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Service-learning has become a popular pedagogical tool to promote academic and civic learning. One form of service-learning provides physical activity for underrepresented community groups, including children with disabilities. Using experiential learning theory, the purpose of this descriptive case study was to evaluate college students' experiences in a physical activity-based servicelearning program for children with disabilities. Through convenience sampling, 97 program participants (82 female, 15 male), most of whom were White (N = 85), were recruited for participation. Data included a pre- and postsurvey of civic learning, participant interviews, reflective journaling, and program observations. Qualitative data were analyzed using constant comparison and inductive analysis, and quantitative data were analyzed using Mixed ANOVAs. Results revealed that the program resulted in enhanced civic and academic learning. Themes included making a difference, academic and career connections, emotional and personal growth, and program reflection. Implications of the study and future directions for research are discussed. [ABSTRACT FROM AUTHOR]

The constructs of role stressors, burnout, and resilience have been the topic of numerous research studies in physical education and education more generally. Specific to physical education, much effort has been devoted to the study of teacher/coach role conflict. However, no prior studies have examined how role stressors, burnout, and resilience experienced by teacher/coaches differ from what is experienced by noncoaching teachers. Using role theory as a guiding framework, this study sought to examine differences in role stressors, burnout, and resilience among teacher/coaches and noncoaching teachers from core (e.g., mathematics, language arts) and noncore (e.g., physical education, music) subjects. Analyses were conducted using 2 × 2 (coaching status × subject affiliation) Factorial ANOVAs. While some group differences are highlighted, overall the results suggest that there are more similarities than differences among teacher/ coaches and noncoaching teachers. These findings suggest that it is not safe to assume that dual role teacher/coaches will always experience more role stress and burnout than noncoaching teachers. Additional research is needed to more fully understand the implications of being a dual role teacher/coach. [ABSTRACT FROM AUTHOR]

This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive. [ABSTRACT FROM AUTHOR]

This report describes the development and evaluation of an interprofessional pilot course aimed at health science students. The course was developed through collaboration of three health professions: Dentistry, Kinesiology, and Pharmacy. The coursework comprised of traditional lecture-based learning, interprofessional experiential education through four on-site visits at two area clinics that participate in team-based care, four student self-reflections following each site visit, and demonstration of interprofessional education and collaboration (IPEC) competencies through student evaluation of current interprofessional care at those existing clinics with a component for key improvement intervention. The study aims include evaluating both the course's effectiveness and quality in increasing student preparedness for interprofessional practice and its ability to enhance collaboration between health professions at two area clinics. Methods of evaluation include the Interprofessional Collaborative Competency Attainment Survey (ICCAS) instrument, pre- and post- course surveys, and course evaluation survey. The results show that students felt their knowledge and skills increased across the four IPEC core competency domains: interprofessional communication, values and ethics, roles and responsibilities, and team and teamwork. We suggest that using an integrated course framework is an effective measure in enhancing interprofessional education (IPE) outcomes. [ABSTRACT FROM AUTHOR]

The authors assumed that skills are the primary determinants of a golfer's scoring and earnings, and that pros proficient at all shotmaking skills are more successful than those who excel in some areas. These assumptions were tested using statistics from the 1983 Professional Golfers' Association tour. (MT)

Cooperating teachers frequently influence student teachers' attitudes toward discipline. (JD)

The issue of teacher/coach role conflict is assessed in five areas: (1) conflict in values between coaches and society; (2) lower status of coaches in the educational profession; (3) conflict between personal advancement and commitment to athletes; (4) combined workload of the teacher/coach; and (5) differences between teaching and coaching skills. (JN)

To explain why college students enter physical education teacher programs, D. Lortie's paradigm of occupational choice and anticipatory socialization was applied to physical education entry studies. Interpersonal and service dimensions of teaching, enjoyment of sports, job security, easy entrance standards, and other factors were influential in student recruitment. (Authors/PP)

