Pub Date : 2021-09-24DOI: 10.1080/00336297.2021.1970594
Luciana Zuest, Sae-Mi Lee, Juliana Leedeman, Shuang Li, D. Clifford
ABSTRACT The purpose of this study was to examine university recreation center (URC) leaders’ perceptions of their URC climate and the strategies used to promote body size diversity. The study’s secondary goal was to explore the URC leaders’ plans and professional development needs to further promote body size diversity and inclusion in their URCs. 141 URC leaders from 37 states in the U.S. participated in a cross-sectional survey. Overall, participants perceived their URCs to have an inclusive climate for people in larger bodies. URC leaders reported adopting strategies consistent with research recommendations for creating inclusive environments. However, there were some misaligned priorities regarding changes needed to establish a more inclusive space for people in diverse bodies. Given previous research recommendations, we advocate that URC leaders shift their focus to more cost-effective efforts that can be feasible to implement and impactful in ensuring the inclusion of people with diverse body sizes in recreation spaces.
{"title":"Promoting Body Size Diversity in University Recreation Centers","authors":"Luciana Zuest, Sae-Mi Lee, Juliana Leedeman, Shuang Li, D. Clifford","doi":"10.1080/00336297.2021.1970594","DOIUrl":"https://doi.org/10.1080/00336297.2021.1970594","url":null,"abstract":"ABSTRACT The purpose of this study was to examine university recreation center (URC) leaders’ perceptions of their URC climate and the strategies used to promote body size diversity. The study’s secondary goal was to explore the URC leaders’ plans and professional development needs to further promote body size diversity and inclusion in their URCs. 141 URC leaders from 37 states in the U.S. participated in a cross-sectional survey. Overall, participants perceived their URCs to have an inclusive climate for people in larger bodies. URC leaders reported adopting strategies consistent with research recommendations for creating inclusive environments. However, there were some misaligned priorities regarding changes needed to establish a more inclusive space for people in diverse bodies. Given previous research recommendations, we advocate that URC leaders shift their focus to more cost-effective efforts that can be feasible to implement and impactful in ensuring the inclusion of people with diverse body sizes in recreation spaces.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"47 1","pages":"357 - 374"},"PeriodicalIF":2.8,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78909072","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 : 2021-09-07DOI: 10.1080/00336297.2021.1965892
P. Ward, Erhan Devrilmez, Shiri Ayvazo, Fatih Dervent, Yaohui He, P. Iserbyt, Levent Ince, Insook Kim, Bomna Ko, Weidong Li, E. Tsuda
ABSTRACT Transnational research involves research in one country that benefits that country, and where the findings are compared to the extant studies in the larger field. It also involves the search for common effects and situational influences (i.e., country and culture-specific) toward a particular research topic. In this study we examine the transnational collaboration among 11 (5 female and 6 male) researchers located in five countries conducting research in seven countries for the past 18 years. Our purpose is to elucidate relationships among the team members. First, we use social network analysis to examine our publishing and presentation productivity. Second, we use a community of practice framework to understand our collaboration and scholarly relationships. Social network analysis showed that we are a strong decentralized social network with work shared across all members. Our community of practice analysis highlighted shared values, our shared impact, professional and personal rewards and challenges.
