Purpose: This descriptive study investigates the genesis and change in physical educators’ social media use for professional development and learning. Method: Data were collected through semistructured interviews with 48 physical educators who had actively used various social media professionally for an extended period of time. The data were analyzed inductively and aligned to the basic psychological needs defined by self-determination theory: relatedness, autonomy, and competence. Results: Building relationships with a trusted network of people and opportunities to express their autonomy were important drivers in the participants’ genesis and continued use of social media. Developing competence at both the start and throughout their social media journey was also critical. Discussion/Conclusions: The findings provide a starting point for in-depth research on the motivational characteristics underpinning physical educators’ reasons for starting and continuing to use social media for professional development and learning, and how these might change over time based on different psychological needs.
Stephen Harvey and Jeffrey P. Carpenter
Jeffrey P. Carpenter and Stephen Harvey
Purpose: This study investigated the benefits and challenges described by physical educators who had actively used social media professionally for an average of more than 6 years. Method: The data were collected through semistructured individual and focus group interviews, with an international sample of physical educators (N = 48). The data were analyzed through an open coding process to develop themes. Results: Diverse benefits and challenges associated with social media use were identified and organized in alignment with a social ecological model. The benefits included enhanced knowledge, skills, teaching, student learning, and access to professional community. The challenges included managing the quantity of available content, the risks of context collapse, and navigating the cultures and discourse of online spaces. Discussion: A deeper understanding of the benefits and challenges of physical educators’ social media use can enable stakeholders to act in more strategic ways as they navigate the promise and the peril of social media.
Jeffrey P. Carpenter and Stephen Harvey
This chapter compares and contrasts the findings of the preceding empirical monograph chapters. The findings from these chapters are addressed in terms of how they illustrate the positives, negatives, and tensions that can be associated with social media use for professional development and learning. Across the various chapters, similarities in findings as well as apparent contradictions are discussed. By illuminating the potential and the perils of social media use and misuse, a pragmatic summary of the findings can inform wise use and nonuse of social media for professional development and learning by those involved in the field of physical education and sport pedagogy. Although prior literature and this monograph have begun to address some aspects of social media use in physical education and sport pedagogy, much remains to be explored. Topics, social media tools, methods, and theory that could be taken up or expanded upon in future research to advance the field are suggested.
Stephen Harvey, Jeffrey P. Carpenter and Brendon P. Hyndman
Social media sites (e.g., Facebook, Twitter, Voxer, Instagram, etc.) have become platforms for self-directed professional development and learning (PDL) for many educators, including physical educators and sports coaches. The aim of this chapter is to provide an introduction to this current monograph on physical educators’ and sports coaches’ social media use for PDL by presenting key issues and relevant literature, and previewing the chapters to follow. The chapter begins with a background discussion of social media, followed by brief literature reviews of PDL research in education and physical education and sport pedagogy, and research on social media use for PDL. Next, an overview of key theories and concepts used within the monograph is provided. The chapter concludes with individual summaries of the six empirical chapters of the monograph.
Jeffrey R. Campbell, Irving S. Scher, David Carpenter, Bruce L. Jahnke and Randal P. Ching
Alpine touring (AT) equipment is designed for ascending mountains and snow skiing down backcountry terrain. Skiers have been observed using AT boots in alpine (not made for Alpine Touring) ski bindings. We tested the effect on the retention-release characteristics of AT boots used in alpine bindings. Ten AT ski boots and 5 alpine ski boots were tested in 8 models of alpine ski bindings using an ASTM F504-05 (2012) apparatus. Thirty-one percent of the AT boots released appropriately when used in alpine ski bindings. One alpine binding released appropriately for all alpine and AT boots tested; 2 alpine ski bindings did not release appropriately for any AT boots. Altering the visual indicator settings on the bindings (that control the release torque of an alpine system) had little or no effect on the release torque when using AT boots in alpine ski bindings. Many combinations released appropriately in ski shop tests, but did not release appropriately in the more complex loading cases that simulated forward and backward falls; the simple tests performed by ski shops could produce a “false-negative” test result. These results indicate that using AT boots with alpine ski bindings could increase the likelihood of lower leg injuries.