Pub Date : 2021-04-03DOI: 10.1080/00336297.2021.1903955
M. James
ABSTRACT Advancing the cause of equity throughout kinesiology is as much about the how as it is about what. Moving the needle toward more equitable policies, practices, and outcomes for minoritized individuals and communities requires a critical examination of both contemporary barriers to engaging in physical activity and the historical and societal ideologies that privilege some bodies and some places over others. Hope Theory provides a structure to frame efforts to cultivate cultural fluency throughout kinesiology as positive, proactive, embodied measures to identify and interrupt internalized and externally imposed barriers to physical education and physical activity.
{"title":"It is a Movement, not a Moment: Utilizing Hope Theory to Situate Kinesiology in the Path for Social Justice","authors":"M. James","doi":"10.1080/00336297.2021.1903955","DOIUrl":"https://doi.org/10.1080/00336297.2021.1903955","url":null,"abstract":"ABSTRACT Advancing the cause of equity throughout kinesiology is as much about the how as it is about what. Moving the needle toward more equitable policies, practices, and outcomes for minoritized individuals and communities requires a critical examination of both contemporary barriers to engaging in physical activity and the historical and societal ideologies that privilege some bodies and some places over others. Hope Theory provides a structure to frame efforts to cultivate cultural fluency throughout kinesiology as positive, proactive, embodied measures to identify and interrupt internalized and externally imposed barriers to physical education and physical activity.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"114 1","pages":"123 - 137"},"PeriodicalIF":2.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80720654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/00336297.2021.1903518
Langston Clark
ABSTRACT In the 40th Annual Dudley Allen Sargent Lecture, I dared the field of kinesiology with its various subdisciplines to be at the center of systematic and individual change in the values, behaviors, and functions of higher education. It is not meant to be a harsh critique of kinesiologists, but is rooted in the belief that the field of kinesiology is suited to be daring enough to build a new academy. Influenced by the work of progressive era educational scholar Howard Counts, I highlight five fallacies associated with the function of higher education, then provide five challenges to prompt our field to ontologically reimagine the academy.
{"title":"Dare the Discipline(s) to Build a New Academy: The Future of Kinesiology and Health in Higher Education","authors":"Langston Clark","doi":"10.1080/00336297.2021.1903518","DOIUrl":"https://doi.org/10.1080/00336297.2021.1903518","url":null,"abstract":"ABSTRACT In the 40th Annual Dudley Allen Sargent Lecture, I dared the field of kinesiology with its various subdisciplines to be at the center of systematic and individual change in the values, behaviors, and functions of higher education. It is not meant to be a harsh critique of kinesiologists, but is rooted in the belief that the field of kinesiology is suited to be daring enough to build a new academy. Influenced by the work of progressive era educational scholar Howard Counts, I highlight five fallacies associated with the function of higher education, then provide five challenges to prompt our field to ontologically reimagine the academy.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"20 1","pages":"141 - 150"},"PeriodicalIF":2.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81041516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-31DOI: 10.1080/00336297.2021.1897861
Jafrā D. Thomas, Akuekegbe Uwadiale, Nikki M. Watson
ABSTRACT Thirty-nine years ago, Bain and Poindexter (1981) implored higher educators of kinesiology to develop curricula that prepare students to use what they learn in practical ways. Lay resource material, however, often fails to meet metrics for adequate-to-optimal readability, regardless of who produces them. Research suggests that many people trained in kinesiology are not trained to communicate its content to lay adult audiences. Thus, the purpose of this study was to advance knowledge about this academic-practice-divide in kinesiology concerning plain language communication. Methodology for a critical interpretive synthesis was used to qualitatively synthesize readability research in kinesiology. Twenty-four peer-reviewed research articles met the study inclusion criteria, all published between 1992 and 2020 (M = 2010.1, SD = 8.8). There were 1550 materials studied across the articles. It was typical for these materials to run counter to plain language guidelines (i.e., low readability in one-or-more critical areas). Most materials were unsuitable for adults with basic health literacy or less – about half of the U.S. adult population. Following their presentation of results, the article authors often suggested one of six ways for improving lay material readability. Two major themes emerged from the qualitative synthesis of the articles: (a) how article authors discussed readability issues and what they proposed to be done to fix them, and (b) critiques of the research articles included in this study. The findings of this literature review shine light on the need to use readability research in kinesiology in programs that train people in an area of the discipline.
