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
Melinda A. Solmon
study of teaching in physical education. Pedagogy has often been the term used to describe scholars in the field of kinesiology who focus on the creation of knowledge relevant to providing effective instruction in the discipline, and the term sport pedagogy has also become an influential designation
Richard F. Jowers, Jamie J. Brunsdon, Jacob T. Peterson, Hayden L. Mitchell, and Matthew D. Curtner-Smith
]) and practicing sport pedagogy faculty think and act as they do regarding PE teaching and PETE ( Lee & Curtner-Smith, 2011 ; McLoughlin & Richards, 2017 ; Merrem & Curtner-Smith, 2018 ; Park & Curtner-Smith, 2018b ). Mirroring the research on teachers, the broad goal of this more recent research has
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
Stephen Harvey, Jeffrey P. Carpenter, and Brendon P. Hyndman
education and sport pedagogy, but a specific focus on PDL via social media is also important. Social media can help educators access emotional support, feel less isolated and marginalized, and develop the necessary competence and capabilities required for effective teaching, especially when unexpected
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.
Jeffrey P. Carpenter and Stephen Harvey
the field of physical education and sport pedagogy as they determine how they want to engage with social media for PDL purposes. Unresolved tensions or challenges around social media that are likely to be ongoing dilemmas for researchers and educators to understand and manage are defined and explained
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.