the observational, programming, and instructional skill sets of our students who work with participants; and extended our research practices into more flexible, adaptable, interdisciplinary, and authentically embodied designs. These research and pedagogical approaches are prime examples that support
Maureen Connolly and William J. Harvey
Stamatis Agiovlasitis, Joonkoo Yun, Jooyeon Jin, Jeffrey A. McCubbin and Robert W. Motl
health through PA in persons experiencing disability requires the generation of an interdisciplinary knowledge base because several multifaceted and interactive constructs must be concurrently considered. Disability is a contested construct, and researchers and practitioners in different fields may
Jose A. Cecchini and Alejandro Carriedo
technique that combines PA with different academic concepts ( Beck et al., 2016 ; Kibbe et al., 2011 ; Norris, Shelton, Dunsmuir, Duke-Williams, & Stamatakis, 2015 ). This requires that different curricular areas are connected (i.e., interdisciplinary). Thus, an integrated curriculum might provide a
Context This case study presents a reflective account of sport psychology support provided as a component of an interdisciplinary approach to the treatment of vocal cord dysfunction in an elite swimmer. As a British Psychological Society (BPS) chartered psychologist and a British Association of
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.
JoEllen M. Sefton and Kenneth A. Games
Colleges and universities increasingly face pressure to take the lead in solving complex problems. Developing and sustaining interdisciplinary research centers that collaborate with community partners can be an effective method of approaching complex challenges. We use the example of interdisciplinary research centers designed to specifically work with tactical athlete organizations (e.g., military, police, fire) as one example of how research centers can be developed and produce important outcomes. A 10-step process is outlined for finding partners, executing projects, and growing research centers which are mutually beneficial to the partner organization and the academic institution. With vision, commitment, and persistence, interdisciplinary research centers can solve complex problems and have meaningful impacts in the community.
Weiyun Chen, Theresa Purcell Cone and Stephen L. Cone
This study describes how a physical education teacher collaborated with a second-grade teacher to plan and implement an interdisciplinary unit, and it identifies factors that contributed to the teachers’ actual collaboration. One accomplished elementary physical education teacher, one experienced second-grade classroom teacher, and 35 students from two second-grade classes voluntarily participated in this study. The data were collected by audiotaping the two planning sessions, videotaping eight integrated lessons taught by the physical education teacher and three integrated lessons taught by the classroom teacher, transcribing the taped lessons, and interviewing the teachers. The findings indicated that the teachers’ collaborative planning focused on providing students with integrated and relevant learning experiences. Throughout the collaboration, the two teachers shared leadership roles and teaching responsibilities. The teachers attributed their effective interdisciplinary teaching to their long-term collaborative working experiences, common teaching philosophy, and mutual respect and trust.
This paper, from the Dr. Earle F. Zeigler Award Lecture presented at the NASSM 2012 Conference in Seattle, outlines the merits and challenges of interdisciplinary research for the field of sport management. This alternative approach involves relating, integrating, and relocating disciplinary thinking to arrive at a mutually-determined research problem that represents new ways of conceptualizing phenomena. It enables moving away from the monodisciplinary research that characterizes much of our field to examine phenomena from different angles, and perhaps more effectively close the research-practice gap with knowledge derived from multiple perspectives. The author argues that it is time to engage in interdisciplinary research in sport management as no one discipline has all the answers; rather, “it takes a village” to solve the complex problems in our world.