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Ali Brian, Adam Pennell, Ryan Sacko and Michaela Schenkelburg

preschool teachers’ readiness and professional development training in PE/PA ( Martyniuk & Tucker, 2014 ; McWilliams et al., 2009 ). Martyniuk and Tucker ( 2014 ) found that 802 of 1,113 (72.1%) of preservice early childhood educators attending college had not completed PE/PA-specific coursework in the

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Collin A. Webster, Diana Mindrila, Chanta Moore, Gregory Stewart, Karie Orendorff and Sally Taunton

CSPAP. This information can be used to direct teacher professional development initiatives so that they are tailored to meet the needs of physical education teachers with different degrees of DSI. Our second aim was to examine associations between physical education teachers’ DSI, perceived school

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Stephanie Mazzucca, Cody Neshteruk, Regan Burney, Amber E. Vaughn, Derek Hales, Truls Østbye and Dianne Ward

and professional development, PA policy, outdoor playtime provided, outdoor play environment, ST, ST practices, and ST policy. Subscores are then summed to determine the overall PA environment score, with potential scores ranging from 0 to 30. Higher subscores and overall score indicate better

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Duane Knudson, Ting Liu, Dan Schmidt and Heather Van Mullem

his or her professional development and advancement for the betterment of the department and the field of kinesiology ( Knudson, 2016 )? Faculty mentoring in teaching and service roles is also important ( Knudson, 2016 ). This is particularly relevant in departments at universities that emphasize

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Andrew P. Driska

) Developmentally-appropriate practices (13, 35) How & where you took the course (14, 26) Professional mindset (15, 32) Salient features & reactions (13, 31) Valuing education & professional development (9, 22) Limitations of online course (9, 23) Miscellaneous Attitudes (13, 33) Miscellaneous course perceptions

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Eric M. Martin, Scott J. Moorcroft and Tyler G. Johnson

values, objectives for coaching, and coaching philosophy. This type of coaching knowledge also emphasizes coaches’ capacity for engaging in continuing professional development throughout their careers and propensity for systematic and ongoing self-reflection. In order to continue their own development

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Niki Tsangaridou and Mary O’Sullivan

This study was motivated by the need to understand the role and function of teachers’ reflection as it “is” rather than as it “ought” to be. The focus of the study was to describe teachers’ reflection within the teaching and learning environment, as well as the role of reflection in their professional development. Participants were four experienced elementary and secondary physical education teachers from urban and suburban school districts. Data were collected through observations, interviews, and journals. Case analysis and crosscase analysis were employed in analyzing the data. Findings indicated that the participants’ microreflection, the type of reflection that informs teachers’ day-to-day practices, addressed pedagogical, content, ethical, moral, and social issues. Their reflections were situationally driven and contextually bound. Macroreflection, the type of reflection that informs teachers’ practices over time, influenced changes in the teachers’ classroom practice and professional development.

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Nell Faucette, Peg Nugent, James F. Sallis and Thomas L. McKenzie

Classroom teachers’ responses to a 2-year professional development program are presented. Sixteen 4th- and 5th-grade teachers involved in Project SPARK completed structured interviews, questionnaires, and written evaluations of program sessions. Although in Year 1 more than half of the teachers expressed concerns about schedules and equipment management, results indicated that the program helped increase their self-confidence when teaching physical education. Participants believed that students benefitted from their enhanced knowledge and instructional behaviors. Program components most appreciated included: the input received and responsiveness of the design team; opportunities to collaborate, discuss concerns, and problem-solve with each other and the facilitators; and having on-site and large-group-session modeling. Results indicated that the teachers were less enthusiastic about a self-management curriculum due to its behavioral emphasis, yet supported the assertion that an ongoing, supportive professional development program can substantially improve classroom teachers’ physical education programs.

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Nate McCaughtry, Kimberly L. Oliver, Suzanna Rocco Dillon and Jeffrey J. Martin

We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.

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Richard I. Tinning

Student teaching as a significant part of the professional development of physical education teachers is implicated in the general failure of teacher education to adequately prepare teachers who can envision a world of schooling that is any different from the present one. This paper argues that the dominant pedagogy of student teaching is inherently conservative, is characterized by technical rationality, and embraces an outmoded view of professional knowledge. The adoption of a critical-inquiry perspective in student teaching is offered as a possible alternative.