This paper considers long-standing concerns about research/theory practice gaps in kinesiology, and proposes one potential solution. An analysis of the problem is followed by an overview and illustration of a new translational research mechanism: pedagogical cases (Armour, 2014). This mechanism has been designed to support the training and career-long development of practitioners in the broad field of physical activity education (PAE). It is argued that PAE practice is always interdisciplinary, therefore researchers in the kinesiology sub/disciplines have a responsibility to collaborate across disciplinary boundaries to develop new, interdisciplinary knowledge that meets the needs of practitioners. It is also argued that researchers and practitioners have a responsibility to work together to do the difficult synthesis work required to improve both research and practice.
Kathleen M. Armour and Martin Yelling
This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group interview. The findings suggest that these teachers identified CPD as “going on a course,” but, in reality, they learned in a variety of ways. The most striking finding was the high value they placed on learning informally (yet strategically) with and from each other. We argue, therefore, that the traditional relationship between teachers and CPD provision needs to be altered such that teachers in their professional learning communities or networks play a leading role.