Sue Sutherland

Perspectives of Students with Disabilities toward Physical Education: A Qualitative Inquiry Review.

The purpose of this article is to review published qualitative inquiries that examine the perspective of students with disabilities toward experiences in physical education. Keyword searches were used to identify articles from electronic databases published from 1995 to 2014. Thirteen articles met all inclusion criteria, and findings were extracted. The 13 located qualitative articles were subject to a narrative analysis, and study characteristics were tabulated. The findings of targeted studies were explored and 3 thematic clusters emerged: (a) perspectives toward typically developing peers, (b) perspectives toward physical educators, and (c) perspectives toward inclusion and exclusion. Findings from this review support the notion that positive attitudes of physical educators may be a critical feature in ensuring meaningful learning experiences for students with disabilities. Meaningful learning experiences can be constructed through modifications and accommodations during activities, creating a welcoming physical education environment and providing a choice between inclusive and segregated learning environments. Directions for future research in this area are discussed.

Reactions to Implementing Adventure-Based Learning in Physical Education.

The purpose of this qualitative study was to explore the reactions of 13 pre-service teachers (PTs) implementing an adventure-based learning (ABL) unit through the lens of occupational socialization. Data were collected through interviews, critical reflections and reflection of videotaped ABL lesson. Analysis of the data resulted in two themes: (1) This is harder than I remember and (2) Student reaction: Its not what I expected. It can be concluded from this study that: (1) ABL can challenge PTs prior beliefs about physical education, (2) the PTs had to negotiate a struggle of values between the student-centered unit and the prior experience and values of the middle school students, (3) student resistance to the unit was a strong socializing agent for the majority of the PTs and (4) teaching small groups of students and engaging in critical reflection with peers each day helped the PTs to persevere in the face of the student resistance.

Uncovering the Secrets: Homophobia in Physical Education.

Abstract Studies examining the discourse on issues related to sexual orientation in physical education reveal that the physical education setting is an environment where heterosexism, heteronormativity, and homophobia subsist fervently. The purpose of this article is to review the growing research that has been conducted on homophobia in physical education settings over the past 2 decades and to share with teacher educators an example of a physical education teacher education program to better equip preservice teachers to combat homophobia in the physical education context.

SKIPing with teachers: an early years motor skill intervention

ABSTRACT Background: Fundamental motor skill (FMS) interventions when delivered by an expert can significantly improve the FMS of young children with and without developmental delays. However, there is a gap in the literature as few early childhood centers employ experts with the professional background to deliver FMS intervention. Purpose: The primary purpose of this study was to investigate the effects of a motor skill program called SKIP (Successful Kinesthetic Instruction for Preschoolers) on student learning of object control skills (OC). A secondary purpose was to examine the extent to which early childhood teachers could implement the SKIP program with fidelity (while receiving on-going coaching and support) and the extent to which instructional fidelity influenced OC improvement in the SKIP condition. Participants and setting: There were two levels of participants in this study, early childhood teachers (N = 2, Women = 2) and their students (N = 57; Boys = 53%; Mage = 4.39, Range 3–6). All participants were from the same early childhood center located on the campus of a large Midwestern University located in the United States. Data Collection: This study featured a pretest–posttest control group quasi-experimental design. The director of the early childhood center selected the experimental SKIP teachers (N = 2). Experimental SKIP children (n = 26) were identified from the classrooms of the experimental SKIP teachers. Teachers implemented SKIP to their students for six weeks (360 minutes of instruction). SKIP teachers’ lesson plan fidelity was calculated using a predetermined checklist based upon the lesson plan via digital recordings. Control students (n = 31) were randomly selected from the remaining six classrooms at the center. Control students received the business as usual condition, which consisted of free play with the availability of the same equipment allocated to the SKIP condition. All students were pretested and posttested using the OC subscale of the Test of Gross Motor Development-2 (TGMD-2) [Ulrich, D. A. 2000. The Test of Gross Motor Development. 2nd ed. Austin: PRO-ED]. Data Analysis: A two-level (students nested within teacher) Hierarchical Linear Model (HLM) examined the extent to which the SKIP intervention improved the OC skills of the students compared to the control group. Lesson plan fidelity was calculated using descriptive statistics. An additional two-level HLM examined the extent to which fidelity of SKIP influenced the OC scores of students in the SKIP condition only. Results: SKIP students significantly improved their OC skills compared to the control students (p < .001, η2  = .61). SKIP teachers implemented SKIP with fidelity (M = 86.5%, SD = .18). Level of fidelity of SKIP significantly influenced students’ improvements in OC scores (p < .001). Conclusion: SKIP was highly effective in improving the OC skills of the students and SKIP teachers implemented SKIP with fidelity. Greater fidelity positively influenced OC outcomes for students. Further research is warranted to confirm that students’ FMS development can be enhanced through FMS intervention with high-quality teaching that is implemented by classroom teachers.

