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Laura Prior and Matthew Curtner-Smith

/coaching Hard-core coaching Moderate coaching Moderate coaching Teaching Teaching Hard-core coaching Hard-core coaching Moderate coaching Moderate coaching Teaching Apprenticeship of observation Nonteaching Conservative Conservative Conservative Conservative Nonteaching Nonteaching Conservative Conservative

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Ben D. Kern, Suzan F. Ayers, Chad M. Killian and Amelia Mays Woods

socialize preservice teachers in a way that promotes a positive future for the physical education profession and seeks to limit the continuation of nonteaching approaches ( Curtner-Smith, 2009 ). From the perspective of these coordinators, allowing students whose perspectives were drastically different than

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K. Andrew R. Richards and Kim C. Graber

perspective, this becomes a critical mechanism through which PETE programming can moderate recruits’ acculturation ( Richards, Housner, & Templin, 2018 ) and contribute to breaking the cycle of nonteaching in physical education ( Curtner-Smith, 2009 ). Although it is important to retain those PETE students

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K. Andrew R. Richards and Thomas J. Templin

perception” (p. 188). Although often flawed or incomplete because recruits have only limited insight into the technical nature of teaching through acculturation (e.g., lesson planning, evaluating student learning, completing nonteaching tasks), subjective theories are important for understanding why

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Chan Woong Park and Matthew D. Curtner-Smith

exciting, he provided great activities, fun activities. (Jason, interview 1) Moreover, these teaching-oriented IFMs also explained that although the nature of the physical education programs they experienced as children and youth was relatively traditional by current standards, nonteaching teachers were

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Craig Parkes and Michael A. Hemphill

nonteaching orientations should be deconstructed, unless they are compatible with the content being taught ( Curtner-Smith, 2017 ). Due to the limited empirical data available on this third type of orientation, additional research is required. The authors suggest three future research recommendations. First

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Anne M. Merrem and Matthew D. Curtner-Smith

with curricular PE since there was very little of it, and youth sport mainly took place in community sports clubs. Consequently, neither Lisa nor Heidi witnessed the kind of non-teaching displayed by coaching-oriented teachers where this competition between curricular PE and extracurricular sport is in

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Suzan F. Ayers and Amelia Mays Woods

’Neil and Richards ( 2018 ) in which students are intentionally recruited to help break the intergenerational cycle of socialization that contributes to nonteaching in physical education ( Curtner-Smith, 2009 ). Since nearly all PETE programs provide field-based experiences starting early in their programs

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Zachary Wahl-Alexander, Matthew D. Curtner-Smith and Oleg A. Sinelnikov

collapse completely into non-teaching ( Doyle, 1979 ; Wahl-Alexander & Curtner-Smith, 2015 ). Purpose While several studies investigating the role of negotiations in physical education have been conducted ( Hastie & Siedentop, 1999 ; Wahl-Alexander & Curtner-Smith, 2014 , 2015 ), to date, there have

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Jenna R. Starck, K. Andrew R. Richards, Michael A. Lawson and Oleg A. Sinelnikov

the past ( n  = 55; 61%), with few having never coached ( n  = 3; 3%). Given the strong coaching culture intertwined with physical education and with few accountability mechanisms ( “Alabama Administrative Code,” 2015 ), many nonteaching or “roll out the ball” practices in physical education have