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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Cheering for the Children: My Life’s Work in Youth Development Through Sport
Maureen R. Weiss
Research and Practical Implications of Integrating Autobiographical Essays Into Physical Education Teacher Education
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
Bodily Uncertainty, Precarious Body: An Embodied Narrative of a Physical Education Teacher From an Autobiographical Perspective
Gustavo González-Calvo and Göran Gerdin
teacher Gustavo responds to, lives, and negotiates his embodied professional subjectivity over time. In order to do so, we employ an autobiographical approach ( Sparkes & Smith, 2014 ) and a creative writing style ( McGannon, 2022 ; Pelias, 2019 ) to explore Gustavo’s own life story of becoming and being
Students’ Autobiographical Memory of Participation in Multiple Sport Education Seasons
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.
The Content and Context of Performance: An Autobiographical Account of Scientific Development
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.
Observations on Action-Observation Research: An Autobiographical Retrospective Across the Past Two Decades
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.
What Occupational Socialization Factors Influence Preservice Teachers to Possess Fitness Orientations?
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
Reflections on Working With Black Youth From Underserved Communities in the United States: Decolonizing My Whiteness Through Critical Collaborative Interrogation
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
Reflections on Developing a Career in Kinesiology and Public Health
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
To PETE, or Not to PETE, That Is the Question: The Influence of Occupational Socialization on Physical Education Teacher Education Recruitment and Retention
Craig Parkes and Shelley L. Holden
an autobiographical essay ( Betourne & Richards, 2015 ) that described the factors that had influenced their current career path. Participants were asked to specifically write about the people and experiences that had influenced their decision making regarding pursuing or not pursuing a physical
