Throughout history there have been debates as to what content knowledge (CK) is of most value for physical education (PE). Much recent conversation has circulated around the hope that time spent in PE supports students’ regular participation in physical activity (PA). Researchers’ use of the term PA, however, often stresses the similarities while ignoring important differences. Utilizing teacher knowledge theory, feminist poststructural scholarship, and interpretive methodologies we attempted to better understand how teachers selected curricular content by examining their CK. We found that the teachers’ PA biographies led them to develop deeply embodied and gendered knowledge and competencies, or ±comfort,“ when it came to teaching particular PAs, and this was a major factor in how they selected curricular content. Implications of the study highlight the socially constructed nature of teacher CK and issues associated with secondary PE curricula and wider physical activity culture(s).
Matthew Ferry and Nate McCaughtry
Matthew Ferry and Nate McCaughtry
Despite the expansion and diversification of contemporary physical activity culture, curricula of many secondary physical education programs remain narrowly comprised of sport content. Given the personal and contextual nature of teaching and the immense amount of control teachers exercise over their programs, we examined how a group of 15 secondary physical educators selected content. Using Interpretive methodology we spent two school years working with the teachers. The main finding of this study revealed that the deeply embodied biographically based emotional connections these teachers had with sports played a powerful role in how they selected content. In particular, we found that the teachers’ discussion of their emotional bonds with sports were very akin to how one might explain a love affair. Sternberg’s (1986) Triangular Theory of Love and other literature are used to explain what this love affair may mean for all stakeholders concerned with curricula in secondary physical education.
Personal biography influences preservice classroom teachers’ (PCT) perceptions and attitudes related to school-based physical activity promotion (SPAP). Using an uncontrolled prepost design, this study investigated associations between biographical variables and changes in PCTs’ SPAP attitudes and perceived competence while enrolled in a 16-week SPAP course. PCTs (N = 201) completed baseline measures assessing biographical variables of year in school, sports participation, coaching/teaching experience, BMI, satisfaction with K-12 physical education (PE) and perceived physical activity (PA) competence, and prepost measures assessing SPAP attitudes and perceived competence. One-way repeated measures analysis of variance procedures showed statistically significant, positive changes in PCTs’ scores on all SPAP measures. Mixed-model analysis of variance/covariance techniques indicated sport participation, teaching/coaching experience, PE satisfaction and perceived PA competence were associated with changes in SPAP scores. Results suggest PCTs’ SPAP learning experiences should incorporate strategies for enhancing self-schemas and perceptions related to PE and PA.
K. Andrew R. Richards, Karen Lux Gaudreault, and Wesley J. Wilson
The purpose of this research note is to introduce and overview both the teaching and research applications of autobiographical essay writing. Grounded in occupational socialization theory and teacher reflection, the authors propose that autobiography can be a powerful tool in helping preservice and in-service teachers more deeply reflect on their prior socialization experiences, which may help them to better understand and be willing to critique their personal belief structures. The authors provide an overview of how autobiographical essays have been used and include recommendations for teacher education practice. From a research perspective, the authors argue that autobiographical essays provide a targeted strategy for collecting reflective data on individuals’ background socialization experiences. Such data are critical for socialization scholars who are interested in understanding how teachers’ biographies influence their current teaching beliefs and practices. Applications for physical education-adjacent spaces, including doctoral education, adapted physical education, and elementary education, are also discussed.
Brendon P. Hyndman and Stephen Harvey
, J.E. , Miller , J.A. , & Varea , V. ( 2016 ). Preservice generalist teachers enlightened approach to teaching physical education through teacher biography . Australian Journal of Teacher Education, 41 ( 3 ), 21 – 38 . doi:10.14221/ajte.2016v41n3.2 10.14221/ajte.2016v41n3.2 Hennessy , C
Eve Bernstein, Ingrid Johnson, Tess Armstrong, and Ulana Lysniak
.1080/18377122.2017.1315953 Rich , E. ( 2004 ). Exploring teachers’ biographies and perceptions of girls’ participation in physical education . European Physical Education Review, 10 ( 2 ), 215 – 240 . https://doi.org/10.1177/1356336X04044073 10.1177/1356336X04044073 Roth , W.M. , & Lee , Y.J. ( 2006
Shane Pill, Brendon Hyndman, Brendan SueSee, and John Williams
taught by the sportiest person is indicative of his principal having beliefs about PE being synonymous with sport. Such a belief is consistent with what Green ( 2000 ) found that sport was centrally positioned in PE teacher biographies where they typically expressed a “love for sport.” The privileging of
Stephen Harvey and Brendon Hyndman
Beliefs & Values, 31 , 283 – 298 . doi:10.1080/13617672.2010.521005 10.1080/13617672.2010.521005 Haynes , J.E. , Miller , J.A. , & Varea , V. ( 2016 ). Preservice generalist teachers enlightened approach to teaching physical education through teacher biography . Australian Journal of Teacher