Affective learning is a major focus of the national K-12 physical education (PE) content standards (National Association for Sport and Physical Education [NASPE, 2004]). Understanding how students might fit into different affective learning subgroups would help extend affective learning theory in PE and suggest possible intervention strategies for teachers wanting to increase students’ affective learning. The present study used cluster analysis (CA) and latent profile analysis (LPA) to develop a two-level affective learning-based typology of high school students in compulsory PE from an instructional communication perspective. The optimal classification system had ten clusters and four latent profiles. A comparison of students’ class and cluster memberships showed that the two classification procedures yielded convergent results, thus suggesting distinct affective learning profiles. Students’ demographic and biographical characteristics, including gender, race, body mass index, organized sport participation, and free time physical activity, were helpful in further characterizing each profile.
Collin Webster, Diana Mîndrilă, and Glenn Weaver
Collin A. Webster
Expert golf instructors self-monitor their instruction and communication more than any other aspects of their teaching (Schempp, McCullick, Busch, Webster, & Sannen-Mason, 2006). Despite its apparent importance, however, the communication of expert golf instructors has received little investigative attention. The purpose of this study was to examine the instructional communication behaviors of 4 of the most highly accomplished golf instructors in the United States. Ladies Professional Golf Association instructors who met criteria for expert teaching (Berliner, 1994) and 4 students participated in the study. Videotaping, stimulated recall, and semistructured interviews were used to collect data on the teachers’ immediacy, communication style, and content relevance behaviors. Data were analyzed using modified analytic induction (Bogdan & Biklen, 1992). Findings indicated that the experts adapted their communication behaviors in ways that fit students’ learning preferences, personal experiences, and lesson goals. The findings resonate with previous research on expert teaching in terms of experts’ instructional flexibility.
Jimmy Sanderson, Blair Browning, and Annelie Schmittel
College athletes are active on a variety of social-media platforms. As a result, most athletic departments require them to participate in social-media education. Although this practice is becoming more prominent, little research has explored how college athletes perceive such training. This case study explored college athletes’ social-media use and their perceptions about social-media education. Semi structured interviews of 20 college athletes at a Division I university were conducted. Using social-cognitive theory as a framework, analysis revealed that while participants expressed a desire for social-media education, they indicated that most of the messages they receive about social media tend to be forgettable. Consequently, athletic departments need to take a more refexive approach to social-media education that incorporates college athletes’ feedback to optimize this instruction.
Collin Webster, Diana Mîndrilă, and Glenn Weaver
Little research has examined mechanisms leading to the utilization of compulsory physical education content in future contexts. This study tested a model in which motivation to be in physical education class functions as a predisposition influencing perceptions of teacher communication of content relevance, perceptions of course relevance to one’s personal life, affect for physical education and intentions to apply class content in the future. High school students (N = 636) enrolled in compulsory physical education classes completed questionnaires assessing each of these variables. Exploratory and confirmatory factor analyses indicated the questionnaire items were adequate indicators of the five constructs. Structural equation modeling with diagonally weighted least squares estimation supported the hypothesized model. The results suggest that continued use of knowledge and skills learned in physical education might hinge on teachers making physical education appealing to students and communicating how class content connects with students’ personal interests.
Rikishi T. Rey, Gregory A. Cranmer, Blair Browning, and Jimmy Sanderson
scholarship within sport. Throughout the history of instructional communication, there have been repeated calls to extend this scholarship to novel contexts that extend beyond classrooms (e.g., Staton, 1989 ; Witt, 2012 ). It is our contention that sport is a context that is ripe for study and would be
Christoph Szedlak, Matthew Smith, Melissa Day, and Bettina Callary
This study explored which strength and conditioning (S&C) coaching behaviors and characteristics are perceived as effective by elite athletes and how these influence the athletes. A secondary aim was to consider the development and usefulness of vignettes to elicit new knowledge. Ten elite athletes reflected on scenarios presented in vignettes. Resulting themes were divided into the processes and factors influencing athletes and how the athletes are affected. The athletes considered these themes effective because the coach had built an environment of trust and respect. How coaches might influence athletes were divided into cognitive influences and behavioral influences. The results are discussed in light of current sport coaching literature, and the way vignettes enhance the richness of the data collection is reflected on. Practically, the results suggest that S&C coaches can build trust and respect to influence athletes’ development through effective instruction, communication, and motivation.
Abraham García-Fariña, Francisco Jiménez Jiménez, and M. Teresa Anguera
mediating role of instructional communication in the construction of shared meanings between teachers and students can be very relevant. Therefore, it is important to analyze what teachers and students say while interacting to better understand how learning in physical education (PE) is built and to
Collin A. Webster, Jongho Moon, Hayes Bennett, and Stephen Griffin
Mottet , T.P. , Richmond , V.P. , & McCroskey , J.C. (Eds.). ( 2006 ). Handbook of instructional communication: Rhetorical and relational perspectives . Boston, MA : Pearson/Allyn & Bacon . O’Brien , W. , Adamakis , M. , O’Brien , N. , Onofre , M. , Martins , J. , Aspasia , D