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Sport for Social Change: Bridging the Theory–Practice Divide

Jon Welty Peachey, Nico Schulenkorf, and Ramon Spaaij

topics and collectively advance our understanding of the theory–practice nexus. Although challenges certainly exist in theory building in sport for social change and in bridging the theory–practice divide, in conjunction these articles provide an important contribution by actively and constructively

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Volume 33 (2019): Issue 5 (Sep 2019): JSM Special Issue: Sport for Social Change: Bridging the Theory–Practice Divide

JSM Journal of Sport Management 0888-4773 1543-270X 1 09 2019 33 5 10.1123/jsm.2019.33.issue-5 JSM Special Issue: Sport for Social Change: Bridging the Theory–Practice Divide Guest Editors: Jon Welty Peachey, Nico Schulenkorf, and Ramon Spaaij EDITORIAL 10.1123/jsm.2019-0291 ARTICLES 10.1123/jsm

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“Walking the Tightrope”: Reflections on Mobilizing Foucauldian Theory Within an Endurance Running Coach Development Intravention

Zoë Avner, Jim Denison, Tim Konoval, Edward T. Hall, Kristina Skebo, Royden Radowits, and Declan Downie

the theory–practice divide to set expectations around what it means to be an effective coach developer ( Bush et al., 2013 ; Jones & Turner, 2006 ) but also in the main related to our intentions regarding a broader shift in the coaches’ thinking concerning the influence of a number of social forces

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Knowledge Translation Practices, Enablers, and Constraints: Bridging the Research–Practice Divide in Sport Management

Hebe Schaillée, Ramón Spaaij, Ruth Jeanes, and Marc Theeboom

Funding bodies seek to promote scientific research that has a social or economic impact beyond academia, including in sport management. Knowledge translation in sport management remains largely implicit and is yet to be fully understood. This study examines how knowledge translation in sport management can be conceptualized and fostered. The authors draw on a comparative analysis of coproduced research projects in Belgium and Australia to identify the strategic, cognitive, and logistic translation practices that researchers adopt, as well as enablers and constraints that affect knowledge translation. The findings show ways in which knowledge translation may be facilitated and supported, such as codesign, boundary spanning, adaptation of research products, and linkage and exchange activities. The findings reveal individual, organizational, and external constraints that need to be recognized and, where possible, managed.

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“I Know When I Did It, I Got Frustrated”: The Influence of ‘Living’ a Curriculum for Preservice Teachers

Michelle Dillon, Deborah Tannehill, and Mary O’Sullivan

In addressing the theory-practice divide, this research provides valuable insight into preservice teachers’ (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilizing an interpretivist approach, this study aims at providing insight on how PSTs link the manner in which they learned during teacher education to how they teach during school placement. Evidence suggested participants valued faciliating enjoyable and meaningful learning experiences for their students in the course of learning through an EL approach. Learning through an experiential approach provided the PSTs with confidence in what to teach. However, the PSTs also assumed their own students would have similar responses to the learning experiences they had themselves when completing tasks during teacher education. PSTs were limited in their ability to recognize student learning and in understanding student capacity for progression. Implications of the findings for teacher education are discussed.

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Practice-Based Teacher Education in Physical Education

Phillip Ward, Fatih Dervent, Erhan Devrilmez, Peter Iserbyt, Insook Kim, Bomna Ko, José A. Santiago, Emi Tsuda, and Xiuye Xie

their performance. One reason for the reexamination of teacher education has been a perennial critique, which is best described as a theory–practice divide. It is a topic that has been repeatedly discussed in the physical education literature ( Armour, 2017 ; Dillon et al., 2017 ; O’Leary et al., 2015

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Application of Social Work Theory in Sport Management Curriculum: Ecological Systems Theory

Amy E. Cox, Lauren Beasley, and Robin Hardin

. https://doi.org/10.1123/smej.2015-0023 Welty Peachey , J. , Schulenkorf , N. , & Spaaij , R. ( 2019 ). Sport for social change: Bridging the theory-practice divide . Journal of Sport Management, 33 ( 5 ) 361 – 365 . https://doi.org/10.1123/jsm.2019-0291 Woods , C.T. , McKeown , I. , O

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Ambitious Coaching Core Practices: Borrowing From Teacher Education to Inform Coach Development Pedagogy

Julie McCleery, Jennifer Lee Hoffman, Irina Tereschenko, and Regena Pauketat

number of theoretically-informed approaches, such as competency-based learning ( Demers et al., 2006 ), problem-based learning (PBL) ( Jones & Turner, 2006 ), and ethno-drama ( Morgan et al., 2013 ) have emerged with this orientation aiming to bridge the theory–practice divide and address the complexity

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Faculty Perspectives Using Practice-Based Teacher Education in Physical Education

Phillip Ward, Fatih Dervent, Insook Kim, Bomna Ko, Xiuye Xie, Emi Tsuda, José A. Santiago, Peter Iserbyt, and Erhan Devrilmez

Teacher education scholars worldwide have called for more relevance in teacher education ( Darling-Hammond, 2021 ). Among the common critiques is a theory–practice divide that manifests itself in two ways: (a) The theory being learned is not relevant to what teachers do in their job and (b

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Media Coverage of the Paralympics: Recommendations for Sport Journalism Practice and Education

Dunja Antunovic and Andrea Bundon

, we also attempt to bridge the theory–practice divide discussed by Weedon and Wilson ( 2020 ), whereby academics engage in critiques of sports media in ways that are seen as unhelpful or even suspect by journalists. Our interest in this topic comes from our own engagement with sports media, the