The study investigated two main questions: the first focused on the factors that enabled and constrained student teachers' engagement of a socially critical pedagogy in physical education teacher education (PETE); the second centered on gaining insight into the usefulness of knowledgeability as a concept for analysing student teachers engagement of a socially critical pedagogy. At the time of writing this thesis empirical analyses of socially critical pedagogies in physical education were rare in the educational literature. The study provided an alternative way of analysing student teachers’ engagement of a socially critical pedagogy in PETE. Alternative in that it avoided recycling and reproducing the dualism between agency and structure (Aronowitz and Giroux, 1985) that is prevalent in much of the physical education literature. Conversational interviews were conducted with four student teachers and their teacher educators throughout the duration of a one-semester PETE unit in an Australian university. Observations were made of the lecture and practical sessions and a document analysis was conducted of all unit learning resources. The analytical frame used in the study was structuration theory (Giddens, 1979, 1984). This framework was useful because it gave primacy to the duality of structure which recognised ‘the structural properties of social systems are both the medium and outcome of practices that constitute those systems’ (Giddens, 1979, p.69). The pedagogical intentions of the teacher educator co-ordinating the PETE unit were to change the orientations of the student teachers towards primary school physical education by encouraging them to adopt different ‘lenses’ through which to examine pedagogical practices. These ‘lenses’ highlighted the questions central to those with socio-critical intentions, eg. power, social injustice and diversity. Data generated from conversations with, and observations of, the student teachers, indicated that the actualisation of the teacher educator's intentions were somewhat limited. Despite this, adopting structuration theory as the explanatory framework for the study proved generative at a number of levels. Broadly, structuration theory was useful because it highlighted the way that student teachers' engagement with a socially critical pedagogy is contingent upon particular (idiosyncratic) dialectics of agency and structure. Using the duality of structure as an analytical tool illustrated the way student teachers' were influenced by structural factors as well as the way these structural factors were in turn constituted by the action of the student teachers. Also, by utilising structuration theory as an explanatory framework, the concept of knowledgeability was identified as a useful concept for analysing student teachers' engagement with a socially critical pedagogy in PETE. What is more, the study highlighted the reflexivity of the self and social knowledge, both characteristics of late modernity, as being integral to the way the student teachers engaged with the socially critical pedagogy of EAE400. Not only did the study highlight the reflexivity of the self but it also provided insight into the reflexivity of social knowledge. Much of the socially critical work in physical education implicitly adopts a linear approach to change. Given the findings of the study it might be useful for future developments to consider change as circular. The thesis concludes by suggesting that given the reflexivity of social knowledge, socially critical perspectives might be more readily engaged if the PETE content was incorporated into student teachers existing knowledge frameworks rather than viewed as a replacement for such frameworks.

Students benefit from positive sport experiences in physical education. If designed well, sport provides a social avenue for physical activity and strengthens student achievement in psychomotor (e.g., motor skill), cognitive (e.g., decision-making), and affective (e.g., personal and social responsibility) learning domains. Unfortunately, not all students receive quality sport instruction and many students fail to have positive sport experiences in physical education. The Tactical Games Model (TGM, Griffin, Mitchell, & Oslin, 1997) is an instructional model focused on improving student sport experiences. As a constructivist approach to teaching and learning sport, TGM reshapes sport lessons to allow students to experience small-sided games (Game 1), think critically about games playing (Q & A), practice aspects of playing (Situated Practice), and show improvement in games playing (Game 2). TGM literature includes practitioner reports about involvement (Berkowitz, 1996) and findings that show measures of game performance (e.g., skill execution, decision-making) during a TGM sport unit (Allison & Thorpe, 1997; Turner & Martinek, 1999). Limited data is available to explain how the constructivist nature of TGM influences motivation (Griffin & Patton, 2005; Rink, 2001). The purpose of this qualitative study was to examine motivation using situational interest theory (Chen, Darst, & Pangrazi, 1999; Mitchell, 1993) to interpret participant – learning situation (Game 1, Q & A, Practice, and Game 2) experiences during an eight-day TGM Ultimate Frisbee unit. The researcher acted as teacher-researcher and participants were 15 fifth graders (assigned to heterogeneous teams) and Mia, the regular physical education teacher and participant-observer. Data were collected using surveys, learning situation questionnaires, interviews, and systematic observations using the Game Performance Assessment Instrument (GPAI, Oslin, Mitchell, & Griffin, 1998). Data analysis incorporated open and axial coding (Strauss & Corbin, 1998), theoretical comparisons (Strauss & Corbin, 1998), and concept mapping (Rossman & Rallis, 2003). Findings show that participants': (a) participated in daily lessons regardless of gender, goal orientation, skill/effort level, and personal interest in Ultimate, (b) were excited to play games (Game 1, Game 2) because they wanted to move, liked Ultimate, and/or wanted to assess skills/playing, (c) required challenging conditions, positive competition, and/or individual/team success in order to have a positive participant-games playing experience, (d) entered Q & A and Practice expecting to learn something new, (e) stayed interested in Q & A if they received answers, learned facts/rules, and/or felt the discussion helped team, (f) remained involved in Practice if team worked well, task was fun, and/or they learned skill/strategy, and (g) perceived improvements in games playing (e.g., throwing). Mia concluded that participants: (a) were motivated to play, (b) were involved in the different learning situations, and (c) improved games playing during the unit. GPAI scores confirmed that participants improved at least one area of game performance (e.g., skill execution-passing) between Day 3 (week 1) and Day 7 (week 2).

