bluuebunny/crossref_metadata_2025 huggingface dataset:
The Effect of PCL Injury on Muscle Performance
Authors: Yasuda Kazunori , Tohyama Harukazu , Inoue Masayuki
Published: August 2016

Studies on the effect of posterior cruciate ligament (PCL) injury on muscle performance have demonstrated that the normal PCL accommodates sensory nerve endings with capabilities that provide the central nervous system with information about characteristics of movement and position-related stretches of the PCL. Concerning the effect of PCL injury on performance of the quadriceps and hamstrings, there is disagreement in the literature. If there is an effect in the PCL-deficient knee, it is not as simple as that in the anterior cruciate ligament (ACL)-deficient knee. Electromyographic studies have demonstrated that the gastrocnemius muscle is significantly activated during walking and isokinetic motion in the involved knee, as compared with the uninvolved knee. Results of a gait-analytic study suggested that there are significant differences in gait cycle between PCL-deficient and normal knees. These phenomena might be part of the compensatory mechanism in PCL-deficient knees, but the data on the effect of PCL injury on muscle performance remain insufficient at the present time.
The Sacroiliac Joint as a Factor in Low Back Pain: A Review
Authors: Cappaert Thomas A.
Published: August 2016

Objectives:

To review the normal anatomy and biomechanics of the sacroiliac joint (SIJ) and the pathological changes that occur to them and to determine whether SIJ dysfunction is a factor in idiopathic low back pain.

Data Sources:

Articles containing information on the anatomy, biomechanics, and dysfunction of the SIJ. The databases searched were MEDLINE, the Cumulative Index to Nursing and Allied Health Literature, and SPORTDiscus.

Studies Used:

Those found using the search terms sacroiliac joint and injury and sacroiliac joint and athletes. Additional sources were gathered from the reference lists of these initial sources.

Data Exfraction:

Data found pertinent to understanding the anatomy, biomechanics, and pathophysiology of the SIJ region were used, as well as data on the existence and prevalence of SU dysfunction and its relation to low back pain.

Conclusions:

The literature provides strong evidence that SIJ dysfunction should be considered a major factor in the etiology of idiopathic low back pain.
Sport Physiotherapists' Perceptions of Psychological Strategies in Sport Injury Rehabilitation
Authors: Ninedek Alana , Kelt Gregory S.
Published: August 2016

Context:

Recent literature has focused on the role of physiotherapists in addressing psychological sequelae of sport injury and rehabilitation.

Objective:

The study investigated sports physiotherapists' views of psychological characteristics that distinguished athletes who cope well with injury from those who cope poorly. Physiotherapists' opinions on the role of psychological skills in rehabilitation were also examined.

Design:

A questionnaire-based study.

Participants:

Participants were 150 physiotherapists who had completed, or were completing, a postgraduate sports physiotherapy program.

Main Outcome Measures:

The test instrument used was the Sports Physiotherapists' Views on Psychological Strategies questionnaire (adapted from Wiese et al1).

Results:

The physiotherapists reported communication skills, a positive attitude, intrinsic motivation, and realistic goal setting as important aspects of effective rehabilitation.

Conclusions:

The findings are discussed in relation to physiotherapists' roles in addressing basic psychological aspects of injury.
Effects of Acute and Chronic Pathomechanics on the Normal Histology and Biomechanics of Tendons: A Review
Authors: Sandrey Michelle A.
Published: August 2016

Objective:

To present the basic concepts of normal composition and structure of tendons and indicate how they are affected by acute and chronic tendon-injury pathomechanics.

Data Sources:

MEDLINE (1970-1999) and SPORTDiscus (1970-1999) were searched using the key words pathoanatomic, tendinitis, tendinosis, biomechanics, pathomechanics, histology, chronic, and mechanical behavior.

Data Synthesis:

Acute loading modes to tendons are based on the response of tendons to tensile and compressive stress. Chronic loading modes are based on frictional forces and repetitive movement.

Conclusions and Recommendations:

With an appreciation of the pathologic changes in acute tendon injuries, the clinician can better understand injury mechanics and the healing process. Until we know more about what is happening in and around the tendon, principally in the early and late phases of chronic injury we will not be able to adequately address injury classification of structures and, hence, the pathomechanics of chronic injury
An Analysis of Game Play in Volleyball
Authors: Buck Marilyn , Harrison Joyce M.
Published: August 2016

