Pub Date : 2022-07-03DOI: 10.1080/00336297.2022.2091462
A. Maher, Samantha Parkinson, Alana Thomson
ABSTRACT School–based placements have been identified as important for personal and professional development, supporting prospective teachers to critically (re)consider and disrupt normative and ableist practices. Antonio Gramsci’s concept of cultural hegemony was used in this research to explore the influence of a special school placement on prospective teachers’ beliefs about the nature, purpose, and value of physical education (PE) for pupils with special educational needs and disabilities (SEND). Twenty-six prospective teachers from England participated in focus groups prior to and after placement in a special school. Focus group audio recordings were transcribed verbatim and analyzed thematically. Our findings suggest that special school field experiences can contribute toward disrupting hegemonic beliefs about the nature, purpose, and value of PE, and allow prospective teachers to develop more critical, diverse, and nuanced understandings of PE, which may be crucial for providing more inclusive PE experiences for pupils with SEND in both special and mainstream settings. Saying that, we end by offering a note of caution about the transferability and permanence of ideological change, calling for future research that explores the long-term influence of special school placements and transfer to mainstream schools.
{"title":"The Influence of a Special School Placement on Prospective Teachers’ Views About the Nature, Purpose, and Value of Physical Education in England: A Gramscian Critique","authors":"A. Maher, Samantha Parkinson, Alana Thomson","doi":"10.1080/00336297.2022.2091462","DOIUrl":"https://doi.org/10.1080/00336297.2022.2091462","url":null,"abstract":"ABSTRACT School–based placements have been identified as important for personal and professional development, supporting prospective teachers to critically (re)consider and disrupt normative and ableist practices. Antonio Gramsci’s concept of cultural hegemony was used in this research to explore the influence of a special school placement on prospective teachers’ beliefs about the nature, purpose, and value of physical education (PE) for pupils with special educational needs and disabilities (SEND). Twenty-six prospective teachers from England participated in focus groups prior to and after placement in a special school. Focus group audio recordings were transcribed verbatim and analyzed thematically. Our findings suggest that special school field experiences can contribute toward disrupting hegemonic beliefs about the nature, purpose, and value of PE, and allow prospective teachers to develop more critical, diverse, and nuanced understandings of PE, which may be crucial for providing more inclusive PE experiences for pupils with SEND in both special and mainstream settings. Saying that, we end by offering a note of caution about the transferability and permanence of ideological change, calling for future research that explores the long-term influence of special school placements and transfer to mainstream schools.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"37 1","pages":"266 - 284"},"PeriodicalIF":2.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77457761","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 : 2022-07-03DOI: 10.1080/00336297.2022.2100266
Chen Chen
ABSTRACT This paper maps the ethical complexities underlying the internationalization of sport management programs in Global North universities. Drawing upon postcolonial theory, critical internationalization studies, and studies of global ethics, I review the current articulations that concern the internationalization of sport management programs and highlight the limitations therein – that is, they are primarily articulated from a liberal global imaginary. In introducing the critical and decolonial ethics frameworks, I present some alternative possibilities to envision internationalization practices and policies in sport management programs. Sport management scholars and educators located in Global North institutions are encouraged to confront the ethical challenges of internationalization and generate more globally accountable ways of “doing” internationalization.
{"title":"Internationalization for Whom and for What? Ethical Questions for Sport Management Programs in Global North Universities","authors":"Chen Chen","doi":"10.1080/00336297.2022.2100266","DOIUrl":"https://doi.org/10.1080/00336297.2022.2100266","url":null,"abstract":"ABSTRACT This paper maps the ethical complexities underlying the internationalization of sport management programs in Global North universities. Drawing upon postcolonial theory, critical internationalization studies, and studies of global ethics, I review the current articulations that concern the internationalization of sport management programs and highlight the limitations therein – that is, they are primarily articulated from a liberal global imaginary. In introducing the critical and decolonial ethics frameworks, I present some alternative possibilities to envision internationalization practices and policies in sport management programs. Sport management scholars and educators located in Global North institutions are encouraged to confront the ethical challenges of internationalization and generate more globally accountable ways of “doing” internationalization.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"45 1","pages":"299 - 318"},"PeriodicalIF":2.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76715384","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 : 2022-07-03DOI: 10.1080/00336297.2022.2092880
D. Knudson
ABSTRACT Multidisciplinary electronic databases are increasingly relied upon to compile evidence for original research and systematic reviews; however, little is known about how these services influence the visibility of kinesiology research. Citation metrics, index coverage, and subject categories of 100 kinesiology-related journals were examined using the 2020 Journal Citation Reports™ service of Clarivate Web of Science™ (WoS). Most of the journals were assigned subject categories emphasizing biomedical and multidisciplinary sciences, rather than humanities and behavioral/social sciences by WoS. WoS journal citation data were substantially skewed and there was incomplete indexing of articles in these journals, with journal issues typically unindexed for 5–11 years and more. There were substantial differences in median citation rates across the subdisciplines and subject categories of these journals. There is bias in the WoS coverage, indexing, subject categories, and citations to research published in kinesiology journals. Multiple databases should be carefully searched to ensure scholars find and utilize the breadth and depth of evidence and knowledge published in kinesiology journals.