This study addressed two questions: (a) In what ways do elementary school teachers describe the interaction of their personal lives and teaching careers over time, and (b) what aspects of their job structure do elementary school teachers identify as affecting their personal-life/career interactions. Eighteen experienced elementary school teachers (a physical education specialist, a specialist from another subject area, and a classroom teacher from each of six different schools) participated in two sixty-minute interviews. To aid in reflection, participants completed two graphic assignments (a "rainbow" of life roles and a teaching timeline) prior to the initial interview. In the first session, they were asked to tell the stories of their lives and careers. During the second interview, they were asked to respond to a series of open-ended questions, designed to clarify and extend information from the first interview. Audio-tapes of the interviews were transcribed, the data were unitized, and categories were developed to reflect the content of each unit. Using the categories, themes were identified which displayed aspects of life/career interaction which were shared by all teachers, which differentiated among the three groups of teachers, or which were unique to particular groups. The most salient personal-life/career interaction themes drawn from all teachers included: (a) work spillover, (b) limited financial resources, (c) increased understanding of children through parenting, (d) changes in teaching due to personal growth, (e) valuing time with family, and (f) job security. Themes common to all specialists included: (a) career choice based on attraction to subject matter as well as to teaching, (b) valuing the opportunities to teach all students in the school and to teach each student over the course of several years, (c) frustration with class scheduling, and (d) lack of collegial respect for their educational contributions. Physical educators were also frustrated by physical elements such as weather and facilities, as well by having to cope with the poor teaching of colleagues. Themes unique to classroom teachers included (a) pressure to produce good test scores, (b) frustration with short-lived educational reforms, and (c) the large amounts of time spent grading papers. These data offer new perspectives on elementary school teaching and provide support for specific changes in preservice education, inservice education, and elementary school structure.

The purpose of this investigation was to determine the effects of multimedia CAI on undergraduate PETE majors' teaching of the serve in tennis. The data were obtained from 18 undergraduate students enrolled in a PETE evaluation and assessment course at Virginia Tech. Subjects were stratified by gender and randomly assigned to three groups as Computer-Assisted Instruction (CAI) group (n=6), Teacher Instruction (TI) group (n=6), and Control (CG) group (n=6). The results of this study were gathered from three tests: Tennis Serve Content Knowledge Test, Tennis Serve Skill Analysis Test, Tennis Task Sequence Test. In addition, two six minutes micro teaching sessions were conducted and data was collected via Tennis Serve Pedagogical Content Knowledge (PCK) Assessment Sheet, and finally, an open ended survey was completed to understand students' attitudes toward CAI. There are two independent variables in this study. These are Computer-Assisted Instruction (CAI) and Teacher Instruction (TI). A pre-test and post-test experimental design was applied. The Kruskal-Wallis test was used to determine the differences among the three groups, and pairwise ranking with the Mann Whitney U test was conducted between all comparisons as a post hoc analysis. Moreover, the Wilcoxon Signed Rank test was used to determine pre-to post-test changes within the groups. Alpha set at p< 0.5. Overall, teacher instruction (TI) intervention was very dominant in the results. Teacher instruction (TI) group performed significantly in the tennis serve content knowledge test, tennis serve task analysis test, PCK-Appropriate cues, and PCK-Appropriate demonstration. However, CAI group was also successful in the tennis serve content knowledge test and PCK-Appropriate demonstration. Interestingly, none of the groups were successful in the tennis serve skill analysis test and PCK-Appropriate feedback. Finally, students' perception toward CAI was positive in general and students indicated that they would like to use CAI in other PETE method courses. However, some of the students reported that CAI was very repetitive, and also technical problems were reported. The results of this study indicated that CAI can be an effective way of instruction in certain conditions: CAI had significant effect on content knowledge and PCK-Appropriate demonstration. In conclusion, the 21st century will be an information age and computers will be an essential part of the education system in all grades and ages. Physical education teacher education programs and physical education lessons in K-12 education are no exceptions. Computers and instructional technology should be an integral part of PETE and K-12 physical education without sacrificing the physical activity. / Ph. D.

