The teaching process and outcome in a skill theme program and a movement concepts program were described and analyzed in seven children with developmental coordination disorder. It was hypothesized that the skill theme program would improve targeted skills and perceived physical competence, whereas the movement concepts program would improve self-esteem and creativity. The seven children were taught individually by the same student teachers twice a week for a period of five weeks in one of the teaching methods. After a vacation, the teachers changed their teaching strategies and taught the same children using the alternative method. Although the hypothesis was generally supported, the children’s response to and progress in the programs varied. Possible factors influencing the variation were discussed.
Motohide Miyahara and Alena Wafer
Christiane Trottier and Sophie Robitaille
The aim of this study was to gain a deeper understanding of coaches’ perceptions of their role in the development of life skills in adolescent athletes in two different sport contexts. Semistructured interviews were held with 24 coaches: 12 coaching high school basketball and 12 coaching community swimming. All coaches followed a holistic, athlete-centered approach. Coaches described the life skills they taught, their motivations, and the strategies they used to foster life skills development in practice. Although some differences between the two contexts were identified, the overall results indicate that all coaches fostered the development of life skills through various teaching and transfer strategies, and that coaches had two main motivations: athletes’ needs and their own values. The main results are discussed in light of the literature on life skills in sport and positive youth development, and in terms of methodological considerations. The study concludes with some practical recommendations for coaches.
Seo Hee Lee and Samuel R. Hodge
were South Korean students’ physical activity experiences in integrated physical education versus segregated (self-contained) special education classes in South Korea? Methods This research study was situated in a retrospective multiple-case study design and epistemologically situated in a qualitative
Hayley Morrison and Doug Gleddie
effective growth and learning. Research Design Methodology A multiple case study design of three schools (three distinct cases) was used to gather rich, detailed descriptions ( Merriam & Tisdell, 2016 ) of practitioners’ experiences. Stake (2005) describes that using multiple case studies allows the
James E. Johnson, Chrysostomos Giannoulakis, and Beau F. Scott
competitive balance decisions? Method Multiple Case Study Approach This study employed a multiple case study approach ( Yin, 2003 ) as part of a dual-method qualitative methodology that included semistructured in-depth interviews and secondary archival source material. Each interscholastic state athletic
Laura Martin and Martin Camiré
instance, the Bean et al. ( 2018 ) continuum was used to conceptualize the study, structure data collection activities, and drive the deductive analysis. Furthermore, the study made use of a multiple case study design to examine patterns of corroboration through the triangulation of sources (i
Shaunna M. Burke, Jennifer Brunet, Amanda Wurz, Christina Butler, and Andrea Utley
recreational cycling over a 3-month period as a result of receiving a bicycle from Cyclist Fighting Cancer. Methods The present study was guided by a multiple case study approach ( Stake, 2005 ), which enabled an in-depth understanding of the complex and multidimensional processes underpinning childhood cancer
Deborah S. Baxter and Oleg A. Sinelnikov
–60) 30–35 Yes No 2 Data Collection A multiple-case study design was used to explore phenomena in a bounded context ( Stake, 2013 ; Yin, 2009 ). A multiple-case design allowed for replication in data collection across universities in which participants taught, which was beneficial in understanding the
Takahiro Sato and Samuel Russell Hodge
The purpose of this study was to describe and explain the teaching experiences of African American physical education teacher candidates in secondary physical education programs at urban schools. The research design was explanatory multiple-case study situated in positioning theory (Harré & van Langenhove, 1999). The participants were seven African American physical education teacher candidates. The data sources were interviews, self-reflective journal logs, and e-portfolios. The data were analyzed using a constant comparative method (Boeije, 2010). The thematic findings were: (a) tacit positioning (unconscious and unintentional), (b) self–other discourse, and (c) reflective positioning. The study’s findings offer additional empirical evidence that physical education teacher education programs must do more to better prepare teacher candidates for working in urban schools with greater cultural competency and higher self-efficacy.
Sarah A. Doolittle, Paul B. Rukavina, Weidong Li, Mara Manson, and Angela Beale
Using the Social Ecological Constraints model, a qualitative multiple case study design was used to explore experienced and committed middle school physical education teachers’ perspectives on overweight and obese students (OWS), and how and why they acted to include OWS in physical education and physical activity opportunities in their school environments. Three themes emerged. 1) OWS are “the same, but different.” Teachers attempted to treat all students the same, but perceived variations among OWS’ participation in PE and related individual constraints. 2) Teachers’ concerns lead to individual goals and specific actions. Teachers identified specific goals and approaches to help individual OWS who needed extra attention. 3) OWS are a responsibility and challenge. Many of these teachers felt a responsibility to devote extra time and effort to help struggling OWS to succeed. These teachers avoided obesity bias, and exhibited beliefs and actions similar to a caring perspective.