{"title":"A Transnational Research Collaboration: A Social Network Analysis and Perspectives on Our Community of Practice","authors":"P. Ward, Erhan Devrilmez, Shiri Ayvazo, Fatih Dervent, Yaohui He, P. Iserbyt, Levent Ince, Insook Kim, Bomna Ko, Weidong Li, E. Tsuda","doi":"10.1080/00336297.2021.1965892","DOIUrl":"https://doi.org/10.1080/00336297.2021.1965892","url":null,"abstract":"ABSTRACT Transnational research involves research in one country that benefits that country, and where the findings are compared to the extant studies in the larger field. It also involves the search for common effects and situational influences (i.e., country and culture-specific) toward a particular research topic. In this study we examine the transnational collaboration among 11 (5 female and 6 male) researchers located in five countries conducting research in seven countries for the past 18 years. Our purpose is to elucidate relationships among the team members. First, we use social network analysis to examine our publishing and presentation productivity. Second, we use a community of practice framework to understand our collaboration and scholarly relationships. Social network analysis showed that we are a strong decentralized social network with work shared across all members. Our community of practice analysis highlighted shared values, our shared impact, professional and personal rewards and challenges.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"19 1","pages":"342 - 356"},"PeriodicalIF":2.8,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85373784","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 : 2021-08-12DOI: 10.1080/00336297.2021.1957691
B. Block, Kanae Haneishi, E. Zarco, Esther Prados Megías
ABSTRACT In this age of racial inequality, dehumanization, social unrest, and calls for social justice, society needs an educational space in schools that emphasizes awareness of self and diverse others and acceptance practices. Expanding the higher education PETE curriculum to include movements and activities that place students as subjects of their own first-person subjective experiences will lead to the cultivation of mindfulness, motivation, and meaning within social, historical, and cultural contexts, and promote positive connections with self and others. The authors introduce a Thirdspace with practical strategies related to PETE programmatic reform that draws upon Eastern and Western movement forms that can lead to self-awareness, humanization, inner peace, and respect for others.
{"title":"Thirdspace Movement Concepts in Physical Education Teacher Education","authors":"B. Block, Kanae Haneishi, E. Zarco, Esther Prados Megías","doi":"10.1080/00336297.2021.1957691","DOIUrl":"https://doi.org/10.1080/00336297.2021.1957691","url":null,"abstract":"ABSTRACT In this age of racial inequality, dehumanization, social unrest, and calls for social justice, society needs an educational space in schools that emphasizes awareness of self and diverse others and acceptance practices. Expanding the higher education PETE curriculum to include movements and activities that place students as subjects of their own first-person subjective experiences will lead to the cultivation of mindfulness, motivation, and meaning within social, historical, and cultural contexts, and promote positive connections with self and others. The authors introduce a Thirdspace with practical strategies related to PETE programmatic reform that draws upon Eastern and Western movement forms that can lead to self-awareness, humanization, inner peace, and respect for others.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"25 1","pages":"323 - 341"},"PeriodicalIF":2.8,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88924676","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 : 2021-07-03DOI: 10.1080/00336297.2021.1944231
Louis Harrison, Laura Azzarito, S. Hodge
ABSTRACT The current state of research in kinesiology scholarship is largely void of empirical research that counters deficit thinking from a social justice perspective. The purpose of this paper is to interrogate the social justice agenda in kinesiology, and to suggest directions for the future of social justice research in our fields. First, we offer clarification of social justice and discuss how researchers might challenge dominant (majoritarian) discourses through critical interrogation of oppression and privilege, particularly in the United States (U.S.). We further suggest the utilization of a critical theoretical framework in conducting research and in challenging the prevalent deficit orientation of research engaging historically and contemporarily marginalized U.S. populations (e.g., people of color, women, and individuals with disabilities). Even more importantly, the lens through which the research is viewed must be adjusted to fully grasp the pertinent issues.
