Recruiting, teacher preparation, and acquiring teaching jobs can be viewed as a pipeline. The function of the pipeline is to provide competent and qualified physical education teachers to teach in our nation’s schools. On the exit end of the pipeline, jobs for physical education teachers are plentiful. At the entry level to the pipeline, the situation is problematic because there is a decline in the number of students entering many physical education teacher education programs. This decline, documented in some cases and reported anecdotally in others, has occurred across the United States, with the exception of some states such as Texas and Alabama. The personal, practical, and policy implications of declining admissions have yet to be played out in their entirety. In this paper, the author discusses the pipeline, its policy pressure points, and responses to the pressure points designed to address declining admission.
Purpose: To identify and define a set of core practices for physical education teacher education (PETE), to situate these practices within existing conceptions of core practices in other subject matters, and to validate the core practices using expert opinion and the evidence-based pedagogy literature. Method: A total of 45 PETE teacher educators, consisting of 22 research experts and 23 faculty members, were purposely selected to establish a consensus on core practices. The procedures draw upon guidelines from evaluation and program planning, medicine, nursing, and health education. Data were collected over e-mail. Results: From an initial set of 18 core practices, 16 practices were further developed and refined by the experts. These 16 practices were further validated by seeking evidence from the physical education literature and by using meta-analytic effect sizes. Discussion/Conclusion: The results of this study can be used as an invitation to the field to improve the authors’ teacher education efforts.
Phillip Ward and Bomna Ko
We examined publication trends in the Journal of Teaching in Physical Education (JTPE) in terms of total representation as well as trends by decade of the (a) sex and country of affiliation of editors, (b) sex and country of affiliation of editorial board members, (c) sex and country of affiliation of first authors, (d) types of manuscripts published, and (e) foci of those manuscripts. Overall results suggest that female scholars have achieved parity in terms in editorships and editorial memberships on the JTPE board. In terms of international representation, whereas the editorships remain predominately in the hands of those from the United States, there is an increasing international representation on the editorial board. The majority of submissions come from the United States, with just under one-sixth coming from other countries. In terms of the focus and type of manuscript published, results show a diverse range, thus reflecting a nonpartisan journal defined by problems and settings, rather than methodology or ideology.
Phillip Ward and Shiri Ayvazo
Pedagogical content knowledge (PCK) is a frequently used concept in the educational community. Its usage is so widespread it appears to function as a “lingua franca” across different subject areas and among researchers within a subject area. Critiques of PCK have suggested it may function at best as a heuristic and at worst as a masquerade; because there has been little consensus on its conceptualization and in many studies there is no operational definition of PCK provided. Recent studies, however, have moved both the conceptualization and measurement of PCK forward in ways that allow the concept to be operationalized. In this article we examine how PCK has evolved since Shulman’s (1986) initial conceptualization, and discuss how the concept has been used in physical education. We describe and examine five recurring research findings for PCK in physical education. These are that PCK can be described on continuums of maturity and effectiveness; is learned, is specific to content and context; and is strongly related to both content knowledge and knowledge of students.
Panayiotis Doutis and Phillip Ward
Phillip Ward and Shiri Ayvazo
Researchers, textbooks authors, and educational policy makers recommend peer tutoring as an inclusion strategy for students with autism. However, there is little, if any, research supporting these recommendations in physical education. We assessed the effects of classwide peer tutoring (CWPT) in teaching catching skills to two typically developing peers and two children diagnosed with autism in kindergarten. A single subject withdrawal design assessed the effects of CWPT on total catches and correct catches. Results show that CWPT improved total and correct catches for the two students with autism. The results for the typically developing peers were mixed. These findings, while requiring further research, provide initial evidence to support CWPT as an inclusion strategy for children with autism in physical education.
Insook Kim and Phillip Ward
Purpose: This study examined the effects of a specialized content knowledge workshop on developing teachers’ content development and adaptive competence in teaching badminton. Method: A quasi-experimental design was employed with three middle school physical education teachers who taught five or six badminton lessons before and after the content knowledge workshop (n = 66). Descriptive statistics and univariate analysis of variance were conducted to analyze the data of content development index scores and intratask adaptations. Frequency data across lessons by teachers and treatment conditions were employed for content development patterns. Results: There were statistically significant effects of the workshop in developing the teachers’ use of content development (p = .049) and adaptations (p = .000), but their effects varied by teacher. While the most used content development pattern by the teachers in comparison classes was an informing applying pattern, the teachers used a variety of content development patterns that included more task progressions in the experimental classes. Conclusion: It can be concluded that teachers’ instructional tasks and task adaptations could be improved through a well-designed professional development program. The findings can guide the direction of teacher education and professional development in ways to enhance teachers’ content development and adaptations.