{"title":"Towards Equitable Communication of Kinesiology: A Critical Interpretive Synthesis of Readability Research","authors":"Jafrā D. Thomas, Akuekegbe Uwadiale, Nikki M. Watson","doi":"10.1080/00336297.2021.1897861","DOIUrl":"https://doi.org/10.1080/00336297.2021.1897861","url":null,"abstract":"ABSTRACT Thirty-nine years ago, Bain and Poindexter (1981) implored higher educators of kinesiology to develop curricula that prepare students to use what they learn in practical ways. Lay resource material, however, often fails to meet metrics for adequate-to-optimal readability, regardless of who produces them. Research suggests that many people trained in kinesiology are not trained to communicate its content to lay adult audiences. Thus, the purpose of this study was to advance knowledge about this academic-practice-divide in kinesiology concerning plain language communication. Methodology for a critical interpretive synthesis was used to qualitatively synthesize readability research in kinesiology. Twenty-four peer-reviewed research articles met the study inclusion criteria, all published between 1992 and 2020 (M = 2010.1, SD = 8.8). There were 1550 materials studied across the articles. It was typical for these materials to run counter to plain language guidelines (i.e., low readability in one-or-more critical areas). Most materials were unsuitable for adults with basic health literacy or less – about half of the U.S. adult population. Following their presentation of results, the article authors often suggested one of six ways for improving lay material readability. Two major themes emerged from the qualitative synthesis of the articles: (a) how article authors discussed readability issues and what they proposed to be done to fix them, and (b) critiques of the research articles included in this study. The findings of this literature review shine light on the need to use readability research in kinesiology in programs that train people in an area of the discipline.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"6 1","pages":"151 - 169"},"PeriodicalIF":2.8,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81517732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-24DOI: 10.1080/00336297.2021.1898997
J. Deutsch
ABSTRACT The National Association for Kinesiology in Higher Education’s (NAHKE) efforts to connect professionals to share our strategies and passions for success within kinesiology are more valuable than ever beforel and developing emotionally intelligent leaders and administrators is very important. For the 30th Delphine Hanna Commemorative Lecture, the concept of Emotional Intelligence (EI) is explored. EI can be understood most simply as one’s ability to recognize the emotions of themselves and others to help motivate themselves or others, which lends the ability to manage emotions and relationships. Within this lecture, definitions, components, and competencies are presented in an attempt to bolster our human development and our performance in the kinesiology higher education profession. Compared to our intellectual capacities, which are somewhat inherent and difficult to improve upon, EI can be regarded as a set of skills that continue to develop with practice. Thus, an analysis of various practices that may help individuals improve EI abilities is also presented.
{"title":"Surviving and Thriving: Understanding and Developing Your Emotional Intelligence","authors":"J. Deutsch","doi":"10.1080/00336297.2021.1898997","DOIUrl":"https://doi.org/10.1080/00336297.2021.1898997","url":null,"abstract":"ABSTRACT The National Association for Kinesiology in Higher Education’s (NAHKE) efforts to connect professionals to share our strategies and passions for success within kinesiology are more valuable than ever beforel and developing emotionally intelligent leaders and administrators is very important. For the 30th Delphine Hanna Commemorative Lecture, the concept of Emotional Intelligence (EI) is explored. EI can be understood most simply as one’s ability to recognize the emotions of themselves and others to help motivate themselves or others, which lends the ability to manage emotions and relationships. Within this lecture, definitions, components, and competencies are presented in an attempt to bolster our human development and our performance in the kinesiology higher education profession. Compared to our intellectual capacities, which are somewhat inherent and difficult to improve upon, EI can be regarded as a set of skills that continue to develop with practice. Thus, an analysis of various practices that may help individuals improve EI abilities is also presented.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"58 1","pages":"105 - 119"},"PeriodicalIF":2.8,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86705730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-24DOI: 10.1080/00336297.2021.1898996
J. Joseph, Debra Kriger
ABSTRACT Kinesiology is a discipline that relies on colonial, scientific understandings of health and the moving body. In addition, ethics courses in Kinesiology predominantly draw from Eurocentric philosophies and legal paradigms. In this article, however, the authors propose a new model of ethics that adds a greater emphasis on decolonial praxis. This process of decolonizing Kinesiology ethics requires accounting for colonial legacies in curricula and acknowledging the power relations sustained by White, patriarchal, ableist, capitalist systems. Therefore, the proposed Decolonizing Kinesiology Ethics Model (DKEM) offers six heuristics to improve ethical work in a wide range of health and sport-related careers. They are: (a) social justice; (b) practitioner vulnerability; and (c) relationships in a social-political-historical context, alongside traditional ethical principles of (d) autonomy; (e) beneficence; and (f) non-maleficence.