This study describes game play patterns in two beginning volleyball classes for the set, forearm pass, serve, and spike. The subjects, 58 male and female university students, were pretested and placed into ability groups. The 22 days of class were videotaped and the videotapes were analyzed by tallying successful and unsuccessful trials for the four skills. A one-way analysis of variance was used to determine any differences between classes and between ability groups for contacts per serve and percentage of successful trials. No significant difference was reported between classes, but there were significant differences between ability groups for contacts per serve and percentage of successful trials except for spike trials. Plots provided the semester game play patterns for analysis and indicated that the low-ability group contacted the ball fewer times than the other groups and was not as successful when contact was made. According to the plot patterns, game play did not result in performance improvement. Instruction needs to incorporate gamelike drills and lead-up games to bridge the gap from skill drills to game play.
An Exploratory Study of Undergraduate Recruitment into Several Major Programs at One University
Authors: Belka David E. , Lawson Hal A. , Lipnickey Susan Cross
Published: August 2016

The impact of teacher education programs is determined in part by characteristics of the teaching recruits. Nevertheless, research on recruits remains the exception rather than the rule, and most prior studies have neither been informed by nor contributed to occupational socialization theory. The exploratory research reported here is informed by such theory and is designed to contribute to it. Questionnaires were completed by 55 undergraduates upon entry into several undergraduate majors. In addition to conventional data about each recruit’s biography and physical activity background, teacher education recruits were compared with recruits in other majors. Attention was given to several career concepts (e.g., career map, career contingency, internal career) and differences between early and late deciders. One important finding, which differed from previous work, was that some teacher education recruits viewed learning as the primary purpose of school physical education programs. This finding is encouraging, given the “busy, happy, and good” orientation found in previous studies of undergraduate teacher education majors.
Beliefs, Interactive Thoughts, and Actions of Physical Education Student Teachers Regarding Pupil Misbehaviors
Authors: Fernández-Balboa Juan-Miguel
Published: August 2016

The purposes of this study were to (a) examine the beliefs and interactive thoughts of preservice physical education teachers regarding pupil misbehavior and (b) identify the extent to which these teachers’ beliefs and interactive thoughts affect their own actions in such instances. Student teachers (N=15) from two universities participated in the study. Interviews and stimulated recall with the aid of videotapes were used to gather data and analyze their beliefs and thoughts in 311 misbehavior instances. The results indicated that despite personal differences in their own conceptions as teachers, these student teachers agreed that there was nothing they could do to prevent misbehaviors from happening and blamed students, not themselves, for the majority (92%) of the misbehaviors analyzed. Moreover, they reported having interactive thoughts 6 of 10 times when handling misbehaviors. Of those thoughts, four of six were negative. Finally, these student teachers’ high school experience, as pupils themselves, influenced both their expectations of pupils’ conduct and their own actions. They expected their pupils to act as they themselves did back in high school, and, as a result, they modeled their own actions after those of their former teachers and coaches. These actions proved to be ineffective and created feelings of frustration, anger, and inadequacy in the student teachers.
Critical Thinking—An Overview with Implications for Physical Education
Authors: McBride Ron E.
Published: August 2016

Critical thinking continues to be an important topic in educational literature. Though intriguing, it is complex, and numerous attempts to define critical thinking have been made. The first part of this paper provides an overview of critical thinking and describes current issues and difficulties inherent to the topic. The second part presents and discusses a schematic representation of a theoretical critical-thinking model for the psychomotor domain.
SOFIT: System for Observing Fitness Instruction Time
Authors: McKenzie Thomas L. , Sallis James F. , Nader Philip R.
Published: August 2016

This paper describes SOFIT (System for Observing Fitness Instruction Time), an observation instrument designed to assess variables associated with students’ activity levels and opportunities to become physically fit in physical education. SOFIT involves the direct observation of classes while simultaneously recording student physical activity levels, curriculum context variables, and teacher behavior. The paper reports the reliability, validity, and feasibility of using the instrument, as well as data from using SOFIT to assess 88 third- and fourth-grade classes.
Retrieval and Review
Authors: Locke Lawrence F.
Published: August 2016

The purpose of this new section is uncomplicated and direct. Abstracts are presented here as a means of bringing materials to the attention of JTPE readers that they would have missed if this were the only journal they read. The domain of interest will include teaching, teachers, and teacher development in physical education. You already may have seen some or all of the items presented here, but over time we hope to provide the occasional happy surprise. To the extent that the section serves to ease the burden of monitoring the literature, its basic objective will be achieved. If in the process we also can introduce new resources for retrieval of useful material, so much the better.

Most of the abstracts will be based on items appearing in scholarly journals, professional magazines, and retrieval systems such as ERIC and Dissertation Abstracts International. When appropriate manuscripts become available, however, the section also will include abstracts of unpublished documents generated by ongoing research projects. As long as such reports are available from authors or can be retrieved from archival systems, they constitute valuable resources for scholars working in the same or contiguous areas of inquiry.

