-efficacy is military service members ( Jeffress & Brown, 2017 ). Sport participation can be utilized to help this population reintegrate into society following combat, especially among those who have sustained injuries. However, wounded veterans may not respond positively to a physical activity program if
Paul E. Yeatts, Ronald Davis, Jun Oh and Gwang-Yon Hwang
Mary L. Henninger
The purpose of this study was to understand factors that influenced the career trajectories of veteran urban secondary physical education teachers. The careers of these teachers were studied from the theoretical perspectives of teacher efficacy and teacher career development. Participants included 9 secondary urban physical education teachers (4 females and 5 males). Data were collected using 7 qualitative methods. Data analysis involved constant comparison through the processes of open and axial coding followed by a cross-case comparison (Strauss & Corbin, 1998). Findings indicated that organizational contexts of these veteran urban physical education teachers played the most salient role in shaping their beliefs and behaviors. Although the organizational contextual factors reported were similar across this group of teachers, individual responses differed greatly. These differences delineated teachers into two groups of stayers: lifers and troupers. Knowledge of workplace conditions’ specific effects on teachers’ career trajectories provides valuable information for initial preparation of novice teachers and for further professional development.
Kathleen J. Buchko
This article presents a three-phase model that can guide sport psychologists assisting in crisis intervention with athletes in the weeks following a major trauma. The model employs a systems theory framework within which therapeutic tasks that facilitate recovery from trauma are offered. The unique role of the sport psychologist in post-traumatic care of athletes is discussed. The model’s utility is illustrated via retrospective application to the author’s work with a team that experienced the suicide of one of its veteran members.
Robert J. Schinke, Alain P. Gauthier, Nicole G. Dubuc and Troy Crowder
The study of adaptation in elite sport delineates the adjustment strategies of amateur and professional athletes during career transitions (e.g., promotion, relocation). Fiske (2004) recently identified 5 core motives as the vehicles to adaptation: belonging, understanding, controlling, self-enhancement, and trusting. The goal was to verify and contextualize these core motives with 2 respondent groups of professional athletes from the National Hockey League. The groups consisted of those experiencing rookie adaptation and veteran adaptation. A total of 58 athletes were divided into groups representing the Canadian mainstream, Canadian Aboriginal culture, and Europe. There were 175 newspaper articles that were retrieved using online and library resources. The similarities and discrepancies in and across groups provides insight into this hard-to-reach population.
Thomas J. Templin, Bevan Grant, Andrew Sparkes and Paul Schempp
This case study focuses on a late career, male teacher/coach and reveals the multidimensionality of his life and career. It demonstrates the influence of significant career and life events, as well as the social context in which the teacher/coach works. Overall, a life history approach describes the paradox of the employment/accommodation of a veteran elementary teacher as a physical educator at the secondary school in which he coaches. This study reveals the marginality of physical education and its teachers at the secondary school level in contrast to the importance of interscholastic athletics and those who serve in varsity coaching roles. The study shows how the teacher studied is both a good-fit and a weak-fit stayer (Yee, 1990). Equally, it demonstrates how one’s conception of self (Nias, 1985) relates to professional and personal circumstance. Finally, the research demonstrates the value of and need for biographical research in sport pedagogy.
This report analyzes changes in a traditional physical education curriculum in an inner-city high school. The analysis is based on my 14-week participant observation of classes and interviews with a veteran physical educator (Mary) who experienced community and curriculum changes during her 26-year tenure. A written chronological research narrative was examined through a framework that delineates the nature of curriculum discourses and student social capital for schooling. The findings show that the curriculum is failing because negative social changes have denied students’ access to necessary social capital for successful learning. Mary emphasized a curriculum discourse of control based on a belief of dual-responsibility that dichotomizes educational opportunity into responsibility of control for teachers and responsibility of learning for students. A grounded theory developed from the case suggests that the physical education curriculum should emphasize transformation of knowledge and skills, the person, and community culture rather than reproduction of the “official knowledge” (Apple, 1993).
