholarly Book Reviews in the Journal of Teaching in Physical Education
Michael A. Hemphill
Erratum. School Administrators’ Perspectives on and Support for Physical Education
Journal of Teaching in Physical Education
Erratum. Is Just Moving Enough for Girls? The Moderation Role of Gross Motor Development Level in the Association Between Physical Activity and Cognition
Journal of Teaching in Physical Education
How Movement Habits Become Relevant in Novel Learning Situations
Dean Barker, Hakan Larsson, and Gunn Nyberg
Purpose: To (a) present a theoretical framework that describes how learners’ movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants’ movement habits, and the second phase involved examining the participants’ development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.
Recycling and Resistance to Change in Physical Education: The Informal Recruitment of Physical Education Teachers in Schools
Michelle Elizabeth Flemons, Joanne Hill, Toni O’Donovan, and Angel Chater
Purpose: Physical education (PE) teachers’ interactions with students were explored to examine self-selection for PE teaching as a career option during school. Method: Semistructured life story interviews were conducted with 29 PE teachers at different career stages. Complementing occupational socialization, Bourdieu’s habitus, capital, field, and practice were adopted as thinking tools to inform thematic analysis. Results: Three key themes were identified: (a) acceptance into the inner sanctum based on physical competence, effort, and enthusiasm for the traditional curriculum; (b) opportunities provided to students accepted into the inner sanctum, and (c) outside the inner sanctum: mismatched habitus and self-selection for PE teaching. Conclusion: Students exchanged competence, effort, and enthusiasm in the traditional curriculum for acceptance and opportunities to encourage self-selection for teaching PE. Without acceptance, individuals experienced challenges gaining career support. Dominated by a homogenous group resistant to change, PE needs independent careers information to promote change through heterogeneity.
Principal Perceptions and Applications of Professional Learning Communities: Implications for the Future of Physical Education
Zack E. Beddoes and Debra S. Sazama
Purpose: To investigate school principals’ perceptions and applications of professional learning communities (PLCs) and how they interpret the roles of physical educators within these structures. Method: This study was conceptualized as an exploratory interview study. Eight elementary and two secondary school principals across four districts participated in semistructured interviews. Each principal had been trained and was currently utilizing the same PLC framework within their respective schools. Result: Data analysis revealed three overarching themes with supportive subthemes: (a) PLCs are Centered on and Structured for Student Learning, (b) The Roles of Physical Educators Differ in Perception and Function, and (c) Successful PLCs are Facilitated by Team Trust and Disrupted by Drift. Discussion: The findings carry implications for principals, physical educators, and physical education teacher education programs. Principals and physical educators have mutually reinforcing responsibilities in creating an equitable space for physical education in the school PLC community.
Influence of a Summer Wellness Program on Bullying Reduction Among School-Age Children
Mengyi Wei, Kevin Andrew Richards, Naiman A. Khan, Amelia Mays Woods, Dorothy L. Espelage, and Kim C. Graber
Purpose: The purpose of this study was to examine children’s, camp counselors’, and activity leaders’ perceptions toward the effects of a 4-week teaching personal and social responsibility model-based summer learning and enrichment program and its ability to reduce bullying behaviors among school-age children. Method: Data collection included semistructured interviews with 30 children and eight camp staff. Child participants completed the following pre- and postsurveys: Personal and Social Responsibility Questionnaire and the Illinois Bullying Scale. In addition, daily observations over a 4-week period were recorded in a field notes log. Survey data were analyzed using descriptive statistics and bivariate correlations, and all observational and interview data were coded using inductive and deductive techniques. Results: The results indicated that the implementation of teaching personal and social responsibility model was perceived to be associated with reduction in the bullying. Conclusion: Findings from the present study suggested teaching personal and social responsibility facilitated social and emotional learning and improved children’s personal and social responsibility.
Career Transitions: Decision-Making Dynamics Regarding Physical Education Teacher Education Doctoral Program Applications and Entry
Kevin Patton and Melissa Parker
Purpose: This study’s purpose was to explore professional career paths into physical education teacher education. Methods: Participants included 27 physical education teacher educators with an average of 20.2 years of experience selected from among attendees at international conferences, using a combination of convenience and purposive sampling. Data sources included semistructured interviews, living graphs, and participant vitae. Results: Findings describe intrinsic and extrinsic motivating factors to pursue a professional role change and the selection of a doctoral program including: (a) prompted by others, (b) self-initiated, and (c) forced choice. After deciding to pursue a doctoral degree, program choice was predicated by disciplinary and institutional, as well as idiosyncratic and personal considerations. Conclusions: Understanding how and why participants repositioned themselves from their current roles into doctoral education has important implications for further research and practice to enhance the quality of doctoral education.
Tribute to Professor Michael W. Metzler Co-Founder of the Journal of Teaching in Physical Education
Mark S. Freedman, Jackie Lund, Hans van der Mars, and Phillip Ward
A Practical Approach to Negotiating Authorship and Preparing Manuscripts for Publication
Kevin Andrew Richards, Michael A. Hemphill, and Sara B. Flory
The academic publishing process is fraught with challenges, inconsistencies, and the absence of clearly articulated guidelines and recommendations, particularly for doctoral students and other newcomers. Our goal is to overview key information that authors may consider and decisions they will need to make when determining authorship and preparing manuscripts for submission. Specifically, we discuss how authors can consider (a) the ongoing discussion of authorship, (b) identifying a target journal, and (c) submitting a manuscript for review. We draw influence from how processes are conducted relative to the Journal of Teaching in Physical Education in approaching our commentary as a point of reference. Nevertheless, while acknowledging differences in journal style and submission formats, many of the considerations discussed are relevant across publication outlets. Common threads across the discussion impress the importance of being intentional, proactive, and adaptive when engaging in authorship conversations and identifying target journals for submission.