Selection of items for inclusion in Retrieval and Review will be based both on general interest and our intention to display a wide range of retrieval sources for research reports, research reviews, and research based articles of interest to JTPE readers. Suggestions concerning articles and reports that might be abstracted for subsequent issues are welcome, as are nominations involving unpublished work (as long as full manuscript copies are available on request to the author).
Retrieval and Review
Authors: Locke Lawrence F.
Published: August 2016

The primary purpose of this section is to bring materials to the attention of JTPE readers that they would have missed if this were the only journal they read. A second purpose is to introduce a variety of retrieval sources for locating research reports, research reviews, and research-based articles. Items are included which relate to teaching, teachers, and teacher development in physical education. Suggestions concerning items that might be abstracted for subsequent issues are welcome.
Analysis of Starter/Nonstarter Motor-Skill Engagement and Coaching Behaviors in Collegiate Women’s Volleyball
Authors: Lacy Alan C. , Martin Donna L.
Published: August 2016

The purpose of this study was to examine starter/nonstarter motor-skill engagement (MSE) and coaching behaviors in different segments of preseason practices in collegiate women’s volleyball. The subjects were players and coaches of eight volleyball teams. Segments of the practice were defined and coded as a warm-up, skill work, scrimmage, or conditioning. Duration recording procedures were used to collect MSE data of starters and nonstarters. Coaching behaviors were coded with interval recording procedures (5-second observe, 1-second code) using an expanded version of the Arizona State University Observation Instrument (ASUOI). A two-way repeated-measures ANOVA showed no significant differences in MSE between starters and nonstarters across the segments of the practice sessions. Results of this study offer a starting point for future research on player behaviors in the athletic environment and add to the data base of completed research on coaching behaviors.
The Effects of Video Observational Training on Video and Live Observational Proficiency
Authors: Eckrich Jean , Widule Carol J. , Shrader Ray Anne , Maver Jane
Published: August 2016

The purposes of this study were to develop and implement an observational training program and to assess the effects of a video observational training program on video and live observational proficiency. Physical education majors took a pretest in both a video and a live environment to assess observational proficiency. The task was observing children batting and answering questions regarding the critical features of the movement. The students were then placed into either a treatment (n = 12) or a control (n = 11) group. There were no differences between groups on either assessment (p > .05). The treatment group then participated in a video observational training program. After the training, all subjects took a posttest in each environment to assess observational proficiency. The training was found to be effective in improving video observational proficiency (p < .05) but not live observational proficiency (p > .05). These results provide support for the effectiveness of video observational training in developing video observational proficiency but not live observational proficiency.
An Analysis of Physical Education and Non-Physical Education Teachers at the Elementary and Secondary Levels on Statewide Teacher Assessment
Authors: Tyson LeaAnn , Silverman Stephen
Published: August 2016

The purpose of this study was to investigate differences in scores on the Texas Teacher Appraisal System between subgroups of teachers. The scores for physical education and non-physical education teachers and for elementary and secondary teachers in a large school district over a period of 2 years were examined. A 2 (physical education/non–physical education) × 2 (elementary/secondary) × 2 (Year 1/Year 2) ANOVA, with repeated measures on the last factor, was performed to determine differences in overall summary performance scores. An additional analysis of the distribution of physical education teachers’ scores was completed. Results showed that non-physical education teachers and elementary teachers received higher scores and that scores increased from the first year to the second year. In addition, physical education teachers were disproportionately represented in the lower percentiles of the population. These results suggest implications for physical education, for those teaching at the secondary level, and for those involved in policy issues in teacher evaluation.
Delayed-Entry Undergraduates in Physical Education Teacher Education: Examining Life Experiences and Career Choice
Authors: Hutchinson Gayle E. , Buschner Craig A.
Published: August 2016

Nearly 40% of all undergraduates are adult learners (age 25 and older; Kasworm, 1990). As the number of adult learners rises, physical education teacher education (PETE) faculty members must begin to explore how these learners differ from traditional 18- to 24-year-old students. The purpose of this phenomenological study was to describe the events leading to a career decision in PETE and to examine participant-described behaviors as PETE students of two delayed-entry students actively enrolled in a university PETE program. Analysis of three 90-minute, in-depth, open-ended interviews revealed that significant life experiences prompted participants to reevaluate their career goals and pursue a career teaching physical education. As PETE candidates, participants frequently utilized a reservoir of life experiences to make sense of their career decisions and navigate their career paths. The adult learners described themselves as self-motivated and self-directed with clear career goals and timelines.
Continued Professional Learning: A Topical Life History
Authors: Pissanos Becky W. , Allison Pamela C.
Published: August 2016

