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Michael W. Metzler

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Michael W. Metzler

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Michael W. Metzler

This thematic article is based upon personal reflections and tangible evidence that the emphasis in sport pedagogy has shifted away from doing research on instruction and toward doing research on teachers. Several contributing factors to this trend are discussed along with implications for continued change in the patterns of sport pedagogy. Suggestions are made that could alter these patterns and address how to conduct research on teaching that is both meaningful to practice and valued in the academy. Finally, there is a call to question the role of traditional sport disciplines and subdisciplines in the conduct of professional practice and the conceptualization of sport pedagogy.

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Mark S. Freedman and Michael W. Metzler

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Mark S. Freedman and Michael W. Metzler

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Michael W. Metzler

Edited by Mark S. Freedman

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Michael W. Metzler and Thomas J. Templin

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Michael W. Metzler and Mark S. Freedman

The purpose of this study was to determine several features and opinions of the faculty group who staff preprofessional physical education programs in the United States. A total of 171 college and university faculty members who identified themselves as elementary and/or secondary specialists returned a 33-item questionnaire for this study. This questionnaire was designed to seek demographic data on subjects’ institution, department, faculty, and personal career information. In addition, the questionnaire requested opinions on several topics related to preprofessional physical education programs. The profile sketch of the PETE faculty group described a notably diverse professoriate, with very few commonalities binding them in terms of education, teaching responsibilities, publication records, professional duties, and membership in professional societies. However, there was some agreement within the sample about how well preprofessional programs are faring, and on the steps needed to make programs stronger in the future.