多学科电子数据库越来越依赖于原始研究和系统评价的证据汇编;然而，很少有人知道这些服务如何影响运动机能学研究的知名度。使用Clarivate Web of Science™(WoS)的2020年期刊引文报告™服务，对100种与人体运动学相关的期刊的引文指标、索引覆盖率和主题类别进行了检查。世界卫生组织分配的大多数期刊的主题类别强调生物医学和多学科科学，而不是人文科学和行为/社会科学。WoS期刊引文数据严重偏斜，这些期刊文章的索引不完整，期刊期刊通常在5-11年甚至更长时间内未被索引。这些期刊的不同子学科和主题类别的中位数被引率存在显著差异。在运动机能学期刊上发表的WoS覆盖范围、索引、主题类别和引用中存在偏差。应该仔细搜索多个数据库，以确保学者发现并利用在运动机能学期刊上发表的证据和知识的广度和深度。
{"title":"What Kinesiology Research is Most Visible to the Academic World?","authors":"D. Knudson","doi":"10.1080/00336297.2022.2092880","DOIUrl":"https://doi.org/10.1080/00336297.2022.2092880","url":null,"abstract":"ABSTRACT Multidisciplinary electronic databases are increasingly relied upon to compile evidence for original research and systematic reviews; however, little is known about how these services influence the visibility of kinesiology research. Citation metrics, index coverage, and subject categories of 100 kinesiology-related journals were examined using the 2020 Journal Citation Reports™ service of Clarivate Web of Science™ (WoS). Most of the journals were assigned subject categories emphasizing biomedical and multidisciplinary sciences, rather than humanities and behavioral/social sciences by WoS. WoS journal citation data were substantially skewed and there was incomplete indexing of articles in these journals, with journal issues typically unindexed for 5–11 years and more. There were substantial differences in median citation rates across the subdisciplines and subject categories of these journals. There is bias in the WoS coverage, indexing, subject categories, and citations to research published in kinesiology journals. Multiple databases should be carefully searched to ensure scholars find and utilize the breadth and depth of evidence and knowledge published in kinesiology journals.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"3 1","pages":"285 - 298"},"PeriodicalIF":2.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76681983","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 : 2022-07-01DOI: 10.1080/00336297.2022.2085590
Zack Beddoes, E. Jones
ABSTRACT Improvement efforts in physical education have often targeted complex issues through a singular, unidimensional lens. This strategy is less effective given the interrelated and complex relationship among the physical education systems and its components. Systems planning dynamics are underrepresented in the literature, but considerations for the interrelated physical education system components using this framework may help in shaping a more desirable future. Framed by systems thinking, a collective action approach focuses on various systems components that can lead to innovation and improvement. This analysis revisits the idea of a “physical education system” as an analytical, action-oriented centerpiece. The purpose of this theoretical paper is to present and justify collective action as an essential aspect of improving physical education teacher education (PETE) and to recommend a three-pathways approach for collective action strategies across and within PETE programs. If physical education is to function as a unified entity, PETE programs will need to model collective action and prepare students for this important work.
