Pub Date : 2023-01-02DOI: 10.1080/00336297.2022.2140441
R. Tinning
ABSTRACT This paper is a memoir of/for Daryl. A memoir is an historical account or biography written from personal knowledge. It provides my personal account of Daryl, the man, the physical educator, the intellectual, the teacher, and the scholar. In this account I trace Daryl’s work from when I first met him in 1981 and the major conceptual ideas that drove his research and scholarship. I discuss his commitment to behaviour analysis, his integrity and his politics. I try to convey the ways in which he thought about research and the world more generally. I also give an insight into Daryl the advisor and, in particular, what he meant for his international PhD students and how, through them, his influence spread across many countries of the world.
{"title":"Siedentop: A Memoir of the Man from Pomerene Hall","authors":"R. Tinning","doi":"10.1080/00336297.2022.2140441","DOIUrl":"https://doi.org/10.1080/00336297.2022.2140441","url":null,"abstract":"ABSTRACT This paper is a memoir of/for Daryl. A memoir is an historical account or biography written from personal knowledge. It provides my personal account of Daryl, the man, the physical educator, the intellectual, the teacher, and the scholar. In this account I trace Daryl’s work from when I first met him in 1981 and the major conceptual ideas that drove his research and scholarship. I discuss his commitment to behaviour analysis, his integrity and his politics. I try to convey the ways in which he thought about research and the world more generally. I also give an insight into Daryl the advisor and, in particular, what he meant for his international PhD students and how, through them, his influence spread across many countries of the world.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"101 1","pages":"86 - 95"},"PeriodicalIF":2.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86494860","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 : 2023-01-02DOI: 10.1080/00336297.2022.2139735
M. Metzler, M. O’Sullivan, Melissa Parker, J. Rink, Sandra A. Stroot, D. Tannehill, H. van der Mars, P. Ward
ABSTRACT In this article a cadre of Daryl’s former doctoral students and/or close colleagues from The Ohio State University offer their personal descriptions/interpretations of Daryl’s vision for physical education, physical education teacher education (PETE) and doctoral programming (D-PETE). Daryl mentored over 80 doctoral students at Ohio State, many of whom went on to be productive researchers, teachers, scholars and doctoral mentors themselves, allowing many of his seminal ideas to endure for more than four decades, and which are still considered “best practice” today in physical education and physical education teacher education around the world.
{"title":"Daryl Siedentop’s Enduring Legacy in PETE and D-PETE","authors":"M. Metzler, M. O’Sullivan, Melissa Parker, J. Rink, Sandra A. Stroot, D. Tannehill, H. van der Mars, P. Ward","doi":"10.1080/00336297.2022.2139735","DOIUrl":"https://doi.org/10.1080/00336297.2022.2139735","url":null,"abstract":"ABSTRACT In this article a cadre of Daryl’s former doctoral students and/or close colleagues from The Ohio State University offer their personal descriptions/interpretations of Daryl’s vision for physical education, physical education teacher education (PETE) and doctoral programming (D-PETE). Daryl mentored over 80 doctoral students at Ohio State, many of whom went on to be productive researchers, teachers, scholars and doctoral mentors themselves, allowing many of his seminal ideas to endure for more than four decades, and which are still considered “best practice” today in physical education and physical education teacher education around the world.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"57 1","pages":"16 - 28"},"PeriodicalIF":2.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75916031","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 : 2023-01-02DOI: 10.1080/00336297.2022.2132967
P. Ward, Shiri Ayvazo, P. Iserbyt
ABSTRACT Daryl Siedentop has been viewed as one of the most influential scholars in the fields of physical education and physical education teacher education. In this article, we examine his epistemological lens, behavior analysis that he used to underpin his research and practice. After an introduction to behavior analysis, we discuss his approach to conducting research, and then we discuss some of his more significant contributions to the fields, providing attention to backstories of his work, what the work was, and how it impacted the fields of physical education and teacher education. Throughout, we use examples to highlight his contributions to the two fields.
