The purpose of this inquiry was to gain insight into the influence of the three primary providers of continued professional education—educational institutions, professional associations, and employers—on teachers’ continued professional learning. Four experienced elementary school physical education teachers were selected as participants using the typical case purposeful sampling technique. Participants were asked to share their constructed perceptions regarding the providers through a series of three semistructured, open-ended interviews. Data were inductively analyzed using the constant comparative analytic strategy. The result indicated that the teachers did not perceive educational institutions, professional associations, or employers to be contributing significantly to their continued professional learning. They concluded that continued professional learning is more closely related to the teacher’s motivation and commitment levels and to the teaching realities of marginality, isolation, and monotony that influence those levels.
Stephanie M. Mazerolle, Thomas G. Bowman and Jessica L. Barrett
The commissioners of the Commission on Accreditation of Athletic Training Education (CAATE) and the Board of Directors of the National Athletic Trainers’ Association (NATA) have acted to move the professional degree in athletic training from a bachelor’s degree to a graduate degree. The decision was largely based upon growth of the profession and aligning with the face of healthcare education. Therefore, we wanted to understand the perceived benefits of the graduate model. Using a qualitative paradigm, we electronically interviewed 29 students and faculty members (13 athletic training faculty and program directors, 16 students) currently in Professional Masters Athletic Training Programs (PM ATP). These represented 13 of the 29 (45%) CAATE-accredited PM ATPs. Five themes emerged from the data: (1) engagement and time spent in clinical education allows students to prepare for their roles as athletic trainers, (2) faculty stress the importance of interprofessional education, (3) expecting prior foundational knowledge allows focused education training at the graduate level, (4) increased professional commitment to stay in athletic training rather than use the training/education as a stepping-stone to other career paths, and (5) higher student maturity facilitates deeper learning. Based on these results, the perceived benefits of the PM ATP model are multifactorial.
Ciria Margarita Salazar C., Pedro Julian Flores Moreno, José Encarnación Del Río Valdivia, Lenin Tlamatini Barajas Pineda, Julio Alejandro Gómez Figueroa and Martha Patricia Pérez López
The purpose of this paper is to describe the profile of coaching and coach education in Mexico. Mexico currently plays a prevailing sport role at a Pan-American level. Five types of coaches exist in Mexico: professional, amateur, personal or private, schooling and plainspeople. Each one is defined by the scopes, knowledge and its application, and sporting results achieved. The development of Mexican coaches is based on a traditional training model. It is important that coach developers in Mexico observe the progresses of countries that have advanced in the development of academic improvement programs and coach development opportunities offered through institutes of higher education.
K. Andrew R. Richards, Colin G. Pennington and Oleg A. Sinelnikov
occupational socialization theory. PETE = physical education teacher education. Regarding professional socialization, it is important that all professional education programs, including those that prepare preservice teachers, consider the development of active and engaged learning experiences that promote
Nicholas L. Holt and William B. Strean
Few studies have considered specific factors of service delivery in applied sport psychology that might contribute to successful outcomes (Petitpas, Giges, & Danish, 1999). It has been suggested that the sport psychology consultant (SPC)-athlete relationship is at the core of athlete-centered approaches (Petitpas et al., 1999; Ravizza, 1990; Thompson, 1998). The purposes of this paper are to discuss issues related to (a) professional education, training, and the role of supervision in the SPC service delivery process; (b) the SPC-athlete relationship; and (c) the need for reflective practice in applied sport psychology. A narrative of self (Sparkes, 2000) is presented by a trainee SPC to demonstrate the practicality of Tripp’s (1993) critical incident reflection exercise. Issues arising from an initial intake meeting with a competitive athlete are reflected upon and analyzed. Reflection is suggested as a tool for education and supervision in applied sport psychology.
Rick Bell, Kate R. Barrett and Pamela C. Allison
The ability of physical education teachers to observe the movement response of the learner and the environment in which the response takes place is crucial in effective instruction. This study is an initial attempt to identify what a group of 21 preservice physical education teachers reported seeing in a 15-minute games lesson with fourth-grade students. An analytic inductive strategy was employed to categorize the data at two levels of specificity. Results indicated that as a group the preservice teachers focused on a broad range of teacher and student behaviors and lesson elements, but as individuals they had a more limited focus of attention. Level 2 analysis revealed that only 10% of the recorded statements focused on the movement responses of the children and no statements related to the learning environment. If teacher educators deem it important that their majors notice teacher and student behaviors as well as lesson elements, they have to plan more carefully for this to occur, particularly with majors early in their professional education.
Katharina Diehl, Ansgar Thiel, Stephan Zipfel, Jochen Mayer, Alexia Schnell and Sven Schneider
The authors’ aim was to examine the prevalence of (daily) dietary-supplement (DS) use among elite adolescent athletes and to differentiate use by different types of DS according to their function. Data were analyzed for associations between users of these DS types, sociodemographic, sport-specific characteristics, and opinion on the need for DS. In addition, sources of supply and information were examined. In the framework of the GOAL Study, 1,138 German elite adolescent athletes (14–18 yr) answered questions about DS. The data were analyzed to identify groups at risk for using DS after a classification by supplemental function. Of the young athletes, 91.1% reported DS use during the previous month. (Daily) DS use was significantly associated with sex, kind of sport, and the weekly duration of sporting activity. Furthermore, some athletes were required to use DS by their sporting organization. DS use was more likely in these athletes than in those whose sporting organizations had no such requirement. Overall, DS with short- and long-term supplemental function were mostly associated with the use of magnesium. However, DS with medium-term muscle-building function played an important role among daily users. The main source of information about DS was coaches; main source of supply was parents. Professional education is urgently needed, as 9 out of 10 athletes used DS, and strong positive opinions toward the use of DS were present, particularly in the DS users.
NATA Cultural Competence Work Group, a collaboration between members of the NATA Ethnic Diversity Advisory Committee, LGBTQ+ Advisory Committee and NATA Executive Committee for Education, along with members from the Professional Education Committee and Professional Development Committee, worked
10.1123/jtpe.14.2.198 Providers of Continued Professional Education: Constructed Perceptions of Four Elementary School Physical Education Teachers Becky W. Pissanos * 1 1995 14 2 215 230 10.1123/jtpe.14.2.215 Retrieval and Review Retrieval and Review Lawrence F. Locke 1 1995 14 2 231 238 10
.1123/ijatt.2016-0011 Perceived Benefits of Graduate-Level Professional Education in Athletic Training Stephanie M. Mazerolle PhD, ATC, FNATA Thomas G. Bowman PhD, ATC Jessica L. Barrett MSEd, ATC 3 2017 22 22 2 2 60 60 69 69 10.1123/ijatt.2015-0105 Comparing Preceptor and Student Perceptions on