young people early on about not only lifelong activities, but also activities that can be done in groups or alone, at school or at home, informally or formally. The decision of which curriculum to employ in a physical education program is sometimes a difficult one, and the implications can be far
Eric M. Martin, Scott J. Moorcroft, and Tyler G. Johnson
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
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
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.
Priscila Alfaro-Barrantes, Brittany L. Jacobs, and Brian Wendry
been shown to enhance skills, such as communication, team building, and critical thinking; it also builds self-esteem and develops a sense of responsibility for decision making. The implementation of service-learning in a Sport Management curriculum has proven effective in enhancing student engagement
Clayton Kuklick, Stephen Harvey, and Roch King
years, with the aim of developing knowledge and practices ( Dieffenbach & Wayda, 2010 ). However, recognition of how coaches’ formative years interact with their experiences in university-based coach development curriculums (UCDC) and how they prepare coaches for their socialization into the coaching
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
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
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
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.