{"title":"Daryl Siedentop’s Epistemological Lens, and His Influence on the Fields of Physical Education and Teacher Education","authors":"P. Ward, Shiri Ayvazo, P. Iserbyt","doi":"10.1080/00336297.2022.2132967","DOIUrl":"https://doi.org/10.1080/00336297.2022.2132967","url":null,"abstract":"ABSTRACT Daryl Siedentop has been viewed as one of the most influential scholars in the fields of physical education and physical education teacher education. In this article, we examine his epistemological lens, behavior analysis that he used to underpin his research and practice. After an introduction to behavior analysis, we discuss his approach to conducting research, and then we discuss some of his more significant contributions to the fields, providing attention to backstories of his work, what the work was, and how it impacted the fields of physical education and teacher education. Throughout, we use examples to highlight his contributions to the two fields.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"82 1","pages":"5 - 15"},"PeriodicalIF":2.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90299788","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 : 2022-10-02DOI: 10.1080/00336297.2021.1967173
P. Ward, Shiri Ayvazo, Fatih Dervent, P. Iserbyt, Insook Kim
ABSTRACT This article is a response to Backman and Barker’s Re-thinking Pedagogical Content Knowledge for Physical Education Teachers-Implications for Physical Education Teacher Education. It affords us an opportunity to correct their misrepresentation of our research. Multiple perspectives on teaching and teacher education are necessary to advance the field because they provide different lenses to help us understand a particular phenomenon. However, there is a critical difference between interpretation and misrepresentation. Interpretation is the right due to all researchers to draw inferences. Misrepresentation, in contrast, is the attributing of positions and outcomes that are not supported by the empirical record. In making their case for phronesis in a 2020 publication, Backman and Barker used our research as the basis for their critique and in doing so, they misrepresented our body of research as well as the epistemology of Radical Behaviorism. We identify misrepresentations in their paper and address them using the empirical record.
{"title":"Correcting the Record: A Response to Backman and Barker (2020)","authors":"P. Ward, Shiri Ayvazo, Fatih Dervent, P. Iserbyt, Insook Kim","doi":"10.1080/00336297.2021.1967173","DOIUrl":"https://doi.org/10.1080/00336297.2021.1967173","url":null,"abstract":"ABSTRACT This article is a response to Backman and Barker’s Re-thinking Pedagogical Content Knowledge for Physical Education Teachers-Implications for Physical Education Teacher Education. It affords us an opportunity to correct their misrepresentation of our research. Multiple perspectives on teaching and teacher education are necessary to advance the field because they provide different lenses to help us understand a particular phenomenon. However, there is a critical difference between interpretation and misrepresentation. Interpretation is the right due to all researchers to draw inferences. Misrepresentation, in contrast, is the attributing of positions and outcomes that are not supported by the empirical record. In making their case for phronesis in a 2020 publication, Backman and Barker used our research as the basis for their critique and in doing so, they misrepresented our body of research as well as the epistemology of Radical Behaviorism. We identify misrepresentations in their paper and address them using the empirical record.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"264 1","pages":"319 - 334"},"PeriodicalIF":2.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74884376","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 : 2022-10-02DOI: 10.1080/00336297.2022.2139736
H. Lawson, E. Jones, K. Richards
ABSTRACT External developments and intra-professional needs, challenges, and opportunities recommend a workforce research and development agenda. In particular: (a) new models for schools necessitate customized, evidence-based curricula and school/community programs; (b) the effectiveness of every curriculum and program depends on workforce readiness, commitments, competency, adaptability, and retention; (c) the workforce thus is a social determinant for pediatric experiences and outcomes; (d) performance-based accountability requirements for evidence-based and data-informed programs and practices expose workforce-related gaps and illuminate needs for better designs; (e) because one size does not fit all, justifiable variability is a core problem for the profession’s members to address; and (f) strategic differentiation among teacher education programs in tandem with specialized school offerings necessitates better quality assurance mechanisms coordinated by state and national professional associations. Improved workforce specialization in service of better outcomes thus necessitates pivotal choices. Place-based, collaborative planning for collective action is a practical necessity.
{"title":"Prioritizing a Physical Education Workforce Research and Development Agenda","authors":"H. Lawson, E. Jones, K. Richards","doi":"10.1080/00336297.2022.2139736","DOIUrl":"https://doi.org/10.1080/00336297.2022.2139736","url":null,"abstract":"ABSTRACT External developments and intra-professional needs, challenges, and opportunities recommend a workforce research and development agenda. In particular: (a) new models for schools necessitate customized, evidence-based curricula and school/community programs; (b) the effectiveness of every curriculum and program depends on workforce readiness, commitments, competency, adaptability, and retention; (c) the workforce thus is a social determinant for pediatric experiences and outcomes; (d) performance-based accountability requirements for evidence-based and data-informed programs and practices expose workforce-related gaps and illuminate needs for better designs; (e) because one size does not fit all, justifiable variability is a core problem for the profession’s members to address; and (f) strategic differentiation among teacher education programs in tandem with specialized school offerings necessitates better quality assurance mechanisms coordinated by state and national professional associations. Improved workforce specialization in service of better outcomes thus necessitates pivotal choices. Place-based, collaborative planning for collective action is a practical necessity.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"264 1","pages":"359 - 373"},"PeriodicalIF":2.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74948730","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 : 2022-10-02DOI: 10.1080/00336297.2022.2158480
P. Ward, Shiri Ayvazo, Fatih Dervent, P. Iserbyt, Insook Kim
ABSTRACT In this response, we address issues they raised in their paper. We tackle the misrepresentation of our research and findings by further clarifying the applied behavior analytic framework underpinning our intervention studies; emphasize the substantial effects of improving the content knowledge of teachers; refute ideological positioning based on scholarly one-upmanship; and elaborate on the scientific growth of our understanding of CCK.