{"title":"Enhancing Collective Action in Physical Education Teacher Education: A Three-Pathways Approach","authors":"Zack Beddoes, E. Jones","doi":"10.1080/00336297.2022.2085590","DOIUrl":"https://doi.org/10.1080/00336297.2022.2085590","url":null,"abstract":"ABSTRACT Improvement efforts in physical education have often targeted complex issues through a singular, unidimensional lens. This strategy is less effective given the interrelated and complex relationship among the physical education systems and its components. Systems planning dynamics are underrepresented in the literature, but considerations for the interrelated physical education system components using this framework may help in shaping a more desirable future. Framed by systems thinking, a collective action approach focuses on various systems components that can lead to innovation and improvement. This analysis revisits the idea of a “physical education system” as an analytical, action-oriented centerpiece. The purpose of this theoretical paper is to present and justify collective action as an essential aspect of improving physical education teacher education (PETE) and to recommend a three-pathways approach for collective action strategies across and within PETE programs. If physical education is to function as a unified entity, PETE programs will need to model collective action and prepare students for this important work.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"1 1","pages":"251 - 265"},"PeriodicalIF":2.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88318240","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 : 2022-07-01DOI: 10.1080/00336297.2022.2080082
T. Newman, Fernando Santos, Scott Pierce, Karen E. Collins, Virginia Mercier
ABSTRACT Literature discussing youth sport coaching indicates the importance of a holistic coaching approach, particularly related to the use of positive youth development (PYD) approaches promoting the development and transfer of life skills. However, in the shadow of recent sociopolitical movements such as Black Lives Matter and Me Too, raised awareness of mental health concerns and an ongoing global pandemic, there are calls for a reimagined perspective of PYD through a social justice worldview. The purpose of the current article is to posit how coach education programs and coach development systems can inclusively meet the diverse needs of coaches, youth athletes, and society alike. Specifically, two questions guided the development of this article: 1) Why should coach education and coach development integrate social justice life skills? and 2) How may social justice life skills be integrated into coach education and coach development? Ultimately, as researchers and coach developers, we must not only be advocates for social justice in youth sports, but critically engaged activists who progress youth – and societal – development forward.
{"title":"Coach Education and Coach Development within a Contemporary Social Justice Society: Implications for Future Research and Potential Pitfalls","authors":"T. Newman, Fernando Santos, Scott Pierce, Karen E. Collins, Virginia Mercier","doi":"10.1080/00336297.2022.2080082","DOIUrl":"https://doi.org/10.1080/00336297.2022.2080082","url":null,"abstract":"ABSTRACT Literature discussing youth sport coaching indicates the importance of a holistic coaching approach, particularly related to the use of positive youth development (PYD) approaches promoting the development and transfer of life skills. However, in the shadow of recent sociopolitical movements such as Black Lives Matter and Me Too, raised awareness of mental health concerns and an ongoing global pandemic, there are calls for a reimagined perspective of PYD through a social justice worldview. The purpose of the current article is to posit how coach education programs and coach development systems can inclusively meet the diverse needs of coaches, youth athletes, and society alike. Specifically, two questions guided the development of this article: 1) Why should coach education and coach development integrate social justice life skills? and 2) How may social justice life skills be integrated into coach education and coach development? Ultimately, as researchers and coach developers, we must not only be advocates for social justice in youth sports, but critically engaged activists who progress youth – and societal – development forward.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"36 1","pages":"234 - 250"},"PeriodicalIF":2.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84778310","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 : 2022-05-26DOI: 10.1080/00336297.2022.2026425
J. Larkin, Elizabeth Whyte, Scott Thomas
ABSTRACT This scoping review assesses participation in exercise interventional research in cancer by kinesiology affiliates. Eligible studies included cancer patients/survivors who were participating in an exercise or training intervention involving a kinesiologist or equivalent. The search of MEDLINE, Embase, Scopus, PsycINFO, SPORTDiscus, and CINAHL yielded 220 eligible studies published between 2002 and 2020 which included 7,475 breast cancer, 2,390 prostate cancer, 4,098 mixed cancer, and 2,123 other cancer participants. The kinesiologist affiliates identified as exercise physiologists (42%), exercise specialists (14%), exercise trainers (26%) and kinesiologists (18%). Kinesiology affiliates implement and supervise interventional research contributing to evidence generation and patient care. Documentation of their contributions may enhance acceptance of kinesiologist affiliates in clinical research and health care for people with cancer and cancer survivors.