The purpose of this study was to describe, from their perspectives, the experiences of lesbian physical education teachers who work in the public schools and the meanings they made of their experiences. The participants were elementary and secondary school physical educators who identified themselves as lesbians. Twelve teachers were interviewed using an in-depth phenomenological approach. The teachers interviewed were women of various ages, races, and social class backgrounds who taught in rural, urban, and suburban schools. The interview materials were presented in two ways: individual profiles of eight participants and common themes. Several key points from the data emerged. First, the participants made two assumptions about being a lesbian physical educator: (a) as a lesbian, you will lose your job if you are open about your sexual orientation, and (b) female physical educators are stereotyped as being lesbians. Second, the participants actively attempted to separate their personal and professional lives. Third, the participants used a variety of strategies to manage their lesbian identities within school settings. These strategies were used both to conceal and reveal their sexual orientation. Living in two worlds was an accepted reality for the lesbian physical educators in this study. A conceptual model outlining the process by which the participants made decisions about managing their identities as lesbian physical educators was presented. Feminism and oppression theory were used to discuss the participants' experiences. The participants' descriptions revealed the prevalence of homophobia and heterosexism within physical education environments. The lesbian label was specifically used to intimidate or harass women in physical education. The homophobia and heterosexism the participants encountered in their worlds kept them silent, isolated, fearful of discovery, and powerless. Consequently, the participants in this study did not share a collective identity as a subordinate or oppressed group. Developing a collective identity was described as a critical next step in changing the conditions of their oppression as lesbian physical educators.

This thesis represents a part of a program of study that is reaching a closure. The broadest brush that could be applied to my work is that it concerns Physical Education Teacher Education (PETE), that it focuses on aspects of professional socialisation, and that it involves various case studies utilising naturalistic inquiry. Whilst it would be impossible and naive to believe that the reading of these texts will produce the meanings that I encourage, or have internalised, nevertheless the order of reading is at least something that I can argue for. Read in the order I suggest throughout the thesis I am hopeful that my subjectivities, and the learning and understandings I have reached may become clear. The purpose of this two part thesis is an exploration of the interplay or dialectic that exists between PETE students, academic staff and the subject matter within PETE. I have had to come to understand the limitations and advantages of insider research as the work has been completed at my University in the School of Human Movement and Sports Science where I have worked for twenty years. This thesis examines the extent to which studentship and oppositional behaviour underlies the dialectic that exists between the students and the various discourses within the program. I have written the study in two very different formats, one, a collection of stories about PETE and the other, an interpretative case study conducted during 1993 and 1994. Within the case study, studentship and oppositional behaviour were viewed as a measure of the extent to which students react and push against the forces of socialisation within their PETE program that is seen to represent dominant discourses, The following broad research questions were considered to enable the above analysis. 1. What is the nature of studentship and oppositional behaviour in a high status subject within PETE compared to a subject that is seen by students to be of little relevance and of low status? 2. How are studentship and oppositional behaviour related to students subjective warrants? 3. How are the studentship and oppositional behaviours exhibited by students related to the pedagogy and discourses reflected in the knowledge, beliefs and practices within the two sites. The starting point for this research was a study conducted as a totally separate research task (Swan, 1992) that investigated the hierarchies of subject knowledge within a PETE site and investigated the influence of such hierarchies upon student intention. A great deal of meta analysis exists about the manner in which a technocratic rationality pervades PETE but very little case study material of what this means to students and academic staff within such institutions is available. The stories in Between The Rings And Under The Gym Mat, which is the second part of this thesis, represent ‘the data’ differently from the case study, but they speak their own truth. At times the nature of the story is indistinguishable from the reality of the case study. Wexler (1992) undertook an ethnographic study about identity formation in three very different high schools, and published the findings in a book entitled Becoming Somebody. His introductory words about the nature of the social story he tells, are significant to this study and story. Social history is recounted by creative intervention that can only be made from culturally accessible materials. Ethnography is neither an objective realist, nor subjective imaginist account. Rather, it is an historical artefact that is mediated by elaborated distancing of culturally embedded and internally contradictory (but seemingly independent and coherent) concepts that take on a life of their own as theory. So, this is not ‘news from nowhere,’ but a theoretically structured story where both the story and its structure are part of my times. (p.6) The case study before you is organised with an analysis of studentship and oppositional behaviour detailed in chapter one. The following chapter conceptualises studentship and oppositional behaviour in relation to particular themes of professional socialisation, resistance to oppression and youth culture. Chapter three locates the case study to the major paradigmatic debates about the value and nature of the subject matter content within PETE, Chapter four outlines the case site, the research process and the research dilemma’s confronted in this study. The remaining three chapters are the case record as I can best understand it. In Between the Rings and under the Gym Mat (part B) the story most directly concerned with studentship and oppositional behaviour, is called Tale of Two Classes’. It takes on a very different reality to the case study (part A) and much can be said about the reality of lived experience which can be portrayed in narrative form as opposed to a clinical case study. Many of the other stories pose similar images that are contradictory and never quite complete. I have written a separate methodological section for the narrative stories. It is my intention that the case study and the series of stories should be viewed as essentially complementary, but also a discrete representation of a part of PETE. As part of the Ed D program I have undertaken four discrete research tasks as the starting point for this research I have referred to the first one (Hierarchies of Subject knowledge within PETE). I also undertook an action research project about ‘Teaching Poorly by Choice.’ A further piece of research was a somewhat reflective effort to draw together what this has all meant to me from a subjective and reflexive perspective. Such efforts are often seen as being self indulgent, as subjectivity in the form of lived experience sits uneasily in academia. A final paper involved an evaluation of Between the Rings and Under the Gym Mat from a pedagogical perspective by PETE professionals around the world. And that's the way things turned out.