The purpose of this topical life history was to gain insight into the individual and socializing conditions that influenced an experienced elementary school physical education teacher’s perceptions and actions regarding continued professional learning. The teacher was interviewed in a series of five interviews over a 3-year period. The audiotaped transcriptions were subjected to the constant comparison data analysis technique, with the emergent patterns reported as results. Continued professional learning was valued as an essential concept associated with being a professional because it ultimately increased the teacher’s potential for helping students learn. Professional development experiences associated with the teacher’s undergraduate professional preparation institution and participation in a national curriculum project contributed most significantly to the teacher’s continued professional learning. The teacher’s continued professional learning was influenced by (a) students, (b) status, (c) administrative support, (d) community perceptions of sport, and (e) personal/professional interactions.
Postlesson Conferencing Strategies and Preservice Teachers’ Reflective Practices
Authors: Byra Mark
Published: August 2016

The purpose of this study was to describe the effect of two postlesson conferencing strategies on preservice teachers’ reflective practices. Fourteen PETE majors each taught three 30-minute lessons to classes of 9 to 13 learners. After each lesson, the preservice teachers conferenced with a trained supervisor under either a directive approach (teacher tell-student listen) or a collaborative approach (student tell–teacher listen/question). The participants then completed two written tasks, a significant event task, and a video-commentary task. In the collaborative approach, the preservice teachers expanded the scope of their reflections to encompass the technical skills of teaching and critical issues related to teaching and schooling. For the video-commentary assignment, the main focus of both groups’ responses was on technical aspects of teaching, and for the significant event assignment, the focus of the responses was on technical, situational, and sensitizing issues of teaching.
Retrieval and Review
Authors: Locke Lawrence F.
Published: August 2016

The primary purpose of this section is to bring materials to the attention of JTPE readers that they would have missed if this were the only journal they read. A second purpose is to introduce a variety of retrieval sources for locating research reports, research reviews, and research-based articles. Items are included that relate to teaching, teachers, and teacher development in physical education. Suggestions concerning published material that might be abstracted for subsequent issues are welcome.
Productive Physical Education Pedagogy Scholars: Why They Do It and How
Authors: Mitchell Murray F.
Published: August 2016

The purpose of this study was to determine why and how a sample of physical education teacher education (PETE) scholars manage to be productive publishers. Authors or coauthors of four or more articles in the Journal of Teaching in Physical Education (JTPE) through the 1980s (N = 24) responded to a mail questionnaire on why they write, why they choose to write for JTPE, what they believe to be true about themselves or their approach to writing, and any situational factors that have led to their publication success. Authors described personal motives such as publishing to meet a curiosity drive, for the enjoyment of the process, to facilitate learning, and to lead toward promotion and raises. Facilitators of the process included having access to colleagues and mentors and having a personal commitment to pursue publication. These findings are discussed with regard to insights available for administrators and novice faculty members.
Use of Component-Specific Instruction to Promote Development of the Overarm Throw
Authors: Oslin Judith L. , Stroot Sandra , Siedentop Daryl
Published: August 2016

The purpose of this study was to examine the efficacy of a component-specific instruction (CSI) intervention to enhance overarm throw development in preschool children. The study also examined the sequence of components within the intervention, a force production sequence (FPS) versus a forward-chaining sequence (FCS). During daily inspection of the data, investigators noted changes in efficiency levels of nontargeted components. Therefore, a third research question emerged regarding the ancillary effects of CSI on efficiency levels of nontargeted components. For all participants, intervention was required on two or more of the following: step, rotation/backswing, elbow/backswing, forearm/forward, and rotation forward. CSI was found to be effective for improving the efficiency of the targeted component as well as overall throwing efficiency. Ancillary effects occurred repeatedly across nontargeted components during all but one condition of CSI. During follow-up, the degree to which efficiency levels were maintained varied from child to child.
Retrieval and Review
Authors: Locke Lawrence F.
Published: August 2016

The primary purpose of this section is to bring materials to the attention of JTPE readers that they would have missed if this were the only journal they read. A second purpose is to introduce a variety of retrieval sources for locating research reports, research reviews, and research-based articles. Items are included that relate to teaching, teachers, and teacher development in physical education. Suggestions concerning published material that might be abstracted for subsequent issues are welcome. Please send e-mail comments concerning Retrieval and Review to larrylo@delphi.com.
The Effects of Peer-Mediated Accountability on Task Accomplishment during Volleyball Drills in Elementary Physical Education
Authors: Crouch Darrell W. , Ward Phillip , Patrick Craig A.
Published: August 2016

