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High-Impact Educational Practices in Kinesiology: Examples of Curricular Advancements to Prepare Students for the Future of Work

Wendy Wheeler and Heather Van Mullem

active and collaborative learning, increase interaction among students and between students and faculty, improve the feedback loop between students and faculty, increase a sense of belonging to the campus community, and help students understand how the material learned in the classroom is applicable and

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Initiating and Sustaining a Teacher-Initiated Community of Practice as a Form of Continuing Professional Development: Internal Leaders’ Perspectives

Bomna Ko, Yun Soo Lee, and Tristan Wallhead

teachers an opportunity to identify their learning needs and solve their problems. Collaborative learning has also been proposed as a key operational facet of effective CPD ( Armour & Yelling, 2004 ; Assen & Otting, 2022 ; Keay, 2006 ). Teachers in a supportive and collaborative structure tend to acquire

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“It Is Like a Little Journey”: Deaf International Futsal Players’ and Coaches’ Experiences in Collaborative Blended Learning

Luciana De Martin Silva and John W. Francis

coaching lessons learned in an attempt to inspire coaches to consider how to best develop their coaching knowledge and practices. Constructivism, Collaborative Learning, and Collaborative Blended Learning Constructivist theories focus on how an individual “constructs” knowledge and understanding through

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Team-Based Learning in a Coaching Education Course: Impact on Student Learning

Karen E. Collins, Catherine E. Overson, and Victor A. Benassi

classroom is a method of inverting coursework. That is, solitary activities that traditionally take place in the classroom (i.e., lectures, note taking) instead take place outside the classroom. Time spent in class is devoted to group activities and collaborative learning ( Lage, Platt, & Treglai, 2000

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Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning

Kathleen M. Armour and Martin Yelling

This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group interview. The findings suggest that these teachers identified CPD as “going on a course,” but, in reality, they learned in a variety of ways. The most striking finding was the high value they placed on learning informally (yet strategically) with and from each other. We argue, therefore, that the traditional relationship between teachers and CPD provision needs to be altered such that teachers in their professional learning communities or networks play a leading role.

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Managing a Professional Sport Franchise: An Extended Case Approach to Learning

Ryan Snelgrove, Laura Wood, and Dan Wigfield

and career expectations in the United States . Sport Management Education Journal, 12, 1 – 14 . doi:10.1123/smej.2015-0030 10.1123/smej.2015-0030 Carlsmith , K.M. , & Cooper , J. ( 2002 ). A persuasive example of collaborative learning . Teaching of Psychology, 29, 132 – 135 . doi:10

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Designing for Cross-Cutting Skill Development and Diversity, Equity, and Inclusion in a Foundational Kinesiology Course

M. Melissa Gross, Kairos Marquardt, Rebecca E. Hasson, Michael Vesia, Anthony R. King, and Peter F. Bodary

. Examples of these skills include critical information literacy, collaborative learning, and work-integrated learning ( Wheeler & Van Mullem, 2021 ). The importance of cross-cutting skill development is implicit in the American Kinesiology Association Core Undergraduate Curriculum ( Chodzko-Zajko, 2014

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varied motivation and values attached to collaborative learning and change among the coaches. Acknowledging that these factors could make the process arduous and time-consuming, CAR was considered an effective way of developing expert knowledge, with the potential for generating shifts in learning and

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Learning to Use Teaching for Personal and Social Responsibility Through Action Research

Shirley Gray, Paul M. Wright, Richard Sievwright, and Stuart Robertson

Rodrigue ( 2017 ) draw attention to the importance of collaborative learning in their investigation that explored how teachers in different contexts learned to use an activist approach in PE. They point to several studies to demonstrate how teacher learning is more effective when learning communities are

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What Makes Teachers’ Professional Learning More or Less Effective?: An Evolution of Community of Practice for Physical Education Teachers

Keejoon Yoon, Sunghae Park, and Hyunwoo Jung

“coalescing” and “maturing” stages, when members are interconnected and knowledge is shared ( Wenger et al., 2002 ). We believe that this active conversation—which is one of the core characteristics of collaborative learning—can enhance teachers’ professional learning and support the development of the PE