amount of research on sport pedagogy doctoral students ( Casey & Fletcher, 2012 ; Dodds, 2005 ; Lee & Curtner-Smith, 2011 ; Napper-Owen, 2012 ). Again, the objective of such research has been to explain why prospective sport pedagogy faculty possess certain perspectives and beliefs and engage in
Anne M. Merrem and Matthew D. Curtner-Smith
Chan Woong Park and Matthew D. Curtner-Smith
sport pedagogy within American universities also appears to be significant and growing. For example, recent figures indicate that 24% of students in American sport pedagogy doctoral programs were citizens of other countries and that a little more than two thirds of these students gained employment in
Michael W. Metzler
This thematic article is based upon personal reflections and tangible evidence that the emphasis in sport pedagogy has shifted away from doing research on instruction and toward doing research on teachers. Several contributing factors to this trend are discussed along with implications for continued change in the patterns of sport pedagogy. Suggestions are made that could alter these patterns and address how to conduct research on teaching that is both meaningful to practice and valued in the academy. Finally, there is a call to question the role of traditional sport disciplines and subdisciplines in the conduct of professional practice and the conceptualization of sport pedagogy.
This article provides a representative review of the current literature on time-related research in sport pedagogy. The reviewed studies are presented and discussed in four general areas: how time has been conceptualized, how time has been measured, what is known about how time is spent in physical education and sport settings, and what is still left to be known about time-related events. The final section suggests a six-item agenda for expanding and continuing research on time in sport pedagogy.
Hal A. Lawson
Sport pedagogy research is yielding an increasing amount of information. However, there is a difference between mere information and research based knowledge, which may guide and improve practice. If more useful knowledge is to result from research, then several related adjustments in sport pedagogy’s knowledge system are required. Such adjustments begin with researchers’ reasons for doing research and include adjustments in today’s approaches to organizing, communicating, and applying research findings. Additionally, increases in the production and use of knowledge may be facilitated by political activity that is aimed at gaining more consensus among physical education professionals and, in turn, more uniformity among programs and teaching practices.
Whereas 10 years ago research on teaching physical education was characterized as a dismal science, recent judgments on the state of the art are rather optimistic. It is argued that this optimism must be guarded. Three research tasks are distinguished after an exposition of subject matter and concern of scientific work on sport pedagogy. A cohesive execution of the three research tasks is accepted as the criterion for the quality of the development of knowledge in the field. The question is raised as to which extent the three tasks are fulfilled in the two main scientific subcultures of sport pedagogy (the West German and the North American). Some support is presented for the thesis: whereas sport empirical work is severely neglected in West Germany, North American sport pedagogical research suffers from a (meta-) theoretical shortage. Finally some suggestions are presented for improving the communication between the two subcultures.
Hong-Min Lee and Matthew D. Curtner-Smith
The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of sport pedagogy doctoral students in terms of physical education (PE) teaching and physical education teacher education (PETE). Participants were 12 students. Data were collected through formal and informal interviews, observations, and self-reflective posters. They were analyzed using analytic induction and constant comparison. Key findings were that doctoral students espoused both conservative and liberal forms of PE and PETE. These views were shaped by the various phases of their socialization. Doctoral students recalled being oriented to teaching and coaching. The longer coaching orientations remained intact, the more likely they were to espouse conservative versions of PE and PETE. The students’ graduate education was shown to be particularly potent and powerful. This appeared to be due to influential faculty, a practitioner focus in master’s degree programs, and engagement in undergraduate PETE.
Matthew D. Curtner-Smith, Deborah. S. Baxter and Leah K. May
philosophical perspectives known as value orientations was widely introduced to the sport pedagogy community through two editions of a new type of curriculum text authored by Ennis and two of her mentors ( Jewett & Bain, 1985 ; Jewett, Bain, & Ennis, 1995 ). Drawing on the work of other scholars outside sport
Peter A. Hastie
This paper examines the literature within sport pedagogy that addresses early sport specialization. The paper is presented in two sections. First, research on a number of common sense assumptions about early specialization is examined from a pedagogical perspective: (a) Is limiting youths’ experiences to a single sport the best path to elite status? (b) Do early specializers receive better coaching? (c) Do coaches of early specializers have better sport content knowledge? (d) Do coaches of early specializers have better planning behaviors? (e) Do instructional climates differ between specialized and diversified coaching settings? Second, a research agenda from a pedagogical perspective is proposed for answering the questions posed in the first section, as well as the various assessments and protocols that would allow for these questions to be answered.
Nicole D. Bolter, Lindsay Kipp and Tyler Johnson
.1037/0022-0622.214.171.1245 García-Calvo , T. , Sánchez-Oliva , D. , Leo , F.M. , Amado , D. , & Pulido , J.J. ( 2016 ). Effects of an intervention programme with teachers on the development of positive behaviours in Spanish physical education classes . Physical Education and Sport Pedagogy, 21 , 572 – 588 . doi:10