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African American Teacher Candidates’ Experiences in Teaching Secondary Physical Education

Takahiro Sato and Samuel Russell Hodge

The purpose of this study was to describe and explain the teaching experiences of African American physical education teacher candidates in secondary physical education programs at urban schools. The research design was explanatory multiple-case study situated in positioning theory (Harré & van Langenhove, 1999). The participants were seven African American physical education teacher candidates. The data sources were interviews, self-reflective journal logs, and e-portfolios. The data were analyzed using a constant comparative method (Boeije, 2010). The thematic findings were: (a) tacit positioning (unconscious and unintentional), (b) self–other discourse, and (c) reflective positioning. The study’s findings offer additional empirical evidence that physical education teacher education programs must do more to better prepare teacher candidates for working in urban schools with greater cultural competency and higher self-efficacy.

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Chinese Secondary Physical Education Teachers’ Depth of Specialized Content Knowledge in Soccer

Phillip Ward, Yaohui He, Xiaozan Wang, and Weidong Li

Pedagogical content knowledge (PCK) was first proposed by Shulman ( 1986 , 1987 ) three decades ago. Shulman’s intent was to draw attention to the role of content in understanding teaching and learning. A defining feature of PCK is the transformation of content knowledge into meaningful ways for

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Physical Education Teachers’ Embracement of Alternative Environment Activities

Nathan Hall, Brent Bradford, José da Costa, and Daniel B. Robinson

believe AEAs are a valuable component of a quality PE program ( Hall & Bradford, 2016a ), they nonetheless spend less relative instructional time in teaching them ( Hall & Bradford, 2016b ). This sort of dissonance among PE teachers’ knowledge, beliefs, and actions with respect to AEAs is both puzzling

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Athlete Activism and Corporate Social Responsibility: Critical Lessons From Sport Industry Professionals

Cole G. Armstrong, Theodore M. Butryn, Vernon L. Andrews, and Matthew A. Masucci

by event organizers), and although all have unique teaching foci and research interests, the authors share a commitment to providing their university students with timely and critical insights related to the intersections of social issues and sport management/sport studies. To this end, while the

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A Primer on Content Knowledge in Physical Education Research

Peter A. Hastie

that and Z-ball. The results of this informal investigation provide credence to the maxim that “you can’t teach what you don’t know” and reinforces the critical role knowledge plays in effective teaching. This holds true no matter the content focus within physical education, a subject area in school

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Exploring Physical Educators’ Self-Efficacy to Teach Students With Disabilities in General Physical Education

Lindsey A. Nowland

intentions toward teaching students with disabilities in GPE classes ( Hutzler et al., 2019 ; Ko & Boswell, 2013 ; Jeong & Block, 2011 ). Of concern is that PE teachers often express feeling unprepared and/or not confident to teach students with disabilities due to inadequate training and lack of

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Gestalt Psychological Principles in Developing Meaningful Understanding of Games and Sport in Physical Education

Shane Pill and Brendon Hyndman

In the 1982 special edition of the Bulletin of Physical Education titled “Reflecting on the Teaching of Games,” the model of games teaching that had been developing at Loughborough University since the late 1960s was outlined ( Almond, 2015 ). This teaching games for understanding model of games

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Validation of a Common Content Knowledge Test for Soccer

Yaohui He, Phillip Ward, and Xiaozan Wang

Content knowledge is essential knowledge for teaching. The proof is grounded in a simple maxim that you cannot teach what you do not know. Historically, “knowing” has been taught by developing the playing ability (performance) of the teachers in university courses designed to teach preservice

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Women Don’t Know Anything About Sports: Contrapower Harassment in the Sport Management Classroom

Elizabeth A. Taylor, Allison B. Smith, Cheryl R. Rode, and Robin Hardin

scenarios are based on responses to an open-ended question on a survey administered to female faculty members teaching in sport management programs. The scenarios are compilations of the responses and are the experiences and interactions of the respondents. Fictitious names were used to ensure the

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Value-Centric Education: A Transcending Approach

Mark R. Lyberger

the perfect way to hinder motivation in learning is to expect mediocre performance. Value-centric teaching is about creating a memorable learning environment that is attractive, meaningful, and relevant. It is modeled on a philosophy of “shared learning,” where students and others are invited to be