Undergraduate Perceptions Regarding the Debrief Process in Adventure-Based Learning: Exploring the Credibility of the Sunday Afternoon Drive Debrief Model

Adventure-based learning (ABL) has the potential to help teachers promote prosocial learning environments (Stuhr & Baringer, 2005; Stuhr, Sutherland, & Ressler, 2012). Within ABL, a student-centered debrief is essential in helping students make sense of intra- and interpersonal relationships (Sutherland, Ressler, & Stuhr, 2012; Stuhr et al., 2012). This study was conducted to determine further insight into the use of the Sunday Afternoon Drive debrief model (Sutherland, 2011) that was created for facilitators to maximize the effectiveness of the student-driven debrief. Findings indicated that using the Sunday Afternoon Drive debrief model increased student-centered facilitation. Recommendations for teacher educators include how to best help novice facilitators successfully implement the Sunday Afternoon Drive debrief model by providing: examples of meaningful and complete debrief sessions; opportunities to lead the debrief process; and critique sessions to point out to teacher candidates what did and did not work well during the debrief.

The ABC's of Adventure-Based Learning

Adventure-based learning (ABL) consists of highly structured physical activity with periods of reflection (i.e., debrief) that help promote personal and social development. It can be used as a valid curriculum in physical education to promote intrapersonal and interpersonal relationships. This type of curriculum can also help physical educators demonstrate student-learning outcomes associated with SHAPE America National Standard 4, which focuses on responsible personal and social behavior. The purpose of this article is to provide an alphabetical list of pragmatic adventure practices, tips, terminology and related resources for physical educators who would like to learn more about this type of curriculum. Using an alphabetical list as a framework allows novice-to-experienced educators to briefly read about a variety of ABL best practices and (if so desired) pursue those topics further by using the resources referenced throughout the article.

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.

Modifying Softball for Maximizing Learning Outcomes in Physical Education

Softball is taught in many physical education programs throughout the United States. This article describes modifications that maximize learning outcomes and that address the National Standards and safety recommendations. The modifications focus on tasks and equipment, developmentally appropriate motor-skill acquisition, increasing number of trials, and moderate-to-vigorous physical activity. Readers are provided with a continuum of choices for equipment and activity types, as well as a 10-day sample unit for middle school.

Conceptualising social justice and sociocultural issues within physical education teacher education: international perspectives

ABSTRACT Background: Physical education (PE) and physical education teacher education (PETE) have a substantial literature base that advocates for students to develop a critical consciousness, appreciate multiple perspectives, and engage in actions to enhance social justice [Tinning, R. 2016. “Transformative Pedagogies and Physical Education.” In The Routledge Handbook of Physical Education Pedagogies, edited by C. Ennis, 281–294. New York: Routledge]. Analysing sociocultural issues, critically reflecting on beliefs, knowledge, biography, and values, and developing a sense of agency to enact change, have been recognised as an integral part of the PETE knowledge base for some time [Fernández-Balboa, J. M. 1997. “Physical Education Teacher Preparation in the Postmodern era: Toward a Critical Pedagogy.” In Critical Postmodernism in Human Movement, Physical Education, and Sport, edited by J. M. Fernández-Balboa, 121–138. Albany: State University of New York Press]. However, there remain differences in how social justice itself is conceptualised and enacted. Social justice is aligned heavily with critical and ‘post’ theories where taking action for justice, democracy, and power is central; but social justice is also found in humanist beliefs in student-centredness and equality and has been co-opted by neoliberal forces that promote individual responsibility. While a lack of consensus is not in itself a problem [Bialystok, L. 2014. “Politics Without “Brainwashing”: A Philosophical Defence of Social Justice Education.” Curriculum Inquiry 44 (3): 413–440], diverse definitions might contribute to confusion and lead to uncertainty over what and how to teach for social justice. Purpose: In order to work towards greater certainty around concepts of social justice in the PETE community, this project sought to map variations in definition and conceptualisation of social justice and sociocultural issues among physical education teacher educators (PETEs) and physical education and sport pedagogy (PESP) educators, as part of a wider project on social justice and sociocultural perspectives and practices in PETE. Methods: PETE and PESP faculty (n = 72) in North America, Europe, and Australasia engaged in an in-depth interview, during which they were asked how they define social justice and sociocultural issues. Additional information about participants’ social identity was collected. A constant comparative method of analysing participants’ definitions mapped a range of concepts building on the theoretical framework of neoliberal, humanist, critical, and ‘post’ approaches to social justice. Findings: The data demonstrate that there are a range of understandings about sociocultural issues and social justice. Most commonly, some participants articulated a humanist approach to social justice by encouraging their pre-service teachers (PSTs) to have awareness of equality of opportunity in relation to gender, sexuality, and/or racism. Less prevalent, but strongly stated by those who conceptualised social justice in these terms, was the importance to take action for democracy, empowerment, or critical reflection. The terms diversity and equality, framed in neoliberal and humanist discourses, were most commonly used within the United States (US), while critical pedagogy and alignment with critical and ‘post’ theories were more prevalent in Australia and New Zealand. Conclusion: Differences exist in the ways social justice is conceptualised in PETE. While this can be attributed to the influence of local issues, it is also reflective of what intellectual tools, such as humanism or critical theory, are available for problematising social issues. The range of non-critical concepts found raises concern that PSTs are not getting the tools to enact social justice or tackle sociocultural issues.