{"title":"Scholarship and Epistemology: A Response to Backman and Barker (2022)","authors":"P. Ward, Shiri Ayvazo, Fatih Dervent, P. Iserbyt, Insook Kim","doi":"10.1080/00336297.2022.2158480","DOIUrl":"https://doi.org/10.1080/00336297.2022.2158480","url":null,"abstract":"ABSTRACT In this response, we address issues they raised in their paper. We tackle the misrepresentation of our research and findings by further clarifying the applied behavior analytic framework underpinning our intervention studies; emphasize the substantial effects of improving the content knowledge of teachers; refute ideological positioning based on scholarly one-upmanship; and elaborate on the scientific growth of our understanding of CCK.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"1 1","pages":"339 - 343"},"PeriodicalIF":2.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91389665","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 : 2022-10-02DOI: 10.1080/00336297.2022.2149416
Long-fei Li, M. Moosbrugger, Elizabeth M. Mullin, Anni Wang, Michael Louis
ABSTRACT During the pandemic, sedentary behavior and social isolation threatened college students’ physical and mental health. The effectiveness of Sport Education on combinations of variables associated with well-being and physical activity was explored. Undergraduate students (N = 236) participated in a 15-week intervention; Sport Education (experimental) was compared to Direct Instruction (control). A structural equation modeling approach and Causal Mediation Analyses were conducted to test hypothesized models. A mixed factorial ANOVA was used to examine physical activity engagement. Sport Education students participated in physical activity significantly longer than the Direct Instruction group at posttest; student perceived role and task orientation significantly predicted physical activity engagement, social dysfunction, and perceived stress in the Sport Education condition. Given the climate, college students became more task-oriented, socially supported, and stress relieved through Sport Education. Future longitudinal and qualitative inquiries are encouraged to examine the effectiveness of Sport Education in motivating lifelong physical activity and well-being.
{"title":"Targeting Well-Being and Physical Activity through Sport Education in Higher Education","authors":"Long-fei Li, M. Moosbrugger, Elizabeth M. Mullin, Anni Wang, Michael Louis","doi":"10.1080/00336297.2022.2149416","DOIUrl":"https://doi.org/10.1080/00336297.2022.2149416","url":null,"abstract":"ABSTRACT During the pandemic, sedentary behavior and social isolation threatened college students’ physical and mental health. The effectiveness of Sport Education on combinations of variables associated with well-being and physical activity was explored. Undergraduate students (N = 236) participated in a 15-week intervention; Sport Education (experimental) was compared to Direct Instruction (control). A structural equation modeling approach and Causal Mediation Analyses were conducted to test hypothesized models. A mixed factorial ANOVA was used to examine physical activity engagement. Sport Education students participated in physical activity significantly longer than the Direct Instruction group at posttest; student perceived role and task orientation significantly predicted physical activity engagement, social dysfunction, and perceived stress in the Sport Education condition. Given the climate, college students became more task-oriented, socially supported, and stress relieved through Sport Education. Future longitudinal and qualitative inquiries are encouraged to examine the effectiveness of Sport Education in motivating lifelong physical activity and well-being.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"24 1","pages":"389 - 405"},"PeriodicalIF":2.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87753126","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 : 2022-10-02DOI: 10.1080/00336297.2022.2058566
E. Backman, D. Barker
ABSTRACT This paper is a comment to Ward et al. (2020) on the response to a previous paper in which we elaborate on a phronetic perspective on pedagogical content knowledge (PCK) in physical education. In our previous paper, we point to what we see as limitations in PCK-work in physical education. In their response, Ward et al. (2022) argue that we have misrepresented their research as well as the behaviorist epistemology. In this comment, we acknowledge distinctions in PCK-research that were not captured in our original paper. We also argue for why our understanding of the PCK-research was based on interpretations rather than a case of misrepresentation. Further, we argue for the constant acknowledgment of ideology in research. Finally, we discuss the need for clarity regarding the meaning of performance when viewed as content knowledge.
