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Early Career Experiences of Physical Education Teachers in Urban Schools

Sara Barnard Flory

The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged from the data: the mechanisms of school support, and achieving ‘insider’ versus ‘outsider’ status during teachers’ early careers. These findings highlight the challenges that early career PE teachers face in urban schools, and demonstrate how being a culturally relevant teacher can improve teaching in physical education.

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The Influences of Pre-Professional Socialization on Early Career Physical Educators

Sara B. Flory and Nate McCaughtry

The purpose of this study was to examine how three PE teachers’ personal biographies before their formal teacher education programs influenced their early careers in urban schools. Using occupational socialization theory and cultural relevance theory, we conducted in-depth interviews and observed early career physical education teachers who did not grow up in urban communities for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged as influential in the teachers’ successes and struggles in urban schools, including their exposure to diversity, and family views of culture. These findings suggest that the pre-professional socialization experiences of teachers also include the development of cultural templates, biases, and values, and that many teachers may not accurately or critically reflect on their teaching practices. Further research should examine how PETE programs prepare middle-class teacher candidates for diverse schools.

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Reconceptualizing Physical Education Curricula to Meet the Needs of All Students

Melinda A. Solmon

were able to overcome some of the challenges they encountered to provide meaningful learning experiences for students. Building on that evidence base, she began to focus on the development of curricular alternatives that could address the issues of cultural relevance and value and that could meet the

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Transformative Social and Emotional Learning in Physical Education

Michael A. Hemphill and Paul M. Wright

In this article, the authors examine the idea of social and emotional learning (SEL) and discuss ways it can contribute to a favorable future for physical education. While physical education has a long history and best practices aligned with this initiative, there is certainly room to improve. Not only can practitioners be more intentional and explicit in the ways SEL is promoted, a favorable future for physical education would involve a transformative approach that helps students develop SEL skills while also addressing institutional and systemic barriers that limit opportunities for social and emotional development. As the authors explain, transformative SEL in physical education would be characterized by student empowerment, culturally responsive teaching, and students applying these lessons in other settings for the betterment of themselves and society. The article concludes with a discussion of what it would take to move in this direction with regard to theory, policy, research, and practice.

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Successful Practices of Novice Urban Physical Education Teachers

Sara B. Flory, Risto Marttinen, Craigory V. Nieman, and Vernise J. Ferrer Lindsay

the teachers encountered to determine what experiences or preparation techniques contributed to their success. Theoretical Framework We framed this research study using Flory and McCaughtry ( 2011 ) cultural relevance cycle for culturally relevant PE. Influenced by previous theoretical frameworks

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Cultural Adaptation of Physical Activity Self-Report Instruments

Elva M. Arredondo, Tamar Mendelson, Christina Holub, Nancy Espinoza, and Simon Marshall


The validity of physical activity (PA) self-report measures can be a problem when using these measures with target populations that differ from the population for which the measures were originally developed.


Describe an approach to further tailor PA self-report measures to a target community, and report on focus group and cognitive interview findings.


Topics relevant to culturally tailoring measures are discussed, including translation, focus groups, and cognitive interviews. We describe examples from our own work, including focus groups and cognitive interviews conducted to assess Latinos’ interpretations of PA questions derived from various epidemiological surveys that were developed in White communities.


Findings from focus groups and cognitive interviews provide valuable information about the comprehension, interpretation, and cultural relevance of the PA questions to Latino communities.


It is recommended that investigators collect formative data to better assess the equivalence of items being applied to a different cultural group. Guidelines for cultural attunement of self-report instruments are described to promote more uniform and rigorous processes of adaptation and facilitate cross-cultural investigations.

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Race, Gender and Sport: The Politics of Ethnic ‘Other’ Girls and Women

Manal Hamzeh

, the terms “culturally-specific” (p. 35) “Muslim cultures” (p. 37) “cultural relevance” and “cultural incompatibilities” (p. 48) do not help to describe the specific and complex political, social and historical contexts in which muslim people live. This misuse conflates “culture” as the synonym for

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Examining the Culturally Responsive Teaching Self-Efficacy in Physical Education Teacher Education Alumni

Sara B. Flory, Rebecca C. Wylie, and Craigory V. Nieman

improve how CRT is embedded within programs since many in the United States currently do not include any specific coursework or assignments related to social justice issues or cultural relevance ( Ovens et al., 2018 ; Walton-Fisette et al., 2018 ). Beyond individual program examination, support from

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Cross-Cultural Adaptation and Psychometric Evaluation of the Community Healthy Activities Model Program for Seniors Physical Activity Questionnaire in Chinese Older Adults

Xiaoyang Shi, Yan Wang, Xiuxiu Huang, Shangshang Gao, Qiaoqin Wan, and Shaomei Shang

reports documented in the aforementioned stages to evaluate their translation equivalence and cultural relevance. The committee consisted of 13 experts in different fields (Figure  1 ). The experts were asked to complete two 4-point scales, ranging from 1 =  not equivalent to 4 =  most equivalent , to

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It Takes a Village Coach: Cost-Effectiveness of an Intervention to Improve Diet and Physical Activity Among Minority Women

Iris Buder, Cathleen Zick, Norman Waitzman, Sara Simonsen, Grant Sunada, and Kathleen Digre

-intensity monthly group activities to meet these needs facilitated the personal and cultural relevance of the program for participants. For example, in group activities, participants from several communities learned to prepare culturally important traditional foods in a healthier manner. In addition, all