Implicit and explicit pedagogical practices related to sociocultural issues and social justice in physical education teacher education programs

ABSTRACT Background: For many years, scholars in Physical Education Teacher Educator (PETE) have argued for the importance of educating pre-service teachers (PSTs) about equality (e.g. Evans, J. 1990. “Defining a Subject: The Rise and Rise of the New Physical Education?” British Journal of Sociology of Education 11: 155–169), sociocultural perspectives and issues (e.g. Cliff, K., J. Wright, and D. Clarke. 2009. “What Does a Sociocultural Perspective Mean in Health and Physical Education?” In Health and Physical Education: Issues for Curriculum in Australia and New Zealand, edited by M. Dinan-Thomson, 165–182. Melbourne: Oxford University Press; Flory, S. B., Tischler, A., and Sanders, S. 2014. Sociocultural issues in physical education: Case studies for teachers. New York: Rowman & Littlefield), and critical pedagogy (e.g. Fernandez-Balboa, J. M. 1997. “Physical Education Teacher Preparation in the Postmodern Era: Toward a Critical Pedagogy.” In Critical Postmodernism in Human Movement, Physical Education, and Sport, edited by J. M. Fernandez-Balboa, 121–138. Albany: State University of New York Press; Philpot, R (2015) Critical pedagogies in PETE: An Antipodean perspective. Journal of Teaching in Physical Education 34(2): 316–332). Despite this advocacy, we would argue that there are significant differences in how faculty teach about sociocultural issues, and for, social justice. The pedagogical actions through which PETEs do this work is the focus of this paper. Purpose: We investigated the pedagogical approaches and strategies used by PETE faculty to address and educate PSTs about social justice and sociocultural issues related to gender, race, sexuality, (dis)ability, socioeconomic status and religion in their individual PETE programs. In this study, we draw on transformational pedagogy (Ukpokodu, O. 2009. “Pedagogies that Foster Transformative Learning in a Multicultural Education Course: A Reflection.” Journal of Praxis in Multicultural Education 4 (1), Article 4; Ovens, A. 2017. “Transformative Aspirations and Realities in Physical Education Teacher Education (PETE).” In The Routledge Handbook of Physical Education Pedagogies, edited by C. Ennis, 295–306. New York: Taylor and Francis) as a framework for theorizing the data. Through this study, we highlight the pedagogical practices espoused as those that engender transformative learning. Data collection and analysis: Data for this interpretive qualitative research study was collected primarily through in-depth semi-structured interviews with over 70 PETEs who work in 48 PETE programs across Australia, Canada, England, Ireland New Zealand, Sweden, and the United States. Furthermore, an informational survey was used to gather demographic data of the participants. The participants, all current PETEs, had a wide range of professional experiences, which included the length of time in the profession, the type of institution employed, educational backgrounds and courses taught. Data analysis was completed using the processes of content analysis and the constant comparative method (Corbin, J., and A. Strauss. 2008. Basics of Qualitative Research. London: Sage). Findings: Three major themes represent the findings. In the first theme, ‘Intentional and Explicit Pedagogies,’ we provide descriptions of the approaches and strategies used by PETEs in this study that were planned in advance of the learning experiences. In the second theme, ‘Teachable Moments,’ we provide examples of how PETEs utilized ‘teachable moments’ in implicit and explicit ways to educate PSTs about sociocultural issues. The third theme, ‘Resistance and Constraints’ captures the individual challenges PETE faculty faced within their courses if, and when, they teach for equity and social justice. The findings suggest that social justice struggles to find an explicit presence within many PETE programs and that educating PSTs about sociocultural issues and social justice is lacking in many PETE programs.