{"title":"Social Justice in Kinesiology, Health, and Disability","authors":"Louis Harrison, Laura Azzarito, S. Hodge","doi":"10.1080/00336297.2021.1944231","DOIUrl":"https://doi.org/10.1080/00336297.2021.1944231","url":null,"abstract":"ABSTRACT The current state of research in kinesiology scholarship is largely void of empirical research that counters deficit thinking from a social justice perspective. The purpose of this paper is to interrogate the social justice agenda in kinesiology, and to suggest directions for the future of social justice research in our fields. First, we offer clarification of social justice and discuss how researchers might challenge dominant (majoritarian) discourses through critical interrogation of oppression and privilege, particularly in the United States (U.S.). We further suggest the utilization of a critical theoretical framework in conducting research and in challenging the prevalent deficit orientation of research engaging historically and contemporarily marginalized U.S. populations (e.g., people of color, women, and individuals with disabilities). Even more importantly, the lens through which the research is viewed must be adjusted to fully grasp the pertinent issues.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"12 1","pages":"225 - 244"},"PeriodicalIF":2.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88427666","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 : 2021-06-15DOI: 10.1080/00336297.2021.1927767
B. Block
ABSTRACT The aim of this theoretical discussion is to examine leader and follower dynamics within the context of the aesthetics of the everyday philosophy. The author theorizes that leadership is an everyday aesthetic and, if practiced well, will lead to beautiful leading. The aesthetics of the everyday – a postmodern and pluralistic philosophy – honors the beauty in the everyday and is a way to unravel the complexities of leadership studies. Supporting this theory are Chinese and African ideas that promote the idea that good moral, harmonious, and ethical conduct constitutes the inclusion of different categories of aesthetics that include social interactions. Everyday aesthetics puts into practice embodied knowing and intersubjectivity through the recognition and analysis of negative, ambient, and social aesthetics. The aesthetics of the everyday is grounded in the notion that we are embodied and bring our first-person perspectives and experiences with us to the university. The author uses this reflective philosophy to challenge Kinesiology leaders and followers to relate to each other in ways that lead to equality and justice for marginalized populations.
{"title":"Situating Leadership in the Aesthetics of the Everyday in Higher Education Kinesiology","authors":"B. Block","doi":"10.1080/00336297.2021.1927767","DOIUrl":"https://doi.org/10.1080/00336297.2021.1927767","url":null,"abstract":"ABSTRACT The aim of this theoretical discussion is to examine leader and follower dynamics within the context of the aesthetics of the everyday philosophy. The author theorizes that leadership is an everyday aesthetic and, if practiced well, will lead to beautiful leading. The aesthetics of the everyday – a postmodern and pluralistic philosophy – honors the beauty in the everyday and is a way to unravel the complexities of leadership studies. Supporting this theory are Chinese and African ideas that promote the idea that good moral, harmonious, and ethical conduct constitutes the inclusion of different categories of aesthetics that include social interactions. Everyday aesthetics puts into practice embodied knowing and intersubjectivity through the recognition and analysis of negative, ambient, and social aesthetics. The aesthetics of the everyday is grounded in the notion that we are embodied and bring our first-person perspectives and experiences with us to the university. The author uses this reflective philosophy to challenge Kinesiology leaders and followers to relate to each other in ways that lead to equality and justice for marginalized populations.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"2 1","pages":"209 - 224"},"PeriodicalIF":2.8,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87859673","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 : 2021-06-11DOI: 10.1080/00336297.2021.1915351
Zack Beddoes, Keven A. Prusak, A. Beighle, Todd R. Pennington
ABSTRACT The potent combination of a global pandemic, crises involving human and civil rights, economic shortfalls, and public policy challenges has import for the field of physical education. The time has arrived for physical education professionals to engage in planning for a more desirable future. One aim of this paper is to provide a theoretical analysis of systems thinking and planning dynamics, which focus on whole-part relationships because changes in one component in the physical education system influence and are influenced by others. These systems dynamics recommend a dual strategy: (a) collective action focused on malleable systems components (e.g., teacher education, school programs); and (b) a long-term plan launched with short-term, achievable goals that enable “small wins” in one part of the system on the way to big systems change gains. A second aim to this analysis is to consider how professional learning communities (PLCs) provide a collective action strategy for improvements in school programs, some of which qualify as “small wins” with the potential for big, systems changes. This potential for PLCs is explored in the ensuing theoretical paper (Part II), which concludes with practical suggestions, while inviting companion research and development initiatives with the potential for systems improvements.
