The purpose of this study was to explore and describe three preservice teachers’ beliefs as they evolved throughout a 4-year teacher preparation program. Data collection spanned 5 years and included formal interviews, open-ended questionnaires, and document analysis of reflective writings. The results indicated that participants assimilated program messages into their beliefs about teaching physical education relative to elementary content, teaching effectiveness, and the importance of planning. Participants were less likely to assimilate program messages about classroom management and the purpose of physical education due to the impact of their own biographies. Participants were in favor of emphasizing effort and participation and rejected the program philosophy on assessment of student learning. Data suggest that participants’ K–12 school experiences as well as their lived experiences play a powerful role in the formation of their beliefs about teaching physical education.
Marcia Matanin and Connie Collier
Larry L. Fahlberg, Lauri A. Fahlberg and Ward K. Gates
The difficulty in understanding human behavior requires using whatever approaches that address the questions. Concerning such questions, four forces have emerged in psychology representing variations in ontology, philosophies of science, and concomitant epistemologies and methodologies. Nonetheless, when viewed from a metapsychological perspective, one force has predominated in exercise psychology to the exclusion of the remaining three. A recognition of the complexity in exercise behavior calls for additional psychologies that provide an expanded perspective for understanding the problems and questions that arise. Exercise dependency is an example of such a problem, and existential psychology will be introduced as a means of studying and understanding this problem. An example of existential-phenomenological research on exercise behavior is included to demonstrate the possibility of such inquiry and to exemplify contributions to understanding that might ensue.
This paper deals with the evolution of the concept of sport and the changing sport participation patterns in Europe. The concept of sport has evolved under the influence of the “Sports for All” philosophy. The entire Sports for All campaign has helped open up the definition of sport. Its borders have been shifted, both for participants and scientists. There are now more sports than ever, and more physical activities are considered sports. Sport participation is a result of a complex set of factors: facilities and organizations, patterns of sport socialization, personal motivations, and also the current changes taking place in society. In this discussion, special attention is paid to the relationship between sport socialization and sport participation patterns.
Dallas Branch Jr.
Intercollegiate athletics has come under increasing scrutiny. Questions of leadership and the NCAA’s Presidents’ Commission reflect new levels of exposure and commitment to clean the athletic house. The problem of defining the academic/athletic balance in big-time college sports has polarized faculty, administrators, and athletic leaders at many colleges and universities. The purpose of this study was to examine athletic director and selected assistant perceptions of leader behavior to determine whether their perceptions contributed significantly to the prediction of intercollegiate organizational effectiveness. Findings indicate that effective athletic organizations have leaders who are more predisposed to goal and task accomplishment than to developing good interpersonal relationships with their subordinates. Contemporary leadership theory and management philosophy suggests that organizations that can accomplish both are most effective. Athletic directors may want to adjust their leadership behaviors to meet the managerial demands of today’s intercollegiate athletic program.
William J. Rudman
This paper focuses on how age affects involvement in sport and physical activity. Investigated are questions related to how age differences in perceived barriers and outcomes to involvement in sport and physical activity, socioeconomic status, and sport philosophy/ideology affect joining a corporate versus a private sport and fitness program. A developmental lifestyle perspective is offered as the theoretical premise on which interpretations of the data are based. Findings from this study clearly show that reasons for involvement in sport and physical activity vary across the life cycle. At younger ages the psychological benefits associated with work related stress are perceived as the most important reason for involvement. During middle age, philosophical and ideological reasons begin to determine the setting where involvement in these programs takes place. Finally, for older individuals, philosophical differences along with socioeconomic factors determine both the extent and where involvement occurs.
Connie L. Blakemore, H. Gill Hilton, Joyce M. Harrison, Tracy L. Pellett and James Gresh
Mastery learning is an instructional strategy that embraces the philosophy that almost any student can learn what is being taught given sufficient time and help. Through Bloom’s group-based, teacher-paced model, 71 seventh-grade boys were taught basketball skills. Students in two treatment groups (mastery and nonmastery) and a control group were compared on the performance of psychomotor skills in isolation and in a competitive game situation before, midway through, and following their training. Students in the mastery group were not taught new skills until 80% had mastered the present skills. The mastery group performed significantly better on isolated skills than did the nonmastery and control groups. There was no significant difference between groups in the performance of skills in a competitive game situation.
Emily A. Roper, Douglas J. Molnar and Craig A. Wrisberg
In the sport, physical activity, and aging literature, much attention has been given to the importance of physical activity and sport involvement for the elderly. Most of the literature, however, has focused on the continuity of physical activity among older adults. The purpose of this study was to extend the understanding of older sport participants by conducting a case study of Max Springer, a male, White master runner (88 years old). We assumed that continuity in sport would represent a primary adaptive strategy for coping with the aging process. In addition to two in-depth interviews with Max, the authors interviewed various other “participants” regarding their perceptions of Max as an older runner. From deductive analysis of the interview material, the following themes emerged as figural to Max’s experience as an older runner: tradition of always being physically active, I’m not an athlete, being of senior age, meaning and philosophy of running, and significance of social support.
Grace Goc-Karp and Dorothy B. Zakrajsek
This study determined and compared the planning models taught in preservice physical education (theoretical) with those practiced in junior high school physical education (reality). Empirical and ethnographic data were collected through a survey of college professors (n = 59), close-ended (n = 36) and open-ended surveys of teachers (n = 28), and a nonparticipant observation study (n = 4). The results indicated that the theoretical model focused on planning for student learning whereas the reality model focused on planning for teaching. The personal philosophy of the teachers, coaching commitments, the teachers’ routines of planning and teaching, and the students’ reactions were major influences on how teachers planned and why they planned. Reasons for lack of transfer of the planning model from theory into practice are discussed and suggestions for further investigation are made.
Inez Rovegno and Dianna Bandhauer
This interpretive case study describes five norms of the school culture that facilitated a teacher’s (the second author) adoption and learning of a constructivist approach to physical education. The second author used a movement approach initially based on Every Child a Winner. The first author conducted field observations at the elementary school across 3 years and formal interviews and numerous informal interviews each day of field work with teachers, principals, staff, and children. The five norms or set of norms were (a) the set of norms defining the school philosophy, (b) teacher learning, (c) teacher participatory power and responsibility, (d) continual school improvement, and (e) the tendency “to feel that we can do anything.” The paper describes how the norms influenced the physical educator and the physical educators’ role in creating and maintaining the norms.
Nammi Lee, Steven J. Jackson and Keunmo Lee
This study examines how one sporting figure came to signify fundamental shifts in Korean society at the beginning of the 21st century—a time when Korean society was destabilized and seeking to reposition itself within the global economy. Guus Hiddink, a Dutch-born soccer coach, is credited with helping Korea attain its highest-ever ranking at the 2002 World Cup. Sporting achievements aside, Hiddink’s role as a foreigner and national Korean hero presents a unique and unprecedented case study of the relationship between globalization, nationalism, and neoliberal citizenship. Hiddink was the first foreigner ever to be awarded honorary national citizenship. Furthermore, his general coaching strategies and philosophies assumed a mantralike quality, popularly referred to as the Hiddink syndrome, that influenced wider cultural changes with respect to economics, politics, education, and the very definition of national citizenship and identity.