local coaching education programs to consider curriculum design strategies that provide developers, regardless of location, with a process that is both rigorous yet flexible enough to consider highly individualized local sport contexts when designing a comprehensive program of coach education. Because
Eric M. Martin, Scott J. Moorcroft and Tyler G. Johnson
Jaime R. DeLuca and Jessica Braunstein-Minkove
Experiential learning has become a driving force of universities around the world, and is a crucial part of many sport management programs. This is particularly true given the competitive nature of the field and the rapid changes the industry continuously faces. This work seeks to reexamine the sport management curricula to ensure a progression and evolution toward a superior level of student preparedness for their internship experiences. Through the use of both quantitative and qualitative methods, our major findings recommend a focus on academic, experiential, and professional development. Theoretical and practical implications are discussed along with limitations and directions for further investigation.
Elizabeth J. Durden-Myers, Nigel R. Green and Margaret E. Whitehead
situation will be particular to each individual learner. In this section, the influences of each of these schools of thought will be set out in a little more detail before moving into the detailed recommendations concerning pedagogy, content, and curriculum planning. Monism An appreciation of the individual
Ang Chen, Bo Shen and Xihe Zhu
A central piece of Catherine Ennis’s legacy is her passion for curriculum intervention research as a viable approach to curriculum development. She constantly reminded physical education scholars and teachers that an efficacious physical education curriculum must be contextualized to benefit
Haylee U. Mercado and John Grady
changing requirements concerning environmental issues. The purpose of this study, therefore, is to demonstrate to colleagues how to infuse sustainability into existing sport management courses across the curriculum through theoretical, practical, and applied course topics. Relevance to Sport Management In
Sharon R. Phillips, Risto Marttinen, Kevin Mercier and Anne Gibbone
affect (fun or enjoyment) and cognition (usefulness or importance) impact the formation and development of attitudes ( Silverman, 2017 ; Subramaniam & Mercier, 2017 ). Investigations using these quantitative instruments have identified the teacher and the curriculum as factors that contribute to changes
Stephen J. Virgilio
The purpose of this article is twofold: to discuss some current problems with curriculum design in physical education, and to offer some suggestions for model-based attempts to assist the process of implementing new curriculums. The process of curriculum implementation can be broken into two phases, the preoperational stage and the operational stage. Several issues within each of the two stages are discussed, for curriculum changes in general and specifically for physical education. The key elements in curriculum implementation are: support (material and human), change strategies, communication channels, staff development, and instructional planning. Each element has its own role to play in the process, and the lack of any single element will severely hinder the efficacy of the changes desired. The final section of the article presents a model of the curriculum change process as outlined in the text.
Catherine D. Ennis
For this study, curriculum was defined as a holistic set of perspectives that interact to create the educational environment. The Goodlad et al. (1979) domain concept was used as the theoretical structure for the examination of content in three elementary physical education programs. Two of the programs used a movement education curriculum (Logsdon et al., 1984) while the third was structured based on a traditional activity or sport and games approach. Data collection consisted of an examination of documents (ideological and formal domains), interviews with teachers and students (perceived and experiential domains), and observation (operational domain). Data were analyzed using constant comparison. The ideological domain was found to be the most influential curriculum perspective in these programs. Major differences were detected in the use of shared decision-making and in the students’ cognitive involvement with the content.
Senlin Chen and Alex Garn
“Effective teachers’ focus on student learning is razor-sharp and the driving force in educational physical education” ( Ennis, 2014a , p. 11). Providing aligned learning experiences through effective teaching strategies is a priority of curriculum and instruction. For decades, physical education
Barry Braun, Nancy I. Williams, Carol Ewing Garber and Matthew Hickey
curriculum” that provides consistent and comprehensive training in the fundamentals of the discipline across institutions. The American Kinesiology Association has provided guidance regarding the defining features of the academic discipline: “Kinesiology explores not only biological, medical, and health