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.
Hong-Min Lee and Matthew D. Curtner-Smith
Jun-Hyung Baek, Emily Jones, Sean Bulger, and Andrea Taliaferro
Purpose: The purpose of this study was to examine in-service physical education teachers’ perceptions of and perceived value of technology-related learning across three formal training experiences (pre-service education, in-service continuing professional development, and graduate education). Methods: Twelve teachers enrolled in a graduate-level physical education teacher education program at a rural mid-Atlantic university participated in the study. Participants completed the Stage of Adoption of Technology survey (Christensen, 1997) and engaged in individual semi-structured interviews. Results: Six learning sources and four themes relative to participants’ perceptions of and perceived value of technology learning experiences emerged from the interview which include (a) absence of technology in K-12 PE, (b) technology-centric experience, (c) broadened awareness through observation, and (d) growth through hands-on experience. Conclusion: The findings align with and extend to previous research that suggests technology experiences must be dynamic, authentic, and tailored for individuals at different stages of technology adoption.
John O’Connor, Ron French, Claudine Sherrill, and Garth Babcock
The purpose was to determine whether publications pertaining to adapted physical activity (APA) pedagogy in the core serials from 1988 to 1998 adhere to library science laws. A bibliometric analysis was conducted on 770 articles in 259 serials selected from 4,130 serials initially identified in four databases (Article First, ERIC, Medline, Sport Discus). Results indicated that 1,720 authors have constructed the early APA pedagogy literature. Of these, only 11 contributed four or more articles. The scatter of APA pedagogy literature over four zones, with 4, 15, 64, and 176 journals in the zones, respectively, supports Bradford’s law of scattering. Price’s law was not supported because most authors contributed only one article. Most pedagogy articles (n = 184) were published in Adapted Physical Activity Quarterly, Medicine and Science in Sport and Exercise, Physician and Sports Medicine, and Palaestra. Graduate education should include exposure to bibliometrics and collaboration with library and information science specialists.
John H. Challis
and graduate education, and in particular worked hard to promote graduate education with an emphasis in biomechanics. A measure of his commitment to graduate education is reflected by the 66 master’s students and 33 doctoral students he advised. Dick’s students recollect him as a “people person”. In
Carrie B. Scherzer and Justine J. Reel
The thought of studying for and taking a certification exam is daunting, perhaps more so for mid- or even late- career sport psychology professionals. Some of us are years, even decades, from formal graduate education and/or the practice of sport and exercise psychology. We earn our paychecks
from Dr. Webb’s classes relative to the format and expectations for the quality of my work. Under the guidance of Dr. Webb, I encountered students with disabilities, which served as early professional exposure to APE, a Black role model, and an awareness of graduate education. According to Drs. Webb
Ting Liu, Michelle Hamilton, YuChun Chen, Katie Harris, and Rushali Pandya
Master’s education continues to be the large majority of the U.S. graduate education enterprise both in terms of the number of students enrolled and degrees awarded. Master’s student enrollment applications in the last decade have risen by 2.7% ( Council of Graduate Schools [CGS], 2021
Zack Pedersen and Antonio S. Williams
a sport management master’s degree, and so I commenced my graduate education right after my undergraduate work. During the 2 years in which I pursued my master’s in sport management I interned with the Philadelphia 76ers [NBA], an indoor professional football team called the Lexington Horsemen, and
Richard F. Jowers, Jamie J. Brunsdon, Jacob T. Peterson, Hayden L. Mitchell, and Matthew D. Curtner-Smith
been to improve the quality of students recruited into doctoral programs, graduate education, and the cultures and conditions in which sport pedagogy faculty work. The research described in this paper was our effort to add to and build on this body of work by partially replicating a study previously
Maureen R. Weiss
too seriously. When I regressed, Bru was always there to boost my spirits. His enduring positive and optimistic outlook defined his approach to life every day. Bob obtained his B.A. degree in sociology from the University of California, San Diego, in 1975. For several years prior to starting graduate