Previous reviews of research have documented the increasing use of qualitative inquiry in physical education. In this research note, the authors present a content analysis of qualitative research articles published between 1998 and 2008 in the Journal of Teaching in Physical Education (JTPE). A total of 110 empirical articles were published that included a qualitative component, 38.2% of those used mixed methods. Results include analyses of types of qualitative research, research focus, theoretical frameworks, data collection techniques, trustworthiness techniques, and participants. The Research Authorship Score revealed that qualitative research tends to rely on teams of researchers in the conduct of studies. By extending previous work, this study reveals that qualitative research continues to play a significant role in research on physical education. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze state school-based physical education (SBPE) policies' text and the resulting legal implications. A textualist approach to the legal method of Statutory Interpretation framed the data analysis. Findings revealed the difficulty of determining with clarity a majority of PE statutes and it is probable that based on current wording, courts could not play a role in interpreting these statutes, thus leaving interpretation to educational authorities. Significant variability of how authorities interpret statutes increases the challenge of consistent interpretation or adherence to the NASPE Guidelines for Quality Physical Education and whether meaningful policy study can be conducted to determine if SBPE makes an impact. [ABSTRACT FROM AUTHOR]

The question of accreditation has been quite controversial in higher education. Some consider accreditation as a necessary "evil" while others reject it outright. It is a process designed to promote quality assurance and improvement in institutions and programs, yet one mired in various issues. While accreditation is controversial in a number of respects, the major focus of accrediting bodies should be the review of applied professional programs at both undergraduate and graduate levels that are grounded in professional standards and licensure. Basic science programs such as movement, exercise, and sport science should be excluded from accreditation review and subject only to external review by experts within the field of kinesiology. Furthermore, amongst other factors, the association of kinesiology programs with agencies that promote the accreditation of programs that lack professional standards, certification, or licensure should be rejected. Accreditation is here to stay, but how well it serves the academy remains debatable. [ABSTRACT FROM AUTHOR]

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.addbeh.2009.10.025 Byline: Virginia H. Rice (a)(b), Linda S. Weglicki (a), Thomas Templin (a), Hikmet Jamil (c), Adnan Hammad (d) Author Affiliation: (a) Wayne State University College of Nursing, United States (b) Karmanos Cancer Institute, United States (c) Wayne State University School of Medicine, United States (d) Arab Community Center for Economic and Social Services (ACCESS), United States

This case study focuses on a late career, male teacher/coach and reveals the multidimensionality of his life and career. It demonstrates the influence of significant career and life events, as well as the social context in which the teacher/coach works. Overall, a life history approach describes the paradox of the employment/accommodation of a veteran elementary teacher as a physical educator at the secondary school in which he coaches. This study reveals the marginality of physical education and its teachers at the secondary school level in contrast to the importance of interscholastic athletics and those who serve in varsity coaching roles. The study shows how the teacher studied is both a good-fit and a weak-fit stayer (Yee, 1990). Equally, it demonstrates how one's conception of self (Nias, 1985) relates to professional and personal circumstance. Finally, the research demonstrates the value of and need for biographical research in sport pedagogy. [ABSTRACT FROM AUTHOR]

The article examines the life histories of physical education teachers in order to examine individual teaching methods within the field of physical education. Physical education teachers are unique from other teachers in that they are involved in a socialization process which does not present them with the same status, rewards, and support awarded to teachers in general. This is discussed in relation to the biographies of physical education teachers.

This article discusses the introductory issue of the Journal of Teaching in Physical Education in which its purpose was stated. The Journal was started to provide a forum for discussion and research articles that focus on the teaching process and teacher education in physical education. The authors resolve ambiguity in the editorial policy. Studies of experimental teaching units, sex equity in gymnasiums, the impact of staff development process, the behavior of winning high school football coaches are some of the topics that have been covered since the inception of the Journal.

The article presents a study focusing upon the secondary school student as a socialization agent. It provides qualitative data revealing the student's impact upon the student teacher's disposition towards the control or discipline of the students. It aims to assess the physical education student teacher's Pupil Control Ideology prior to and after student teaching and to identify his role as a socialization agent. The methodology, results, interview data, and the discussion about the study are presented.

This paper reviews selected recruitment resources to physical education based on Lortie's (1975) paradigm of occupational choice and the anticipatory socialization process. Based on data from physical education entry studies (Mulling, 1981; Pooley, 1970; Woodford, 1977; Templin, Note 1), examples of how selected resources both attract and facilitate entrance into the field are presented. Such resources as the interpersonal and service dimensions of teaching, a desire for continued association with sport, time compatibility, job security, eased entrance, and various socializing agents are shown to have some degree of influence on one's decision to enter physical education. Finally, various implications of the data are discussed in relation to the professional preparation process. [ABSTRACT FROM AUTHOR]