In this study, three variations of a withdrawal design were used to assess the effects that group instruction, peer-dyads, and peer-mediated accountability had on the number of trials performed, and how successful those trials were, during one-minute trials of volleyball skills. Peer-mediated accountability consisted of teacher-established goals, peer recording of performance, public posting of student performance, and special content-related activities that served as public recognition of achievement. Participants were 67 elementary school students in grades 4 through 6. Results indicated that students performed more trials and were generally more successful in the peer-mediated accountability condition than during either the peer-dyads or group instruction. Findings are discussed in terms of the contingent relation between tasks and consequences created by the peer-mediated accountability variable.
I Thought Only Fairy Tales Had Supernatural Power: A Radical Feminist Analysis of Title IX in Physical Education
Authors: Nilges Lynda M.
Published: August 2016

Utilizing liberal and radical feminist theory, this study critically investigated the lived status of Title IX in one fourth-grade physical education class (n = 21). Does Title IX emancipate female physicality, or does patriarchal gender differentiation continue to exclude females within the gender-integrated physical education setting? Data were collected over 14 weeks of fieldwork using nonparticipant observation, field notes, formal and informal interviews, and document analysis. Data analysis was structured by the indicator-concept model (Strauss, 1987). Results suggest that equal access to a common curriculum may not fully eliminate gender discrimination in physical education. A gender-based “we-they” dichotomy defines physical life in the context studied. This dichotomy was an ideologically driven, patriarchal distinction that largely awarded physical space to boys and situated girls as physically inferior. Feminist pedagogy is discussed as a strategy for extending gender-equitable teaching in physical education beyond the liberal definition of Title IX.
Similarities and Differences in Pedagogy and Content: 5 Years Later
Authors: Ward Phillip , O’Sullivan Mary
Published: August 2016

The present investigation reports on changes in the pedagogy and content of one teacher as a function of experience. The teacher was observed in Year 2 and in Year 6 teaching basketball and gymnastics in the same school. Data were collected using direct observations from videotapes of the lessons and semistructured interviews. Direct observation categories included lesson time, content type and sequence, instructional methods, teacher interactions, and student opportunities to respond. Three interviews were conducted with questions derived from videotape observation. A comparison of instructional units conducted in Year 2 and Year 6 reveals similarities in the pedagogical organization of the lessons, but differences in the content; less skill development occurred in Year 6 than in Year 2. Interviews revealed that skill expectations were less in Year 6 than they were in Year 2. These findings are interpreted in terms of three recurring themes: pedagogical reductionism, typicality, and isolation.
Cooperating Teacher Perceptions of and Experiences in the Student Teaching Practicum
Authors: Tjeerdsma Bonnie L.
Published: August 2016

This study examined cooperating teacher (CT) experiences in and perceptions of the student teaching practicum, and the impact of the practicum on their beliefs about teaching in physical education and on their perceptions of the practicum. Constructivism, particularly social constructivism, provided the theoretical framework. The participants were 7 elementary physical education teachers serving as CTs. The primary data sources were standardized, open-ended interviews with the CTs and journals kept by the CTs throughout the practicum. The results showed that these CTs saw the practicum as a positive experience that caused them to increase reflection on and revitalize their teaching. Few changes were noted from pre- to postpracticum in the CTs’ beliefs about teaching physical education or their perceptions of the practicum. CTs with positive practicum perspectives have in common certain contextual factors and social interactions that differ from CTs with negative perspectives; these are discussed.
Goal Perspectives, Reasons for Being Disciplined, and Self-Reported Discipline in Physical Education Lessons
Authors: Papaioannou Athanasios
Published: August 2016

This study examined the relationship among goal orientations, perceived motivation climate, self-reported discipline, reasons for discipline, and perceived teacher’s strategies to sustain discipline in physical education lessons. Six hundred and seventy-four students responded on questionnaires assessing the aforementioned variables. Task orientation was positively associated with self-determined reasons for discipline. The perception of a task-involving climate was positively related to perceptions of teaching strategies promoting reasons for discipline determined by the students. Task-involvement and self-determined reasons for being disciplined corresponded to students’ reported discipline in the lesson. On the contrary, the perception of an ego-involving climate was linked with perceived teaching strategies promoting an external locus of causality in the lesson. The results imply that teachers who try to strengthen the task orientation of students and help them adopt more self-determined reasons for being disciplined will have more orderly classes.
Retrieval and Review
Authors: Locke Lawrence F.
Published: August 2016