Kevin Patton and Linda L. Griffin
This article describes comparative case studies of 2 of 12 veteran middle school physical education teachers participating in the Assessment Initiative for Middle School Physical Education (AIMS-PE), a reform-based teacher development project. The goals of the project were to help teachers examine and reframe their assessment practices and to design and implement curricular programs that encourage active teaching and learning. The following research questions guided this study: (a) What are the ways in which teachers changed their practices and/or beliefs concerning physical education teaching and assessment of student learning? and (b) what factors, both personal and institutional, influenced the level of changes (i.e., materials, teaching approaches, beliefs) experienced by each teacher? Three patterns of change were prominent in the teachers’ experiences: (1) increased planning and more efficient organization and management, (2) improved alignment of instruction processes and assessments, and (3) a shift in teacher roles characterized by the use of more indirect pedagogies to facilitate student-oriented small-sided games and student peer assessment. Even though these teachers made substantial changes, major shifts in assessment and instructional practices were not accomplished overnight. Changes required time, opportunity, and ongoing support.
Anecdotal claims have suggested that an increasing number of ultramarathoners purposely undertake chronic low-carbohydrate (CHO) ketogenic diets while training, and race with very low CHO intakes, as a way to maximize fat oxidation and improve performance. However, very little empirical evidence exists on specific fueling strategies that elite ultramarathoners undertake to maximize race performance. The study’s purpose was to characterize race nutrition habits of elite ultramarathon runners. Three veteran male ultrarunners (M ± SD; age 35 ± 2 years; mass 59.5 ± 1.7 kg; 16.7 ± 2.5 hr 100-mi. best times) agreed to complete a competition-specific nutrition intake questionnaire for 100-mi. races. Verbal and visual instructions were used to instruct the athletes on portion sizes and confirm dietary intake. Throughout 2014, the athletes competed in 16 ultramarathons with a total of 8 wins, including the prestigious Western States Endurance Run 100-miler (14.9 hr). The average prerace breakfast contained 70 ± 16 g CHO, 29 ± 20 g protein, and 21 ± 8 g fat. Athletes consumed an average of 1,162 ± 250 g of CHO (71 ± 20g/hr), with minor fat and protein intakes, resulting in caloric intakes totaling 5,530 ± 1,673 kcals (333 ± 105 kcals/hr) with 93% of calories coming from commercial products. Athletes also reported consuming 912 ± 322 mg of caffeine and 6.9 ± 2.4 g of sodium. Despite having limited professional nutritional input into their fueling approaches, all athletes practiced fueling strategies that maximize CHO intake and are congruent with contemporary evidence-based recommendations.
Celina H. Shirazipour, Madelaine Meehan and Amy E. Latimer-Cheung
The Invictus Games are a parasport competition for service members and veterans with illnesses and injuries. The 2014 Games were aired by the BBC, for a total of 12 hr of coverage. This study aimed to investigate what messages were conveyed regarding parasport for veterans during the BBC’s Invictus Games broadcast. A content analysis was conducted. Five qualitative themes were identified: sport as rehabilitation, the promotion of ability over disability, the social environment, key outcomes of participation, and the importance of competition. Quantitative results indicated that 2 segment types accounted for the majority of the broadcast: sport coverage (50.57%) and athlete experiences (12.56%). Around half of the coverage focused on participants with a physical disability (51.62%). The findings demonstrate key similarities to and differences from previous explorations of parasport media coverage, with the needs of the event and athlete population potentially influencing the broadcast.
Matt Hoffmann, Todd Loughead and Jeffrey Caron
views of all athletes who assume the role of peer mentor, we forward some practical implications that might be considered by practitioners (i.e., coaches, sport psychology professionals) interested in facilitating peer-mentoring relationships between veteran and less experienced athletes: • Discuss the