positive experiences through sports and physical activities. I tell my story in the hope that it will resonate with young professionals as they reflect on their own growth and development as scholars and seek to make an impact on individuals’ health and well-being. I follow my autobiographical account with
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K. Andrew R. Richards, Karen Lux Gaudreault, and Wesley J. Wilson
initial PETE to include a focus on socialization. Drawing upon the tradition of reflection in teacher education ( Schoffner, 2009 ), autobiographical essay writing ( Betourne & Richards, 2015 ) has been offered as one socialization theory-aligned strategy to promote reflection that can be integrated into
Oleg A. Sinelnikov and Peter A. Hastie
This study examines the recollections of the Sport Education experiences of a cohort of students (15 boys and 19 girls) who had participated in seasons of basketball, soccer and badminton across grades six through eight (average age at data collection = 15.6 years). Using autobiographic memory theory techniques, the students completed surveys and interviews that asked them to recall what they remembered about the Sport Education seasons in which they had participated. Student responses were mostly from the “general” and more precise “event specific” levels of recall, and their strongest and most detailed memories were of those features that provide Sport Education participants with what is termed authentic experiences. For example, Sport Education was considered different from regular physical education in that it was more serious and organized. Further, students claimed they had a deeper understanding of these sports as a result of their participation, and in particular, as a result of their officiating roles. The findings provide evidence that the features of affiliation, authentic competition and perceived learning that students find so attractive, last well beyond initial exposure to the model, and that future delivery of the model should strongly adhere to these basic tenets.
P.A. Hancock
What I seek to achieve in this article is an exploration of how some of the distilled and assembled principles of behavior can be applied to human goals, aspirations, and performance writ large. I look to do this through an analysis of various areas of application, although the primary framework upon which I erect this discourse is my own autobiographical progress in science. My grounding in formal research was derived from motor learning and control and it then developed into an examination of all human interaction with technical systems under the general title human factors/ergonomics. In showing an indissoluble link between the foundations of motor control and the technological mediation of human factors and ergonomics, I hope to inform and inspire their consideration of the greater aspirations for all of kinesiological science. In terms of specifics, I discuss the work my laboratory has produced over a number of decades on issues such as driving, fight, and other human-augmenting technologies, with a special focus on performance under stress and high workload conditions. To conclude, I discuss, dispute, and finally dispense with the proposition that science and purpose (proximal understanding and ultimate meaning) can be dissociated. I hope to demonstrate why the foregoing principles and their ubiquitous application mean that science in general bears a heavy, if unacknowledged burden with respect to the current failings, especially of Western society.
Nicola J. Hodges
When we watch other people perform actions, this involves many interacting processes comprising cognitive, motor, and visual system interactions. These processes change based on the context of our observations, particularly if the actions are novel and our intention is to learn those actions so we can later reproduce them, or respond to them in an effective way. Over the past 20 years or so I have been involved in research directed at understanding how we learn from watching others, what information guides this learning, and how our learning experiences, whether observational or physical, impact our subsequent observations of others, particularly when we are engaged in action prediction. In this review I take a historical look at action observation research, particularly in reference to motor skill learning, and situate my research, and those of collaborators and students, among the common theoretical and methodological frameworks of the time.
Craig Parkes and Michael A. Hemphill
attended by young people and adolescents. Finally, they represent popular adult recreational (pickup games) and competitive activities (adult leagues) that are often continued over the lifespan. The students in this course completed the following assignments/tasks: (a) a written autobiographical essay
Robert T. Book Jr., Donka Darpatova-Hruzewicz, and David Dada
communities in an impactful way. A Messy Methodological Proposition: The Who(s), Why(s), What(s), and How(s) of Critical Collaborative Interrogation The Authors Considering the process of CCI is above all else, collaborative, it is imperative for the reader to have some contextualized autobiographical
Barbara E. Ainsworth
In reflecting on my academic career in kinesiology and public health, I am reminded of the interactions I’ve had with professors, students, friends, and colleagues and of the professional experiences that have defined my career. This paper is autobiographical in that it moves from playing as a
Kerry R. McGannon, Lara Pomerleau-Fontaine, and Jenny McMahon
-based, to them being constructions derived from narratives and performed in relationships” ( Smith & Sparkes 2009 , p. 5). Given these assumptions, the present case study of Jornet’s Summits of My Life journey focused on commercially produced storied accounts (e.g., documentary films, autobiographical
Hal A. Lawson
Conceptual and methodological limitations are evident in the previous research on physical education teacher education (PETE) professors. The developing literature on professors in all fields, career theory, and occupational socialization theory may be blended to build a conceptual framework for future research. This framework illuminates influences on and questions about PETE professors’ work lives, role orientations, productivity, and affiliations. It also invites autobiographical, developmental, longitudinal, and action-oriented research perspectives. Several benefits may be derived from research on PETE professors, including improved career-guidance and faculty-development systems.
