of physical education are advocates for CSPAP in schools, teachers who actually implement CSPAP in schools, need to be adequately prepared and assessed for it. The role of PETE programs should evolve to embrace this expanded role of physical education teachers as well as the role of teacher
Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley, and Mirka Koro-Ljungberg
Jeralyn J. Plack and Carol A. French
Mary A. Hums, Camille P. O’Bryant, and Linda Tremble
Timothy A. Brusseau, Sean M. Bulger, Eloise Elliott, James C. Hannon, and Emily Jones
This paper discusses lessons learned from the process of conducting community-based research with a focus on issues and topics of potential importance to leaders of departments of kinesiology. This paper is written from the perspective of physical education teacher education faculty implementing comprehensive school physical activity programming. Specifically, the paper focuses on the intersection of physical education and public health, the reconceptualization of training physical education teachers, related opportunities for community-engaged learning, and the process of relationship building in schools and communities. It is the authors’ intent that this paper will stimulate discussions relative to these topics among leaders of and faculty within kinesiology departments.
Margaret Stran and Matthew Curtner-Smith
The purpose of this study was to (a) examine how two preservice teachers (PTs) interpreted and delivered the sport education (SE) model during their student teaching and (b) discover factors that led to the their interpreting and delivering the model in the ways they did. The theoretical framework used to guide data collection and analysis was occupational socialization. Data were collected using a variety of qualitative techniques and analyzed using standard interpretive methods. Results revealed that high quality SE-Physical Education Teacher Education (PETE) facilitated both a commitment to the model and the ability to teach the full version of it for a teaching-oriented and moderately coaching-oriented PT. Key elements of SE-PETE responsible for this commitment and competence appeared to be the teaching of prescribed mini-seasons before student teaching, the conditions encountered by PTs during teaching practice, and a host of PETE faculty characteristics congruent with the general PETE occupational socialization literature.
Andrea R. Taliaferro, Lindsay Hammond, and Kristi Wyant
The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.
Wesley J. Wilson, Ali Brian, and Luke E. Kelly
Novice teachers struggle with assessing fundamental motor skills. With growing time constraints, not to mention the current COVID-19 pandemic, professional development needs to be streamlined, asynchronous, and online to meet the needs of current teachers. The purpose of this study was to test the feasibility and efficacy of the Motor Skill Assessment Program (MSAP) in increasing the assessment competency of the underhand roll among physical educators and to examine which factors associated with posttest assessment scores. Twenty-nine physical educators (female = 21, male = 8) completed the program. Paired sample t tests were used to determine the efficacy of the program in improving assessment accuracy from pretest to posttest. Associations between posttest scores assessed which factors predicted success within the program addressing feasibility. Program completion resulted in significantly better posttest assessment scores among participants. Guided practice attempts and average scores on guided practice tests correlated most strongly and positively with posttest scores. The assessment training program increased the assessment competency of physical educators. Guided practice and using practice tests best predicted participant learning. Now that the MSAP results with teacher learning and is feasible, this efficacy trial should be scaled up to feature a control group and more skills.
Scott W.T. McNamara, Ali Brian, and Melissa Bittner
Identifying tools to reinforce content on teaching children with visual impairments (VI) is needed to better inform future physical educators as children with VI often have poor physical education (PE) experiences. Content acquisition podcasts (CAPs), podcasts created with instructional design principles and expert-developed content, may provide preservice PE teachers with knowledge and confidence needed to properly teach children with VI. The purpose of this investigation was to compare knowledge and self-efficacy differences from pre- to postintervention among a control group, a textbook chapter group, and a CAPs group. A knowledge and self-efficacy assessment was developed through a modified Delphi method. The CAPs participants showed significantly higher knowledge gains compared with other groups. The CAPs group revealed significantly higher self-efficacy gain when compared with the control but did not significantly differ from one another. The textbook group did not significantly differ from the control group. Implications for future research and suggestions for practitioners are discussed.
Steven K. Holland and Justin A. Haegele
The purpose of this study was to examine the meaning that first-year adapted physical education teachers with a master’s degree ascribed to their occupational socialization experiences. An interpretative phenomenological analysis research approach was used, and occupational socialization theory was adopted as the theoretical framework. Five teachers participated in this study. The sources of data were a semistructured focus group interview, semistructured one-to-one interviews, and reflective interview notes. Thematic development involved a three-step analysis process informed by the research approach. Three themes were constructed: (a) interactions with individuals with disabilities and activity experiences, (b) recruitment of adapted physical education teacher education students, and (c) graduate training and initial workplace experiences. The constructed themes provide unique insight into how teachers are socialized into adapted physical education and the meaning they ascribe to various socialization experiences, such as the limited impact that interactions with individuals with disabilities had on the decision to pursue this career.