{"title":"Towards a Decolonizing Kinesiology Ethics Model","authors":"J. Joseph, Debra Kriger","doi":"10.1080/00336297.2021.1898996","DOIUrl":"https://doi.org/10.1080/00336297.2021.1898996","url":null,"abstract":"ABSTRACT Kinesiology is a discipline that relies on colonial, scientific understandings of health and the moving body. In addition, ethics courses in Kinesiology predominantly draw from Eurocentric philosophies and legal paradigms. In this article, however, the authors propose a new model of ethics that adds a greater emphasis on decolonial praxis. This process of decolonizing Kinesiology ethics requires accounting for colonial legacies in curricula and acknowledging the power relations sustained by White, patriarchal, ableist, capitalist systems. Therefore, the proposed Decolonizing Kinesiology Ethics Model (DKEM) offers six heuristics to improve ethical work in a wide range of health and sport-related careers. They are: (a) social justice; (b) practitioner vulnerability; and (c) relationships in a social-political-historical context, alongside traditional ethical principles of (d) autonomy; (e) beneficence; and (f) non-maleficence.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"23 1","pages":"192 - 208"},"PeriodicalIF":2.8,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78639612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-15DOI: 10.1080/00336297.2021.1897860
C. O'bryant
ABSTRACT These are my remarks from the first annual Praxis Lecture at the 2021 annual meeting of the National Association for Kinesiology in Higher Education (NAKHE). In this essay, I share highlights of my nearly 30-year journey as a member of NAKHE, provide an overview of how the Praxis Lecture came into existence, describe the essence of Ubuntu, and give some examples of why I dedicated the lecture to Doris R. Corbett and how she exemplifies the essence of Ubuntu.
这是我在2021年全国高等教育运动机能学协会(NAKHE)年会上的第一届年度实践讲座上的讲话。在这篇文章中，我分享了我作为NAKHE成员近30年旅程中的亮点，概述了实践讲座是如何产生的，描述了Ubuntu的本质，并给出了一些例子，说明为什么我将讲座献给Doris R. Corbett，以及她如何体现了Ubuntu的本质。
{"title":"Ubuntu: I Am Because You Are - 2021 Praxis Lecture Dedicated to Dr. Doris R. Corbett","authors":"C. O'bryant","doi":"10.1080/00336297.2021.1897860","DOIUrl":"https://doi.org/10.1080/00336297.2021.1897860","url":null,"abstract":"ABSTRACT These are my remarks from the first annual Praxis Lecture at the 2021 annual meeting of the National Association for Kinesiology in Higher Education (NAKHE). In this essay, I share highlights of my nearly 30-year journey as a member of NAKHE, provide an overview of how the Praxis Lecture came into existence, describe the essence of Ubuntu, and give some examples of why I dedicated the lecture to Doris R. Corbett and how she exemplifies the essence of Ubuntu.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"21 1","pages":"170 - 178"},"PeriodicalIF":2.8,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84333335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-09DOI: 10.1080/00336297.2021.1891553
C. McFadden
ABSTRACT Increased exercise correlates with positive health outcomes in college women. Many women do not get the recommended physical activity during college. The purpose of this study was to analyze whether regular use of wearable exercise technology (i.e., smartphones, dedicated devices) during exercise was associated with increased exercise behaviors. The theoretical framework was Transtheoretical Model of Behavior Change. The participants were 289 undergraduate students, all women. The research design was a survey method using an online platform. The survey questionnaire was administered to identify motivational readiness (from never to regularly) for exercise and exercise technology use. Descriptive and inferential statistics (analysis of variance and Chi-Square) were used in analyzing the data. Of the 289 women participants, 80 were identified as meeting exercise recommendations, and 27 were regular users (6 months or longer) of exercise technology; of these 27, 23 were also regular exercisers. Chi-square tests identified a strong association between the most motivated group for regular exercise and for regular device use, suggesting that women who regularly used an exercise technology device were significantly more likely to be regularly exercising (Χ 2 (4) = 9.41, p = 0.05.).