The primary purpose of this section is to bring materials to the attention of JTPE readers that they would have missed if this were the only journal they read. A second purpose is to introduce a variety of retrieval sources for locating research reports, research reviews, and research-based articles. Items are included that relate to teaching, teachers, and teacher development in physical education. Suggestions concerning published material that might be abstracted for subsequent issues are welcome. Please send e-mail comments concerning Retrieval and Review to .
Rejuvenating, Reconstituting, and Transforming Physical Education to Meet the Needs of Vulnerable Children, Youth, and Families
Authors: Lawson Hal A.
Published: August 2016

The U.S. has a children’s crisis. A crisis also looms for physical education. Physical education is becoming a plowed out, decimated, and disappearing field because of its design flaws, selectivity, and silences. The children’s crisis provides opportunities for physical education to rejuvenate, reconstitute, and transform itself. New visions, missions, and conceptions of competent practice can be developed in response to the multiple, interdependent needs of poor and vulnerable children, youth, families, and their local neighborhood communities. Opportunities are emerging to develop new change theories and design models in conjunction with emergent complex change initiatives in school communities. Different kinds of change theories are identified. Possibilities for new design models are sketched. Together, these change theories and design models provide new directions for research and practice. They signal a change in paradigms.
The Thoughts and Behaviors of Learners in the Inclusion Style of Teaching
Authors: Byra Mark , Jenkins Jayne
Published: August 2016

The purpose of this study was to describe student decision making in the inclusion style of teaching. Two questions helped to guide the investigation: (a) Will learners select from alternative levels of difficulty within a given task? And (b) what is the basis for learner decision making when selecting from alternative levels of difficulty? Forty-two 5th-graders in one school received instruction in striking with a bat for two 30-minute lessons. The learners performed a batting task in three sets of 10 trials in each lesson and made decisions about level of task difficulty. Data sources were the lesson task sheets and transcribed postlesson interviews. The results indicated that 5th-graders (a) select different levels of task difficulty when provided the opportunity, and (b) make task decisions based on perceived success and challenge.
Sandy’s Challenge: New Game, New Paradigm
Authors: Barrett Kate R. , Turner Adrian P.
Published: August 2016

This study focuses on Sandy, an experienced physical education specialist, as she teaches STXBALL, a coeducational, noncontact, modified form of lacrosse, for the first time. Using an approach based on a workshop Sandy attended, she is teaching from a perspective that suggests game skills and tactics are linked, thus, should be taught so they emerge and play off of one another. As Sandy is challenged to think and act differently about teaching games, she begins to question and alter some of her actions, recognizing that the movement pattern of a specific skill is rarely the one that is used in a game situation. In addition, she is observing and assessing the effective use of tactics and skills as they do or do not interact.
Students’ Participation Styles in Two University Weight Training Classes
Authors: Bennett Gregg
Published: August 2016

The purpose of this study was to describe the participation styles of students enrolled in two basic instruction weight training classes. The students’ participation styles fell somewhere on a continuum between slackin’ and sweatin’. Through the use of class observations and interviews with the students and the instructors, six styles of participation were identified within both of these categories. Four participation styles were revealed in the slackin’ category. These were (a) socializers, (b) manipulators, (c) underachievers, and (d) minimalists. The two styles identified in the sweatin’ category were (a) sidekicks and (b) ex-athletes. The transtheoretical model for behavior modification was used to describe the students’ activity levels in the classes and predict exercise adherence among the twelve participants. Further in-depth studies are needed to assess the state of basic instruction program classes within individual programs and classes throughout the nation.
Contextual Challenges to Teaching Responsibility in a Sports Camp
Authors: Buchanan Alice M.
Published: August 2016

The purpose of this study was to examine the implementation of Hellison’s (1995) responsibility model (TPSR) by staff at an instructional sports camp for at-risk youth. Through ethnographic interviews and observations, three recurring themes were identified that represented contextual challenges to teaching responsibility: (a) understanding and implementing TPSR, (b) perceptions of respect and disrespect, and (c) issues of control. The camp staff varied in their interpretations and implementations of TPSR, with some emphasizing its empowerment potential, while others were unable to relinquish control. These staff viewed TPSR as essentially a disciplinary device. Some of the staff modeled the same attributes that they demanded of the youngsters, while others were inflexible, authoritarian, and disrespectful. Those who were successful in implementing TPSR as suggested by Hellison used the strategies of teachable moments, feedback, and reflection to facilitate self-awareness and empowerment.
“I Feel Enlightened Now, But…”: The Limits to the Pedagogic Translation of Critical Social Discourses in Physical Education
Authors: Hickey Christopher
Published: August 2016

