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Ping Xiang, Susan Lowy and Ron McBride

The present study focused on preservice classroom teachers’ beliefs about elementary physical education and the impact of a field-based elementary physical education methods course on their beliefs. Participants (N = 97) completed questionnaires at the beginning and at the end of the course. Results indicated that the preservice classroom teachers held similar beliefs about the values and purposes of elementary physical education as were shared by physical education professionals. The methods course had a positive impact on the participants’ beliefs but no impact on their disposition toward teaching elementary physical education. Teaching physical education in an elementary school setting and observing physical education classes were the two most important components of the course that contributed to changes in the participants’ beliefs.

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Athena Yiamouyiannis, Glenna G. Bower, Joanne Williams, Dina Gentile and Heather Alderman

Accreditation and accountability in sport management education are necessary to ensure academic rigor and can serve as vehicles by which sport management educators examine and enhance the academic quality of their programs. This paper addresses this topic first with a discussion of the need for accreditation and a review of the accrediting agencies and other entities involved (CHEA, USDE, regional and specialized accrediting agencies, and state involvement). Next is a brief overview of COSMA’s accreditation process, and then a focus on direct learning outcomes and assessment tools. Becoming more familiar with the value and purpose of accreditation in general, as well as the specifics of the COSMA accreditation process as it relates to the common professional components (CPCs) and direct learning outcome assessments, can help with obtaining faculty commitment to the accreditation process and with continued enhancement of the academic quality of sport management programs.

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Molly Hayes Sauder and Michael Mudrick

experience during an internship. Students in a study by Fleming and Martin ( 2007 ) indicated that they often had initial difficulty in recognizing the value and purpose of reflective academic work and needed appropriate support and guidance. However, their comments overall showed that reflective strategies