在大学女生中，增加运动与积极的健康结果相关。许多女性在大学期间没有得到建议的体育锻炼。本研究的目的是分析在运动期间经常使用可穿戴运动技术(即智能手机、专用设备)是否与运动行为增加有关。理论框架是行为改变的跨理论模型。参与者是289名本科生，均为女性。研究设计采用在线平台的调查方法。调查问卷被用来确定运动和运动技术使用的动机准备(从从不到定期)。数据分析采用描述性统计和推理统计(方差分析和卡方分析)。在289名女性参与者中，80人被确定为符合运动建议，27人经常使用运动技术(6个月或更长时间);在这27人中，23人也是经常锻炼的人。卡方检验发现，最积极进行定期锻炼的人群与定期使用健身器材的人群之间存在强烈关联，这表明经常使用健身科技器材的女性更有可能定期锻炼(Χ 2 (4) = 9.41, p = 0.05)。
{"title":"Wearable Exercise Technology and the Impact on College Women’s Physical Activity","authors":"C. McFadden","doi":"10.1080/00336297.2021.1891553","DOIUrl":"https://doi.org/10.1080/00336297.2021.1891553","url":null,"abstract":"ABSTRACT Increased exercise correlates with positive health outcomes in college women. Many women do not get the recommended physical activity during college. The purpose of this study was to analyze whether regular use of wearable exercise technology (i.e., smartphones, dedicated devices) during exercise was associated with increased exercise behaviors. The theoretical framework was Transtheoretical Model of Behavior Change. The participants were 289 undergraduate students, all women. The research design was a survey method using an online platform. The survey questionnaire was administered to identify motivational readiness (from never to regularly) for exercise and exercise technology use. Descriptive and inferential statistics (analysis of variance and Chi-Square) were used in analyzing the data. Of the 289 women participants, 80 were identified as meeting exercise recommendations, and 27 were regular users (6 months or longer) of exercise technology; of these 27, 23 were also regular exercisers. Chi-square tests identified a strong association between the most motivated group for regular exercise and for regular device use, suggesting that women who regularly used an exercise technology device were significantly more likely to be regularly exercising (Χ 2 (4) = 9.41, p = 0.05.).","PeriodicalId":49642,"journal":{"name":"Quest","volume":"65 1","pages":"179 - 191"},"PeriodicalIF":2.8,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86406914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/00336297.2020.1866042
D. Landi, J. Walton-Fisette, S. Sutherland
ABSTRACT In this critical reflection, we consider physical education policy research in the United States (U.S.) using a sociocritical lens. Our aim is to extend the discussion and critiques of physical education policy research by exploring how it is conducted in the U.S. Instead of asking ‘What is physical education policy research?’, we are more concerned with the complex, imbalanced, and unpredictable affects of physical education policy research in the U.S. Thus, we ask questions like, ‘How is physical education policy research working in different contexts?’, ‘What counts as policy research?’ and ‘Who is doing policy research?’ We examine how physical education policy research is being taken up across the U.S. and the orientation – or direction – those studies take. As such, we conclude by considering what directions, people, and elements are not included in the current orientation.
