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Sue Sutherland and Maureen Legge

Background:

Physical education has a long association with teaching outdoor and/or adventure education (OAE). As physical education teacher educators, with a special interest in teaching OAE, we wanted to examine perceptions of models based practices in physical education/teacher education.

Purpose:

This manuscript; explores and critiques a range of national and international perspectives on models based practices in OAE; challenges what stands for teaching OAE in PETE; and offers suggestions for future practice and research. Method: Papers were selected through a systematic review methodology.

Data analysis:

Using a process of inductive analysis and constant comparison we identified two main themes: Ways of doing this in PE and Ways of doing this in PETE.

Discussion/Conclusion:

Future recommendations include the pedagogical relevance and importance of understanding the socio-cultural context, the challenge of adventure education being a controlled orchestration and the need to pedagogically change the key of this orchestration, and employing innovative methodological approaches to further explore these issues.

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Melissa Parker, Sue Sutherland, Christina Sinclair and Phillip Ward

The purpose of this qualitative study was to initiate a discussion and explore reactions to PETE doctoral education in the United States. A purposeful sample of 27 representatives from doctoral and non doctoral granting programs in the U.S. was interviewed. Analysis resulted in four themes: (a) Is the dog wagging its tail or the tail wagging the dog? (b) Frame of reference = Self, (c) There is a core, but different roads lead to Rome, and (d) Regulating deregulation. It was concluded that a shared view of expectations for the PETE doctorate is existent, but inconsistent; future faculty may not be well-prepared; most of what faculty would like to change is tied to political and economic demands; and PETE faculty believe that we should hold ourselves accountable for introducing, but not institutionalizing change. Overall this study suggests PETE-D education in the United States may be at a critical crossroad.

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Phillip Ward, Melissa Parker, Sue Sutherland and Christina Sinclair

Concerns have been raised in the Physical Education Teacher Education (PETE) doctoral education literature regarding: (a) the narrowness of research preparation, (b) the emphasis on disciplinary silos, (c) the lack of competitiveness and innovation within and beyond academia, and (d) the role of graduate assistants. These concerns mirror those in the professoriate at large regarding doctoral education. There is, however, little research that has examined these issues in our field. In this paper we report on the content studied in the core curriculum of doctoral programs, admission requirements, number of full and part time students, number of faculty serving these students, funding supporting students, and type and scope of research classes. Data were collected from websites as well as other public domain sources and open-ended interviews with faculty members in each program. We discuss the findings and implications for PETE.

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Peng Zhang, Phillip Ward, Weidong Li, Sue Sutherland and Jackie Goodway

The purpose of this study was to examine the effects of Play Practice (PP) instruction on the performance of table tennis skills. Fifty-six college students in four intact classes were taught by two instructors using PP and Skill-focused Instruction (SI). A nonequivalent control/comparison group experimental design with pre and post measures was used. Three separate ANOVAs with a repeated measure (time effect) were conducted to examine the effects of PP and SI for each of the three dependent variables: (a) forehand drive accuracy, (b) forehand attack, and (c) serve. Results demonstrated that both PP and SI conditions were effective in improving participants’ skills in forehand drive, forehand attack, and serving from pre- to posttest. However, PP was more effective in improving participants’ skills in forehand attack and serving from pre to post as compared with SI.

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G. Linda Rikard, B. Ann Boyce, Phillip Ward, Melissa Parker, Grace Goc Karp, Christina Sinclair and Sue Sutherland

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Phillip Ward, Sue Sutherland, Marianne L. Woods, B. Ann Boyce, Grace Goc Karp, Michael Judd, Melissa Parker, G. Linda Rikard and Christina Sinclair

In this paper, we situate the findings from the studies in this thematic issue within the current policy environment that influences the status, rankings, and funding contexts for doctoral programs in Physical Education Teacher Education within and across institutions. We identify common challenges that these doctoral programs are confronted with including the recruitment of doctoral students, the lack of diversity of faculty and students, the purpose of the doctoral degree, and core content knowledge for the degree. Throughout the discussion we provide questions and recommendations for the field to consider.