Secondary professional socialization is a phase of occupational socialization theory that focuses on graduate education in preparation for a career in academia. Due to the need to present and publish research and make professional contacts, professional organizations likely serve an important socializing function during graduate education. The purpose of this exploratory study was to understand graduate students’ perspectives of participating in professional organizations. Participants included 16 health and physical education graduate students who shared their experiences in focus group interviews. Data were analyzed using constant comparison and inductive analysis. Results indicate graduate students become involved in professional organizations primarily due to faculty encouragement. Participants highlighted networking as a benefit of involvement, and viewed professional learning and opportunities to present research as important to their career development. Results are discussed through the lens of occupational socialization theory, and limitations and implications for graduate student training are shared.
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Secondary Professional Socialization Through Professional Organizations: An Exploratory Study
K. Andrew R. Richards, Andrew D. Eberline, and Thomas J. Templin
Graduate Education From Physical Education to Kinesiology: Preparing the Next Generation
Diane L. Gill
times, in graduate education, and in our field—from PE to KIN. Many others (e.g., Anderson & van Emerick, 2021 ; Hoffman, 2015 ; Kretchmar, 2008 , 2014 ; Lawson & Kretchmar, 2017 ; Wiggins, 2021 ) have outlined the major changes and continuing issues. Since the mid-1900s, and mainly since the 1960
Dr. Richard C. Nelson: A Water Tower Remembrance
Robert Shapiro
in 1 week than I had earned the previous several years working in summer camps, which would enable me to pursue graduate education to complete my teaching credentials. I applied to a number of graduate programs around the country. While being admitted to all, none offered an assistantship. Upon the
Program Directing as Critical Praxis: Efforts to Embed Diversity, Equity, Inclusion, and Justice Values Into an Athletic Leadership Master’s Program
Jill Kochanek
sport experiences. Such an approach is notably important in how we educate emerging and current sport leaders (e.g., coaches and administrators). One, among many, important starting point to support DEIJ promotion in/through sport is within undergraduate and graduate education programs. While physical
Physical Education Graduate Student Socialization in a Research-Focused Master’s Program
K. Andrew R. Richards, Karen Lux Gaudreault, Kelly L. Simonton, and Angela Simonton
that graduate students who are encouraged by faculty mentors are more likely to get involved in research ( Weidman, Twale, & Stein, 2001 ), and senior students tend to serve as informal peer mentors for their newer compatriots ( Gardner, 2007 ). Specific to physical education, graduate education has
Mental Health and Perceived Stress in Kinesiology Graduate Students
Elizabeth M. Mullin, Anna Bottino, Danielle D. Wadsworth, Steven J. Petruzzello, and Tiffanye M. Vargas
to further investigate the role of PA when examining mental health in this population and the impact such PA may have on various stressors of graduate education. As the country and higher education continue to deal with the ongoing evolution of the COVID-19 pandemic, it is incumbent on administrators
A Canadian Perspective on AT Graduate Education in the United States
Marianna Varpalotai
Column-editor : Richard DeMont
Research on Teaching in Physical Education Doctoral Dissertations: A Detailed Investigation of Focus, Method, and Analysis
Stephen Silverman and Mara Manson
As a part of their doctoral education, students complete a dissertation. Examining these dissertations can provide one analysis of research in a field. The primary purpose of this study was to analyze all physical education dissertations with a teaching focus that were completed between 1985 and 1999. All possible dissertations were examined through the electronic version of Dissertation Abstracts International. For the teaching dissertations (n = 201), each abstract was coded for (a) research type, (b) research focus, (c) student variable measured, (d) observation used, (e) interview used, (f) other methods used, (g) population, (h) general methodology, and (i) statistics reported/used. Most research on teaching dissertations addressed issues related to teacher effectiveness and focused on motor skill learning and attitude. There was an increase in qualitative methods from those reported in a previous study (Silverman, 1987). While there were methodological advances, many dissertations still used methods that were not informed by the research methods literature.
A Doctoral Degree in Physical Education and Health: A Next Generation Perspective
John R. Todorovich, Daniel K. Drost, F. Stephen Bridges, and Christopher K. Wirth
Disciplinary isolation has facilitated health education, public health, and physical education professionals to sometimes pursue common goals without the benefit of interdisciplinary collaboration and perspectives. Recognizing the potential benefits of interdisciplinary collaboration efforts to solve complex problems, faculty members at the University of West Florida developed an innovative doctoral program combining the disciplines of physical education, health education, and health promotion. Beginning with the salient common ground of issues related to engagement in physical activity, the program is designed to explore, compare, and contrast best practices in research and practice from each discipline. Benefits include synergistic solutions to common problems, graduates who transcend traditional professional silos to be more impactful, and the creation of innovative research endeavors. Graduates also find that they meet contemporary workforce needs outside of academia and are more marketable as faculty in kinesiology and health-related departments because of their rich, multidisciplinary knowledge base. Challenges to program implementation include prior student socialization from traditional studies in their disciplines and faculty working to move beyond their professional comfort zones to collaboratively mentor students in the program.
Leveling Up Sport Management Education: Gamification in the Classroom
Ashley M. Duguay, Amber M. Shipherd, Carrie LeCrom, and Chad Goebert
In line with trends in sport management education that have encouraged a transition from traditional forms of passive and depersonalized learning to active and motivated learning, this essay draws on theoretical and applied insight to provide sport management educators with actionable information related to gamification. In educational contexts, gamification involves using game elements such as narratives, teams, and badges in the classroom as a way to support students’ intrinsic motivation and basic psychological needs (i.e., autonomy, competence, relatedness). This essay presents a case for gamification as a high-impact pedagogical approach that can help sport management educators replicate the global, complicated, and dynamic nature of the sport industry, thus creating more authentic, engaging, and influential experiences for students. Accordingly, this essay outlines gamification in education, discusses game elements and design, and provides a thorough description of a gamified sport psychology course. It concludes with future considerations and key takeaways for sport management educators.