The emancipatory goal that underpins critical theories of teaching and learning is built on a theory of rational self-determination. In the context of physical education, critical educators believe that through a process of enlightenment teachers can recognize and transform elements of injustice and inequality that exist, albeit unwittingly, in their practice. However, despite the broad appeal of this orientation there are relatively few empirical accounts of how theories of enlightenment manifest themselves in the practice of emancipation. Propelled by the lacuna that clearly exists between critical theory and critical practice, this paper reports on the introduction of critical social discourses to a preservice PE program. It uses a case study methodology to report on two student-teachers’ engagement with a range of critical social discourses during a year-long PE unit. The paper discusses some of the ways these students engaged with the theory and practice of a critical orientation for teaching and learning in physical education. Aspects of their experiences are then interpreted through Fay’s (1987) critical but postmodern “limits to change” thesis. The paper concludes with tempered optimism about the potential for critical social discourses to guide preservice teachers in practical ways.
Practitioners’ Perspectives on Values, Knowledge, and Skills Needed by PETE Participants
Authors: McCullick Bryan A.
Published: August 2016

This study examined practicing teachers’ perspectives on the requisite characteristics needed for participants in PETE. Eighteen physical educators were interviewed. The interviews were audiotaped and transcribed, and the data were analyzed using analytic induction, which allowed the researcher to draw themes and commonalities from participant answers. Interpretivism and teacher socialization theories were used to analyze and understand the data. Dominant themes emerging from this study were that undergraduates should have a love for physical activity, should like children and people, be physically fit, and be flexible. The teachers also believed that a teacher educator’s effectiveness in preparing future physical educators depended on being credible, displaying a love for physical activity, and having concern for undergraduates and their development as teachers. Finally, themes emerging specific to characteristics of cooperating teachers included commitment to the profession, displaying effectiveness as teachers, and embodying personal characteristics such as honesty and adaptability. This study is significant in that it provides evidence of a shared technical culture in physical education, gives teacher educators valuable input as to the type of student who would likely be a good physical education teacher, and gives voice to those who teach physical education in an area in which they should be intimately familiar—the preparation of a teacher for public school.
Teacher Perspectives on the Role of Exercise as a Management Tool in Physical Education
Authors: Pagnano Karen , Langley David J.
Published: August 2016

This study explored the perspectives of two experienced female high school teachers regarding their use of exercise as a management tool. The participants were specifically chosen to embody one of two positions: exercise was an appropriate and frequent strategy for managing student misbehavior, or an inappropriate and unused strategy. A qualitative approach was adopted, and multiple forms of data were obtained and analyzed thematically. Two concepts on the nature of the sport participation experience were adapted to frame teacher perspectives on the use of exercise to manage student misbehavior. It is suggested that both participants integrated their prior sport experiences into an evolving life structure and subsequently constructed a management style that was consistent with that structure. Prior experiences involving power and performance sports helped to rationalize the use of exercise to manage student misbehavior. In contrast, prior experiences associated with pleasure and participation sports influenced the belief that exercise was an inappropriate strategy for managing student misbehavior.
The Meaning and Organization of Physical Education Teachers’ Actions during Conflict with Students
Authors: Flavier Eric , Bertone Stefano , Hauw Denis , Durand Marc
Published: August 2016

This study employed methodological principles of the course-of-action theory in order to identify the typical organization of teachers’ actions when in conflict with one or more students. Eighteen physical education teachers were filmed during physical education lessons and then participated in self-confronting interviews. Data analysis consisted of comparing each course of action to identify the archetypal structures that characterize conflict management. The results showed (a) conditions conducive to conflict, (b) teacher attempts at resolution occurring under strong time pressure and thus carrying risks of further deteriorating the situation because of precipitous decisions, (c) an authoritative use of the status conferred by the role of teacher, and (d) a systematic exploitation of the conflict to drive home a message.
Third Grade Children’s Movement Responses to Dribbling Tasks Presented by Accomplished Teachers
Authors: Chen Weiyun , Rovegno Inez , Todorovich John , Babiarz Matt
Published: August 2016

The purpose of this study was to describe third grade children’s movement responses to dribbling tasks taught by four accomplished teachers and how children’s dribbling varied with changes in task constraints. Children in four intact classes were videotaped during three dribbling lessons as part of their physical education program. Videotapes were analyzed to provide descriptions of children’s movement responses. Typically, when children dribbled while walking or jogging they controlled the ball, pushed with finger pads, and looked at the ball. When dribbling tasks were more difficult, in general, there was less ball control and more slapping with palms (less mature patterns) while at the same time more instances of children lifting their heads to look up (a more mature pattern). Task constraints had differential impacts on different dribbling elements. One implication is that teachers need to consider this differential impact in designing practice conditions and in selecting assessment tasks.
Reproducing Gender? Intergenerational Links and the Male PE Teacher as a Cultural Conduit in Teaching Physical Education
Authors: Brown David , Evans John
Published: August 2016

