Neither the history of volleyball nor of its governing body has received much scholarly attention. As such, the objective of this study is to highlight the institutional history of the Fédération Internationale de Volleyball (FIVB) through the organization’s response (or lack of response) to the corrupt practices known as “volleygate” that have embroiled the volleyball world since the mid 1980s. Through this sociohistorical study of the FIVB, many of the challenges facing modern international sport federations can be recognized and critiqued. Yet, despite its moral failings, the show must go on.
Volleygate: A History of Scandal in the Largest International Sport Federation
Sport and Society in Global France: Nations, Migrations, and Corporations
Effects of Sequential Feedback on Preservice Teacher Instructional Interactions and Students’ Skill Practice
Monica Fabian Lounsbery and Tom Sharpe
This study, conducted within an undergraduate Methods of Teaching Physical Education and School-Based Practice Teaching course, used an AB maintenance-across-participants design to (a) sequentially describe preservice teachers’ (N = 4) instructional interactions with students, (b) examine the effects of sequential feedback on the sequential nature of preservice teachers’ instructional interactions with students, and (c) assess the influence of differential sequential preservice teacher instructional interactions on student skill practice. Instructional interaction sequential data indicated that explicit teacher instruction and refinement were sequentially connected to student-appropriate skill practice, while general teacher instruction was sequentially connected to student-inappropriate skill practice. The data indicated that the sequential feedback protocol (a) consistently increased the incidence of refinement and explicit instruction within preservice teacher sequential instructional interactions for all participants, and (b) preservice teacher sequential pattern changes positively influenced the incidence of student-appropriate skill practice. This study also supports a strong relationship between explicit instruction and refinement and student-appropriate skill practice. Implications for further research into the sequential behavior determinants of the teaching and learning process in situational context are discussed last.
The Pedagogization of Traditional Indigenous Games in Canada, Australia, and Aotearoa New Zealand
Tom Fabian, Steven Rynne, Jeremy Hapeta, and Audrey R. Giles
Pedagogization can be understood as an umbrella term for increased educational action. In settler-colonial contexts, the pedagogization of traditional Indigenous games has gained traction in recent years. As noted by a number of academic studies, traditional games have been used in efforts to promote cultural connectedness, inclusion, and engagement and address social justice in physical education programs. This commentary aims to survey the pedagogization of traditional Indigenous games in Canada, Australia, and Aotearoa New Zealand. We argue, with cautious optimism, that traditional Indigenous games may act as a conduit for more culturally relevant physical education curricula and reconciliatory pedagogical training for physical education teachers.
Analysis of an Ongoing, District-Wide Collaborative Approach to Teacher Education
Tom Sharpe, Monica Fabian Lounsbery, Cindy Golden, and Chris Deibler
Collaboration among teacher educators and practicing teachers is currently a popular education reform strategy. Two matched undergraduate cohorts, one prepared in a Professional Development School (PDS) collaborative, were followed over a 5-year period to determine the benefits of one collaborative model. Qualitative data were collected across the 2 undergraduate groups (n = 8, n = 6), two cooperating teacher groups (n = 16, n = 12), two public school administrative groups (n = 4, n = 3), and one faculty group (graduate student n = 3, faculty n = 3). Observational data were also collected for each undergraduate cohort, representing practicum, student teaching, and inservice teaching. Qualitative data over the 5-year study period showed trends from apprehension to receptivity and recommitment to the teacher education process for all collaborative participants. While not directly attributable to the collaboration model alone, exposed undergraduates and their students also demonstrated marked changes in select daily practices correlated with effective instruction. Challenges and implications for research on collaborative activities are last discussed.