abstract: Whole school physical activity (PA) programming provides additional PA opportunities at school beyond Physical Education. Physical Educators often absorb the additional responsibilities of leading such programs, resulting in some Physical Education Teacher Education (PETE) programs adopting expanded PA programming and integrating related topics into their curriculum. The Comprehensive School Physical Activity Program (CSPAP) is of interest to the present study as it focuses on Quality Physical Education and is the model utilized at the institution of interest. Arizona State University’s PETE program began integrating CSPAP concepts in 2009 and serves as the focal program for this study. The purpose of this study, which was informed by The Diffusion of Innovations and the Teacher Socialization Theories, was to determine the degree to which graduates integrate PA programming into their own K-12 schools. In a two-phase (electronic survey followed by campus visit and interview with sub-sample), mixed methods’ approach, 101 graduates (between the years of 2000-2019) of Arizona State University’s PETE program provided details of their current practices related to expanded PA. Results: Quantitative findings included weak but positive relationships between year of graduation and knowledge of CSPAP and having positive perceptions of expanded PA as an innovation. Bachelors’ graduates reported higher PA integration than Masters’ graduates. Visual inspection of data shows a slight increase in perceptions of expanded PA as an innovation and a slight decrease in PA programming integration across years of graduation. Interviews provided evidence that more recent graduates may still be figuring out their roles, delaying their PA program. Increased perceptions scores suggest the PETE program at ASU has been successful in providing students positive interactions with expanded PA programming. Graduates indicated they felt well prepared with strategies and resources for promoting and maintaining such programs, but they noted a need for more exposure to tools for initiating a new program. Findings can inform changes in the ASU PETE program and may be applicable in other settings. Establishing ongoing contact with graduates to provide marketing and support tools graduates can access may be beneficial as teachers often realize the need for these materials well beyond graduation. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2020

Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate.

Purpose: The present study of doctoral physical education teacher education (D-PETE) programs was part of a longitudinal study that provided an extensive description of demographics including: (a) doctoral program characteristics, (b) faculty, and (c) doctoral students/graduates. Method: This trend study incorporated 3 data sets (2005–2006, 2008–2009, and 2011–2012) that described the characteristics of D-PETE programs. Academic heads of D-PETE programs provided demographic information on their doctoral students, faculty, and institutional characteristics for the 2005–2006, 2008–2009, and 2011–2012 academic years and selected summary data from 1996–1997 through 2011–2012. Results/Conclusion: As a result of this longitudinal data collection, the following trends were revealed. First, there was a decrease in the number of D-PETE programs and an increase of nontenured and part-time pedagogy faculty. Second, initial teacher licensure programs remained in existence at the vast majority of D-PETE programs. Third, funding for doctoral students at D-PETE programs was decreasing. Fourth, racial composition of doctoral graduates and current doctoral students remained largely skewed toward Caucasians. Fifth, there was a slight decline in the percentage of doctoral graduates entering higher education, but employment rates were exceptionally high. Sixth, non-U.S. doctoral students and ABDs were marketable in the United States.