{"title":"Physical Education Policy Research in the United States: Setting a New Orientation","authors":"D. Landi, J. Walton-Fisette, S. Sutherland","doi":"10.1080/00336297.2020.1866042","DOIUrl":"https://doi.org/10.1080/00336297.2020.1866042","url":null,"abstract":"ABSTRACT In this critical reflection, we consider physical education policy research in the United States (U.S.) using a sociocritical lens. Our aim is to extend the discussion and critiques of physical education policy research by exploring how it is conducted in the U.S. Instead of asking ‘What is physical education policy research?’, we are more concerned with the complex, imbalanced, and unpredictable affects of physical education policy research in the U.S. Thus, we ask questions like, ‘How is physical education policy research working in different contexts?’, ‘What counts as policy research?’ and ‘Who is doing policy research?’ We examine how physical education policy research is being taken up across the U.S. and the orientation – or direction – those studies take. As such, we conclude by considering what directions, people, and elements are not included in the current orientation.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"59 1","pages":"45 - 62"},"PeriodicalIF":2.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77911218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/00336297.2021.1875248
James L. Nuzzo
ABSTRACT In 1973, Harriet Williams published in Quest on volunteer bias (self-selection bias) in kinesiology research. Williams’ evidence-based commentary included a discussion on sex differences in volunteerism. More recently, some exercise and sports scientists (ESS) have suggested investigator bias explains the lower proportion of female than male participants in ESS research. Here, I explain volunteer bias warrants consideration in contemporary discussions on female participation in ESS research. I discuss sex differences in willingness to participate in certain research and how this corresponds to sex differences in personality traits and interests. I explain that sex differences in disease prevalence and physical activity participation also likely contribute to sex differences in ESS research participation. I conclude that, moving forward, evidence-based historical interpretations of female participation in ESS research are required, and future research should seek to establish a causal model of ESS research participation that considers both investigator and volunteer bias.
{"title":"Volunteer Bias and Female Participation in Exercise and Sports Science Research","authors":"James L. Nuzzo","doi":"10.1080/00336297.2021.1875248","DOIUrl":"https://doi.org/10.1080/00336297.2021.1875248","url":null,"abstract":"ABSTRACT In 1973, Harriet Williams published in Quest on volunteer bias (self-selection bias) in kinesiology research. Williams’ evidence-based commentary included a discussion on sex differences in volunteerism. More recently, some exercise and sports scientists (ESS) have suggested investigator bias explains the lower proportion of female than male participants in ESS research. Here, I explain volunteer bias warrants consideration in contemporary discussions on female participation in ESS research. I discuss sex differences in willingness to participate in certain research and how this corresponds to sex differences in personality traits and interests. I explain that sex differences in disease prevalence and physical activity participation also likely contribute to sex differences in ESS research participation. I conclude that, moving forward, evidence-based historical interpretations of female participation in ESS research are required, and future research should seek to establish a causal model of ESS research participation that considers both investigator and volunteer bias.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"87 1","pages":"82 - 101"},"PeriodicalIF":2.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84238407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/00336297.2020.1869568
K. A. Richards, Ben D. Kern, Suzan F. Ayers, Amelia Mays Woods, K. Graber
ABSTRACT In line with trends in general education, physical education teacher education programs have faced lowering enrollments over the last few decades. These circumstances have led to the closure of some PETE programs while faculty members at others have been called to increase recruitment and retention efforts to reverse the negative enrollment trends. Unfortunately, there is relatively little in the published research related to recruitment and retention in PETE to guide these efforts. Connections have been made, however, between the recruitment and retention processes and occupational socialization theory. The purpose of this paper was to propose a conceptual framework for coordinating recruitment and retention efforts connected to the phases of occupational socialization theory. PETE faculty members and inservice teachers are identified as key recruitment agents. Implications for preservice teacher education and doctoral education are discussed, along with calls for further empirical research in this area.
{"title":"A Theoretically Informed Conceptual Framework for Recruitment and Retention in PETE","authors":"K. A. Richards, Ben D. Kern, Suzan F. Ayers, Amelia Mays Woods, K. Graber","doi":"10.1080/00336297.2020.1869568","DOIUrl":"https://doi.org/10.1080/00336297.2020.1869568","url":null,"abstract":"ABSTRACT In line with trends in general education, physical education teacher education programs have faced lowering enrollments over the last few decades. These circumstances have led to the closure of some PETE programs while faculty members at others have been called to increase recruitment and retention efforts to reverse the negative enrollment trends. Unfortunately, there is relatively little in the published research related to recruitment and retention in PETE to guide these efforts. Connections have been made, however, between the recruitment and retention processes and occupational socialization theory. The purpose of this paper was to propose a conceptual framework for coordinating recruitment and retention efforts connected to the phases of occupational socialization theory. PETE faculty members and inservice teachers are identified as key recruitment agents. Implications for preservice teacher education and doctoral education are discussed, along with calls for further empirical research in this area.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"19 1","pages":"63 - 81"},"PeriodicalIF":2.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82877298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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