{"title":"Kinesiologists in Clinical Exercise Interventional Research for Patients with Cancer: A Scoping Review","authors":"J. Larkin, Elizabeth Whyte, Scott Thomas","doi":"10.1080/00336297.2022.2026425","DOIUrl":"https://doi.org/10.1080/00336297.2022.2026425","url":null,"abstract":"ABSTRACT This scoping review assesses participation in exercise interventional research in cancer by kinesiology affiliates. Eligible studies included cancer patients/survivors who were participating in an exercise or training intervention involving a kinesiologist or equivalent. The search of MEDLINE, Embase, Scopus, PsycINFO, SPORTDiscus, and CINAHL yielded 220 eligible studies published between 2002 and 2020 which included 7,475 breast cancer, 2,390 prostate cancer, 4,098 mixed cancer, and 2,123 other cancer participants. The kinesiologist affiliates identified as exercise physiologists (42%), exercise specialists (14%), exercise trainers (26%) and kinesiologists (18%). Kinesiology affiliates implement and supervise interventional research contributing to evidence generation and patient care. Documentation of their contributions may enhance acceptance of kinesiologist affiliates in clinical research and health care for people with cancer and cancer survivors.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"13 1","pages":"221 - 233"},"PeriodicalIF":2.8,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87541874","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 : 2022-04-03DOI: 10.1080/00336297.2022.2068448
Luciana Zuest
ABSTRACT For the 31st Delphine Hanna Lecture, this paper draws parallels between Dr. Delphine Hanna’s approach to establishing physical education’s professional legitimacy in the late 1800s to the field’s current quest for social and cultural relevance. Drawing on the concept of precarity, the paper outlines society’s current challenges and argues that the physical education field remains disconnected from the lived experiences of young people. In the spirit of hope and purpose, the paper suggests physical education professionals can learn from the innovative and interdisciplinary path Dr. Hanna forged during her trailblazing career. As one potential example of what this approach may look like today, the author highlights the lesson learned from the Weight Inclusive Thinking (WIT) project – an interdisciplinary effort to promote body size diversity across physical activity settings.
{"title":"Physical Education and the Quest for Relevance in the Age of Precarity: Lessons from the Weight Inclusive Thinking Project (WIT)","authors":"Luciana Zuest","doi":"10.1080/00336297.2022.2068448","DOIUrl":"https://doi.org/10.1080/00336297.2022.2068448","url":null,"abstract":"ABSTRACT For the 31st Delphine Hanna Lecture, this paper draws parallels between Dr. Delphine Hanna’s approach to establishing physical education’s professional legitimacy in the late 1800s to the field’s current quest for social and cultural relevance. Drawing on the concept of precarity, the paper outlines society’s current challenges and argues that the physical education field remains disconnected from the lived experiences of young people. In the spirit of hope and purpose, the paper suggests physical education professionals can learn from the innovative and interdisciplinary path Dr. Hanna forged during her trailblazing career. As one potential example of what this approach may look like today, the author highlights the lesson learned from the Weight Inclusive Thinking (WIT) project – an interdisciplinary effort to promote body size diversity across physical activity settings.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"26 1","pages":"137 - 151"},"PeriodicalIF":2.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75321852","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 : 2022-04-03DOI: 10.1080/00336297.2022.2068449
T. L. Goh
ABSTRACT Research in Comprehensive School Physical Activity Program (CSPAP) has evolved over the past decade. A goal of CSPAP is to provide opportunities for children and adolescents to engage in at least 60 minutes of physical activity through school-based physical activity programs. Therefore, the purpose of this article is to provide an overview of the history of CSPAP, and to situate the author’s work within the timeline of the expansive CSPAP research from the past to present. Possibilities of CSPAP research will also be shared in this article.
{"title":"School Physical Activity Programming – Past, Present, and Future","authors":"T. L. Goh","doi":"10.1080/00336297.2022.2068449","DOIUrl":"https://doi.org/10.1080/00336297.2022.2068449","url":null,"abstract":"ABSTRACT Research in Comprehensive School Physical Activity Program (CSPAP) has evolved over the past decade. A goal of CSPAP is to provide opportunities for children and adolescents to engage in at least 60 minutes of physical activity through school-based physical activity programs. Therefore, the purpose of this article is to provide an overview of the history of CSPAP, and to situate the author’s work within the timeline of the expansive CSPAP research from the past to present. Possibilities of CSPAP research will also be shared in this article.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"550 1","pages":"155 - 164"},"PeriodicalIF":2.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77142610","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 : 2022-04-03DOI: 10.1080/00336297.2022.2049611
D. Delk
ABSTRACT In my address as the 41st Dudley A. Sargent lecturer, I urged my colleagues to prioritize recruiting, educating, retaining, and training the next generation of kinesiology faculty. With a keen interest in supporting the educational pursuits of Black students, I challenged current scholars to nurture future kinesiology professionals across the social-ecological model. I further highlighted the work of successful bridge programs aimed at honing the talent of undergraduate students from Historically Black Colleges and Universities to assist in their entry and matriculation through the doctorate. Lastly, I presented the Connections of Success Tree to illustrate pairs of intrapersonal and interpersonal characteristics and relationships that can lead to responsible strengthening and diversification of the field through collective work.