Drawing on illustrations from a recent life history study that focused on male student teachers as they negotiated their way through a 1-year postgraduate certificate in education (PGCE) physical education teacher training course at a university in England, this paper explores how teachers are implicated in the social construction of gender relations in teaching physical education and school sport. The perspective forwarded is that the embodied gendered dispositions student teachers bring into the profession constitute a powerful influence on their professional behavior, and that the development and legitimation of these dispositions might be traced to key relationships with other physical education and coaching professionals. In so doing, we identify key moments in a process of cultural reproduction and conclude that teachers might be viewed as intergenerational living links or cultural conduits in the construction and transmission of particular gender orientations and practices in the profession. We conclude that future research needs to be intergenerational in focus if we are to better understand how these links act as channels in reproducing gender relations and how we might rupture and challenge them.
Critical Inquiry on the Body in Girls’ Physical Education Classes: A Critical Poststructural Perspective
Authors: Oliver Kimberly L. , Lalik Rosary
Published: August 2016

Drawing on poststructuralism and related theoretical perspectives, we worked in girls’ physical education classes to examine the development and implementation of a curriculum strand focusing on girls’ bodies. The purpose was to help adolescent girls name the discourses that shape their lives and regulate their bodies. We asked two major questions: What were the major tasks actually used during the enactment of the curriculum strand? and: What issues and concerns emerged for us as we enacted the strand and how did we respond? This study took place in a 7th–12th grade rural high school in the southern United States. We collected data during the 2000–2001 school year in three girls’ physical education classes. We conducted 14 sessions for each class and analyzed our data using the constant comparison method. Several issues emerged including: making the curriculum meaningful, offsetting task difficulties, sustaining ethical relationships, and lessening interference of research culture.
Nonspecialist Preservice Primary-School Teachers: Predicting Intent to Teach Physical Education
Authors: Faulkner Guy , Reeves Colin , Chedzoy Sue
Published: August 2016

The purpose of this study was to establish the utility of the Theory of Planned Behavior in predicting nonspecialist, preservice primary-school teachers’ intentions to teach physical education for 2 hr per week. A questionnaire was developed, according to the recommended procedures, and was administered to 128 final-year teacher trainees in two Primary Teacher Training courses in England. A variety of predictors were identified, including beliefs of significant others, such as parents; a positive assessment of control over difficult barriers; and experiences of past (teaching) behavior. The most significant predictor in discriminating between intenders and nonintenders, however, was personal exercise behavior. Helping preservice primary-school teachers become more physically active themselves might positively influence their intent to teach physical education 2 hr per week more than alleviating barriers to teaching physical education.
Research
Authors: Xiang Ping , Bruene April , Chen Ang
Published: August 2016

In this study we examined the interrelationship among extrinsic rewards and achievement goals (including a work-avoidance goal), competence beliefs, and task values associated with health-enhancing running tasks over a school year. A group of elementary school students (n = 119) from a program that promoted running for running’s sake and another (n = 88) from a program that promoted running through games provided pre- and post-year data on students’ achievement goals, competence beliefs, task values, achievement in running tests, and future intention to continue running as a health-enhancing activity. Results showed that students in the running-for-games program demonstrated significant growth in task-involved achievement goals. The regression analyses showed that extrinsic-reward and selected intrinsic-motivation constructs played a small role in predicting running-test scores. Interest, however, emerged as the most important intrinsic-motivation construct for predicting future motivation for running. Interest seemed to override the effects not only of extrinsic reward but also of other intrinsic motivation sources. This finding suggests that interest-based motivation sources might have a strong and prolonged effect on learner motivation.
Physical Education Teacher Educators’ Personal Perspectives Regarding Their Practice of Critical Pedagogy
Authors: Ruiz Beatriz Muros , Fernández-Balboa Juan-Miguel
Published: August 2016

Many researchers and theoretical scholars have questioned the social-transformative claims of critical pedagogy (CP) in physical education. Most of these criticisms center on its application in physical education teacher education (PETE). Our knowledge of the perspectives and practices of physical education teacher educators (PETEs) who claim to practice CP, however, is still tentative at best; consequently, the reason for its limited success are still largely unknown. To shed some light on this issue, 17 PETEs who claimed to practice critical pedagogy were interviewed at length regarding their definition of CP, including its principles and purposes, and their pedagogical practices. The results show that more than half of the PETEs did not fully understand the main principles and purposes of CP as presented in the literature, and that many of their methods were incongruent with these principles and purposes. This lack of understanding of CP might be an important factor contributing to its limited success in PETE. In view of this, caution and critical reflection are recommended when engaging in this type of pedagogy. Some implications for PETE are provided as well.