{"title":"Continuing the Conversation with Ward et al. (2022): Some Thoughts on Different Approaches to Epistemologically Grounded Questions","authors":"E. Backman, D. Barker","doi":"10.1080/00336297.2022.2058566","DOIUrl":"https://doi.org/10.1080/00336297.2022.2058566","url":null,"abstract":"ABSTRACT This paper is a comment to Ward et al. (2020) on the response to a previous paper in which we elaborate on a phronetic perspective on pedagogical content knowledge (PCK) in physical education. In our previous paper, we point to what we see as limitations in PCK-work in physical education. In their response, Ward et al. (2022) argue that we have misrepresented their research as well as the behaviorist epistemology. In this comment, we acknowledge distinctions in PCK-research that were not captured in our original paper. We also argue for why our understanding of the PCK-research was based on interpretations rather than a case of misrepresentation. Further, we argue for the constant acknowledgment of ideology in research. Finally, we discuss the need for clarity regarding the meaning of performance when viewed as content knowledge.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"15 1","pages":"335 - 338"},"PeriodicalIF":2.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88847779","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 : 2022-10-02DOI: 10.1080/00336297.2022.2142916
Emily M. Jones, H. Lawson, K. Richards
ABSTRACT Workforce initiatives are timely as physical education confronts multiple challenges, some of which can be reframed as opportunities. The operational research and development approach provided herewith builds on a companion analysis focused on agenda-setting. A systems framework identifies relationships among specialized components such as teacher education, doctoral programs, and school curricula/programs and highlights needs for coordinated, collective action among two or more workforce components. Operating under the banner of justifiable variability with accountability, pivotal choices must be made system wide and necessitate collective action strategies. Immediate priorities include collaborative leadership structures and quality controls provided by stronger professional associations.
{"title":"Operationalizing a Physical Education Workforce Research and Development Agenda","authors":"Emily M. Jones, H. Lawson, K. Richards","doi":"10.1080/00336297.2022.2142916","DOIUrl":"https://doi.org/10.1080/00336297.2022.2142916","url":null,"abstract":"ABSTRACT Workforce initiatives are timely as physical education confronts multiple challenges, some of which can be reframed as opportunities. The operational research and development approach provided herewith builds on a companion analysis focused on agenda-setting. A systems framework identifies relationships among specialized components such as teacher education, doctoral programs, and school curricula/programs and highlights needs for coordinated, collective action among two or more workforce components. Operating under the banner of justifiable variability with accountability, pivotal choices must be made system wide and necessitate collective action strategies. Immediate priorities include collaborative leadership structures and quality controls provided by stronger professional associations.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"11 1","pages":"374 - 388"},"PeriodicalIF":2.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81841845","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 : 2022-09-20DOI: 10.1080/00336297.2022.2101495
Sarah Barnes, Yuka Nakamura, P. Safai
ABSTRACT The purpose of this article is to explore how social forces related to the corporatization of universities play out at the granular level of institutional mission and vision statements in the racialized context of Canadian Kinesiology. The stated aims of Canadian Kinesiology academic units (N = 36) were collected from their public-facing websites, and we conducted a critical discourses analysis of our evidence. We argue that mission and vision statements construct Kinesiology as an altruistic and impactful scholarly project and conceal the contested nature of health, scientific knowledge, and community engagement in the field. Careful analysis of the data, with particular attention paid to that which is unspoken, silenced or erased, highlights how these guiding declarations can renew the field’s underlying racial and colonial logics. To conclude, we note instances when programs use institutional statements to unsettle dominant scripts and open possibilities to work toward a more progressive and just Kinesiology.
{"title":"Constructing “Kin” Citizens: An Investigation of Canadian Kinesiology Programs’ Mission and Vision Statements","authors":"Sarah Barnes, Yuka Nakamura, P. Safai","doi":"10.1080/00336297.2022.2101495","DOIUrl":"https://doi.org/10.1080/00336297.2022.2101495","url":null,"abstract":"ABSTRACT The purpose of this article is to explore how social forces related to the corporatization of universities play out at the granular level of institutional mission and vision statements in the racialized context of Canadian Kinesiology. The stated aims of Canadian Kinesiology academic units (N = 36) were collected from their public-facing websites, and we conducted a critical discourses analysis of our evidence. We argue that mission and vision statements construct Kinesiology as an altruistic and impactful scholarly project and conceal the contested nature of health, scientific knowledge, and community engagement in the field. Careful analysis of the data, with particular attention paid to that which is unspoken, silenced or erased, highlights how these guiding declarations can renew the field’s underlying racial and colonial logics. To conclude, we note instances when programs use institutional statements to unsettle dominant scripts and open possibilities to work toward a more progressive and just Kinesiology.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"12 1","pages":"344 - 358"},"PeriodicalIF":2.8,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76483016","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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