James D. Ressler

Teaching for transformative educational experience in a sport for development program

Despite the assumption that Sport for Development and Peace programs can foster social change, many fail to provide intentional educational experiences. This limits the attainment and sustainability of positive outcomes for participants and communities. The literature calls for such programs to use sport as an educational tool that shifts power to participants in a way that is responsive and respectful to the local context. In this article, we present findings from a program designed to promote youth development and social change through youth sport in a Central American nation. The teaching personal and social responsibility (TPSR) model provides the instructional framework for this program and local coach training was guided by the principles of critical pedagogy. Participants were eight youth sport coaches who became local trainers in the program. Data sources include interviews, observations and artifacts. Participants appeared to have meaningful educational experiences characterized by the following themes: reframing the coachs role; personal reflection; developing a critical perspective; and increasing feelings of agency. Findings indicate that in this program, TPSR was a relevant instructional framework that combined effectively with the principles of critical pedagogy to foster transformative learning among the participants.

Students' Perception of Relationship Skills during an Adventure-Based Learning Unit within Physical Education.

Adventure-based learning (ABL) is a sequenced curriculum using structured physical and teambuilding activities that create the space for participants to work on group communication, cooperation, trust, and problem solving. Reflection (i.e., debriefing) is an essential aspect of the ABL curriculum (Cosgriff, 2000). A debrief in ABL is the reflective component that provides opportunity for students to construct meaning from the activities through student-centred discussion. Physical education (PE) teachers can use ABL to promote intrapersonal and interpersonal relationship skills (IIRS) in an effort to establish community within the classroom (Dyson & Sutherland, 2014; Sutherland & Stuhr, 2014). The purpose of this qualitative case study was to investigate middle school students’ perceptions of their IIRS while involved in a 15-lesson ABL unit of instruction during PE. Four themes developed from the data, with each theme representing a learning outcome stage: connecting to the ABL activities, valuing IIRS worked on in the ABL activities, developing IIRS within PE, and transferring IIRS outside the classroom. The ABL curriculum used within this PE setting produced student outcomes associated with IIRS necessary to function effectively in society. The findings indicated that the students were able to connect with, value, develop, and even transfer IIRS that were taught during the ABL unit. This study demonstrated that an ABL curriculum could produce student-learning outcomes that promote social and emotional learning.

“Still Finding the Ground:” A Self-Study of a First-Year Physical Education Teacher Educator

Abstract While decades of research have documented the socialization of inservice physical education teachers, the socialization of physical education faculty members has only recently become a research focus. Self-study of teacher education practices is becoming increasingly popular when exploring the lived experiences of physical education faculty. We used self-study of teacher education practices to understand the experiences of Kevin, a beginning physical education teacher educator in a visiting assistant professor position at Northern Illinois University. Kevin’s experiences differ from those of many other teacher educators as he had not taught in school settings before moving into higher education. He did, however, have a strong background in higher education pedagogy through work in a center for teaching and learning. Data were collected through journaling, documents and artifacts, and exit slips, feedback forms, and focus group interviews completed by Kevin’s students. Qualitative data analyses resulted in the construction of three first-order themes: (1) developing appropriate pedagogy, (2) developing and maintaining relationships with students, and (3) managing an identity as a teacher educator. Kevin’s journey was non-linear and marked by both successes and challenges, but at the end of the year he felt that he had grown as a teacher educator. Further, while Kevin’s youth and lack of teaching experience influenced his teacher education practice, it was not always negative and he found ways to compensate for what he lacked in direct teaching experience. Results are discussed with reference to Kevin’s socialization and future directions for research are provided.

Transforming in the visiting assistant professor role: collaborative self-study research in physical education teacher education

ABSTRACT Transitioning into faculty roles can be a challenging experience. Responsibilities related to teaching, research, and service can be difficult to balance, and mismatch between personal preferences for work focus and instructional expectations can be problematic. This is particularly true of visiting assistant professors who want to work toward tenure-track positions, but whose current job focus is on teaching. Through transformative learning theory and employing the methodologies of self-study, we sought to understand the experiences of Kevin, the second author and a first-year visiting assistant professor. We draw data from Kevins reflective journal and discussions between Kevin and his critical friend, Jim. Themes included (a) becoming an academic, (b) a hard-wired disposition toward work, and (c) influence of the VAP on emotional and personal health. Results are discussed through the lens of transformative learning theory and focus on Kevins growth during his year as a visiting assistant professor.

The sociopolitics of sport, physical education, and school health in the United States

ABSTRACT Evidence from global sources indicate that physical education (PE) has an integral role to play in the development of behaviours supporting lifetime physical activity. However, PE programmes in many countries fall short of accomplishing this charge. The marginality of PE in comparison to school-based athletic programmes, and inter-role conflict arising from concurrent performance of teaching and coaching roles contribute to this phenomenon. Grounded in role socialisation theory and drawing primarily from the United States context, we explore the social construction of PE teaching and athletic coaching roles in school environments. Different priorities and time demands can lead to conflict, and teachers/coaches often prioritise the role for which they are rewarded and held most accountable. These reward and accountability structures favour coaching in many schools, leading teachers/coaches to focus on coaching to the detriment of their teaching performance. Formal accountability and reward structures are reinforced by administrators, colleagues, children and community members who praise coaching prowess, but fail to acknowledge successes in teaching environments. Since only a small percentage of school children engage in interscholastic athletics, the complex relationship between teaching and coaching can inhibit physical activity and public health agendas that seek to enhance children’s health through school-based programming. The content of PE at the secondary level, which replicates team sport environments and reinforces athletic achievement, also marginalises children who are not interested in traditional forms of sport. It is against this backdrop that we discuss opportunities and challenges for the future of PE as a public health intervention.

Benefits of Implementing a Dance Unit in Physical Education.

This article discusses the benefits of participating in a dance curriculum, as well as how dance relates to the National Standards. It also provides insight into how physical educators can overcome the barriers to teaching dance in their programs.

Preservice physical education teacher socialization through an outdoor education field experience

ABSTRACT Outdoor education (OE) has an increased presence in physical education as it addresses the discipline’s national standards and promotes involvement lifetime physical activity. However, physical educators’ learning to teach OE is not well documented. The purpose of this study was to understand preservice physical educators’ experiences in and perspectives on an OE field experience. Participants included 13 third-year preservice physical educators (10 male, 3 female). Qualitative data were collected using focus group interviews, observations and guided reflections. Results indicated that preservice teachers (PSTs) perceived a controlling course environment that limited educational outcomes. They did, however, increase in confidence teaching OE, and applied skills learned in the teacher education program. With the exception of learning to be more adaptable, however, the PSTs did not perceive the experience as relevant to future teaching. Results are discussed within the framework of occupational socialization theory, and implications for practice are noted.

Suggestions for Teaching Fitness Using an Instructional Theme: The Fitness (Hunger) Games — A Fight for Your Health

This article provides ideas and offers a template for organizing content with an instructional theme for fitness games.