Purpose: To examine the contextual and personal factors that influence teachers’ reported adoption of one or more instructional models (IMs). Methods: Participants (n = 25) were interviewed that reported adopting Sport Education; Teaching Games for Understanding; Teaching Personal and Social Responsibility; and/or Sports, Play, and Active Recreation for Kids in their K-12 curriculum. Results: Viewed through the lens of occupational socialization theory and utilizing constant comparison methodology, the interview data were analyzed and three major themes, each with related subthemes, were developed: (a) IM adoption depends on context and socialization, (b) socializing agents influence IM adherence, and (c) IM implementation is selective. Discussion/Conclusions: Teachers vary in their rationale for adopting one or more IMs, and adherence is frequently a result of principal and student encouragement. Future efforts to disseminate IMs should consider pathways to adoption identified in this study, including teaching conventions, department supervisors, and teaching colleagues.
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Adopting Instructional Models in Physical Education: The Influence of Occupational Socialization
Paul R. Malinowski, Ben D. Kern, and Tristan Wallhead
Adapted Physical Activity Across the Life Span
Paul R. Malinowski, Paul H. Warner, and Wesley J. Wilson,
Socialization Into and Through Doctoral Programs in Adapted Physical Activity
Paul R. Malinowski, Wesley J. Wilson, Paul H. Warner, Alyssa M. Trad, Peter Rifenburg, and Kevin Andrew Richards
This study examined doctoral students’ occupational socialization experiences in U.S. adapted physical activity doctoral programs. Twenty-eight doctoral students were recruited and participated in semistructured, in-depth interviews. Interview transcripts were analyzed through a collaborative qualitative analysis, which resulted in the construction of four themes: (a) early socialization experiences foster a positive, but limited impression of physical education and physical activity; (b) doctoral education is pursued to have a greater impact on the disability community; (c) relationships with socializing agents provide support during doctoral education; and (d) coursework and learning in the community facilitate preparation for faculty roles. The findings indicate that there are several similarities between doctoral students and their peers in other doctoral degree programs. Some of these similarities point to issues that may concern prospective doctoral students and faculty members in adapted physical activity terminal degree programs.