在我作为第41届Dudley A. Sargent讲师的演讲中，我敦促我的同事们优先招聘、教育、保留和培训下一代运动机能学教师。出于对支持黑人学生的教育追求的强烈兴趣，我向当前的学者提出挑战，要求他们在社会生态模型中培养未来的运动学专业人士。我进一步强调了成功的桥梁项目的工作，这些项目旨在磨练来自传统黑人学院和大学的本科生的才能，以帮助他们进入大学并通过博士学位。最后，我提出了成功树的连接，以说明对个人和人际特征和关系，可以导致负责任的加强和多样化的领域通过集体工作。
{"title":"Aspirations for Ujima: Fortifying the Kinesiology Profession through a Social-Ecological Paradigm","authors":"D. Delk","doi":"10.1080/00336297.2022.2049611","DOIUrl":"https://doi.org/10.1080/00336297.2022.2049611","url":null,"abstract":"ABSTRACT In my address as the 41st Dudley A. Sargent lecturer, I urged my colleagues to prioritize recruiting, educating, retaining, and training the next generation of kinesiology faculty. With a keen interest in supporting the educational pursuits of Black students, I challenged current scholars to nurture future kinesiology professionals across the social-ecological model. I further highlighted the work of successful bridge programs aimed at honing the talent of undergraduate students from Historically Black Colleges and Universities to assist in their entry and matriculation through the doctorate. Lastly, I presented the Connections of Success Tree to illustrate pairs of intrapersonal and interpersonal characteristics and relationships that can lead to responsible strengthening and diversification of the field through collective work.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"1 1","pages":"167 - 179"},"PeriodicalIF":2.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74761076","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 : 2022-03-04DOI: 10.1080/00336297.2022.2036206
Mijoo Kim
ABSTRACT There is a lack of research on girls’ physical activity (PA) in secondary schools in East Asian contexts, and in South Korea in particular, where the PA rates of adolescents are considerably low, especially for females. The purpose of this study was to investigate South Korean physical education (PE) teachers’ and female secondary school students’ beliefs about what influences girls’ PA participation with a particular focus on relational factors. Employing the theory of planned behavior (TpB) and a qualitative research design, data were collected from six PE teachers and 12 female students in public middle schools and high schools in South Korea through demographic questionnaires, a series of semi-structured interviews with teachers and students, and non-participant observations of the PE teachers’ classes. Using thematic analysis with TpB to guide the coding, findings indicated that relationships with classmates and teachers influenced girls’ PA engagement in PE in complex ways, yielding meaningful pedagogical implications.
{"title":"Relationships: Are They Bridges or Barriers to Physical Activity in Physical Education Class for South Korean Female Secondary School Students?","authors":"Mijoo Kim","doi":"10.1080/00336297.2022.2036206","DOIUrl":"https://doi.org/10.1080/00336297.2022.2036206","url":null,"abstract":"ABSTRACT There is a lack of research on girls’ physical activity (PA) in secondary schools in East Asian contexts, and in South Korea in particular, where the PA rates of adolescents are considerably low, especially for females. The purpose of this study was to investigate South Korean physical education (PE) teachers’ and female secondary school students’ beliefs about what influences girls’ PA participation with a particular focus on relational factors. Employing the theory of planned behavior (TpB) and a qualitative research design, data were collected from six PE teachers and 12 female students in public middle schools and high schools in South Korea through demographic questionnaires, a series of semi-structured interviews with teachers and students, and non-participant observations of the PE teachers’ classes. Using thematic analysis with TpB to guide the coding, findings indicated that relationships with classmates and teachers influenced girls’ PA engagement in PE in complex ways, yielding meaningful pedagogical implications.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"8 1","pages":"123 - 134"},"PeriodicalIF":2.8,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82103083","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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