Cette thèse s’inscrit dans le programme de recherche empirique et technologique du «cours d’action » (Theureau, 1992) en anthropologie cognitive. Elle étudie la conception, l’usage et les effets d’un dispositif collectif de vidéo-formation, destiné à des étudiants de Licence STAPS pour développer leur capacité à analyser et comprendre des situations de classe en Éducation physique et sportive (EPS), à l’échelle de la leçon. Deux visées sont poursuivies : a) une visée épistémique cherchant à mieux comprendre les formes d’activité et d’expérience déployées par les étudiants en situation de vidéo-formation et b) une visée de conception technologique du dispositif de vidéo-formation orienté « activité » et répondant à une démarche de conception continuée dans l’usage. L’étude a été réalisée avec un groupe d’étudiants (n=15) inscrits dans une UE de préprofessionnalisation en 3ème année de Licence Éducation et Motricité en STAPS. Cinq types de données ont été recueillies durant le dispositif alternant des périodes de stages et de TD à l’Université : (i) des données d’enregistrement vidéo de l’activité en classe des étudiants durant le stage et aussi en formation, (ii) des traces écrites produites par les étudiants en stage et en formation (journaux de bord), (iii) des données d’entretien d’autoconfrontation sur leur activité en classe et (iv) sur leurs traces écrites, et (v) des données quantitatives et qualitatives issues de questionnaires. Les résultats révèlent (i) une appropriation par les étudiants d’une grille leur permettant d’analyser une leçon d’EPS et d’en discrétiser les moments-clés, (ii) une expérience vécue en vidéo-formation qui traduit une inclination réflexive sur les moments de face à face pédagogique dans la leçon d’EPS, (iii) quatre formes typiques d’analyse des vidéos de classe (décrire, juger, interpréter, se projeter), témoignant d’une activité d’observation centrée sur l’enseignant en classe comme manager, et d’une cécité aux apprentissages moteurs des élèves ; (iv) le rôle des pairs comme accélérateur de la capacité à analyser les pratiques de classe. Ces résultats relatifs à l’activité des étudiants en formation ont permis d’envisager conjointement la conception de différentes phases du dispositif, finalisée par une première plateforme de formation en ligne « Former à l’intervention en EPS » (Roche & Gal-Petitfaux, 2014a), puis une seconde « Observation et Régul@ction en EPS » (Roche & Gal-Petitfaux, 2016) / This thesis is part of the empirical and technological research program of the "course of action" (Theureau, 1992) in cognitive anthropology. She is studying the design, use and effects of a collective video-training device for undergraduate students in Physical Education to develop their ability to analyze and understand classroom situations in Physical Education. Two aims are pursued: a) an epistemic aim seeking to better understand the forms of activity and experience deployed by students in a video-training situation and b) a technological design aim of the "activity-oriented" video-training device and responding to a design in use process. The study was conducted with a group of students (n = 15) enrolled in a pre-professionalization course in the third year degree in Physical Education Teacher Education. Five types of data were collected during the device based on periods of internships and workshop at University: (i) video recording data of student's classroom activity during the internship and also during workshop, (ii) written records produced by students during internship and workshop, (iii) self-confrontation interview data on their activity in classroom and (iv) in their written records, and (v) quantitative and qualitative data from surveys. The results reveal (i) students' appropriation of a grid allowing them to analyze PE lesson and to analyze the key moments, (ii) a lived experience in video-training which reflects a reflexive inclination on pedagogical face-to-face moments in the PE lesson, (iii) four typical forms of classroom video analysis (describe, judge, interpret, project), evidence of teacher-centered observation activity in classroom as a manager, and a blindness to student motor learning activity; (iv) the role of peers as an accelerator of the ability to analyze class practices. These results relating to the activity of students in training made it possible to jointly consider the design of different phases of the system, finalized by a first online training platform "Former à l’intervention en EPS" (Roche & Gal-Petitfaux, 2014a), then a second "Observation e tRégul@tion en EPS" (Roche & Gal-Petitfaux, 2016)