Thomas J. Templin, Jason R. Carter, and Kim C. Graber
Thomas J. Templin, Kim C. Graber, and K. Andrew R. Richards
Physical education teacher education is at a “tipping point” in history, where the survivability of the profession in many institutions of higher education may be in question. This monograph reflects an initial attempt to understand recruitment and retention in physical education teacher education programs from the perspective of program coordinators. The purpose of this culminating chapter is to connect key points identified throughout the monograph and critically assess how the results add to the knowledge base in physical education teacher education. The chapter authors present a historical perspective on reduced enrollments and identified strategies for the promotion of student recruitment and retention. It will become evident that if a favorable future for physical education is to become reality, then a vision must be developed and enacted through the concentrated efforts of multiple stakeholders who have the time and commitment necessary to enact positive change at local, state, and national levels.
Chad M. Killian, Amelia Mays Woods, Kim C. Graber, and Thomas J. Templin
Purpose: The purpose of this study was to investigate factors associated with high school physical education (PE) teachers’ adoption of a supplemental online instructional system. Method: Semistructured, open-ended phone interviews with 28 high school PE teachers were used as the primary data collection method. All teachers were using or had used a supplemental online instructional system at the time of the study. The Unified Theory of Acceptance and Use of Technology (UTAUT) guided the directed content analysis. Results: Four main categories were generated, including perceived programmatic, instructional, and inclusivity improvements; minimal personal and student usage effort; school and curriculum provider support facilitated use; and administrators’ dictated long-term use. Discussion/Conclusion: The results aligned well with the UTAUT and served to situate the theory within the secondary PE context. The participants’ perceptions and experiences were also contradictory to much of the current research on teachers’ technology adoption in PE and K–12 education, more generally.
Mark A. Sarzynski, Joey C. Eisenmann, Gregory J. Welk, Jared Tucker, Kim Glenn, Max Rothschild, and Kate Heelan
The present study examined the association between the angiotensin converting enzyme (ACE) insertion/deletion (I/D) polymorphism, physical activity, and resting blood pressure (BP) in a sample of 132 children (48.4% female). Children attaining 60 min/day of moderate-to-vigorous physical activity (MVPA) possessed lower % body fat (29% vs 24%, p < .05). Resting BP did not significantly differ between genotypes. Furthermore, partial correlations between MVPA and BP were low and did not vary by ACE genotype. Thus, the ACE I/D genotype is not associated with BP and does not modify the relationship between physical activity and BP in this sample of children.
Melinda A. Solmon, Kim C. Graber, Amelia Mays Woods, Nancy I. Williams, Thomas J. Templin, Sarah L. Price, and Alison Weimer
This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.
Alex C. Garn, Nate McCaughtry, Noel L. Kulik, Michele Kaseta, Kim Maljak, Laurel Whalen, Bo Shen, Jeffrey J. Martin, and Mariane Fahlman
Grounded in social cognitive theory, the purpose of this study was to examine leaders’ and students’ perspectives of factors that contribute to effective voluntary after-school physical activity clubs. Data were collected over two-years via field observations (n= 115) and interviews with students (n = 278) and adult leaders (n = 126). Results highlighted interconnections among personal and environmental facilitators such as enthusiastic and caring leaders, multidimensional recruiting strategies, supportive and friendly club climates, and culturally relevant physical activities. Structural barriers such as a lack of administrative support, student hunger, and inadequate transportation options were also identified by leaders and students. While previous after-school physical activity club research has focused primarily on measuring physical activity increases, these students and leaders voiced valuable perspectives that contribute to understand why some initiatives fail and others succeed from a social cognitive theory perspective.