{"title":"Utilizing School-based, Professional Learning Communities to Enhance Physical Education Programs and Facilitate Systems Change (Part 1)","authors":"Zack Beddoes, Keven A. Prusak, A. Beighle, Todd R. Pennington","doi":"10.1080/00336297.2021.1915351","DOIUrl":"https://doi.org/10.1080/00336297.2021.1915351","url":null,"abstract":"ABSTRACT The potent combination of a global pandemic, crises involving human and civil rights, economic shortfalls, and public policy challenges has import for the field of physical education. The time has arrived for physical education professionals to engage in planning for a more desirable future. One aim of this paper is to provide a theoretical analysis of systems thinking and planning dynamics, which focus on whole-part relationships because changes in one component in the physical education system influence and are influenced by others. These systems dynamics recommend a dual strategy: (a) collective action focused on malleable systems components (e.g., teacher education, school programs); and (b) a long-term plan launched with short-term, achievable goals that enable “small wins” in one part of the system on the way to big systems change gains. A second aim to this analysis is to consider how professional learning communities (PLCs) provide a collective action strategy for improvements in school programs, some of which qualify as “small wins” with the potential for big, systems changes. This potential for PLCs is explored in the ensuing theoretical paper (Part II), which concludes with practical suggestions, while inviting companion research and development initiatives with the potential for systems improvements.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"78 1","pages":"283 - 293"},"PeriodicalIF":2.8,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73844398","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 : 2021-06-11DOI: 10.1080/00336297.2021.1927632
Zack Beddoes, Keven A. Prusak, A. Beighle, Todd R. Pennington
ABSTRACT Systems change literacy includes the willingness and ability to engage in collective action within and among system components, guided by long-term plans and measured by short-term, achievable “small wins.” While potentially perceived as too “high level” or abstract, it can be helpful to consider that collective action occurs within three units of analysis: (a) people; (b) organizations; and, (c) cross-sector partnerships. Collective action formations are place-based and context-dependent. Professional learning communities (PLCs) can be structured accordingly and potentially utilized for planning and action-oriented advocacy at the district and school levels. This paper represents a theoretical analysis of an action-oriented, structured framework for guiding local advocacy within school-based PLCs. The herein proposed Advocacy Model delineates collective action toward policy change or social promotion as dual functions of effective advocacy. Additionally, six action items for local advocacy are considered within a structured, school-based PLC.
{"title":"Utilizing School-based, Professional Learning Communities to Enhance Physical Education Programs and Facilitate Systems Change (Part 2)","authors":"Zack Beddoes, Keven A. Prusak, A. Beighle, Todd R. Pennington","doi":"10.1080/00336297.2021.1927632","DOIUrl":"https://doi.org/10.1080/00336297.2021.1927632","url":null,"abstract":"ABSTRACT Systems change literacy includes the willingness and ability to engage in collective action within and among system components, guided by long-term plans and measured by short-term, achievable “small wins.” While potentially perceived as too “high level” or abstract, it can be helpful to consider that collective action occurs within three units of analysis: (a) people; (b) organizations; and, (c) cross-sector partnerships. Collective action formations are place-based and context-dependent. Professional learning communities (PLCs) can be structured accordingly and potentially utilized for planning and action-oriented advocacy at the district and school levels. This paper represents a theoretical analysis of an action-oriented, structured framework for guiding local advocacy within school-based PLCs. The herein proposed Advocacy Model delineates collective action toward policy change or social promotion as dual functions of effective advocacy. Additionally, six action items for local advocacy are considered within a structured, school-based PLC.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"17 1","pages":"294 - 305"},"PeriodicalIF":2.8,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87079238","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 : 2021-05-13DOI: 10.1080/00336297.2021.1917428
Wesley J. Wilson, Elizabeth A. Theriot, K. A. Richards, Alyssa M. Trad, Lauren Schriner
ABSTRACT Adapted physical activity-based service-learning programs that pair kinesiology and physical education preservice professionals alongside people with impairments are common across college and university settings. It is critical, however, that these programs be developed in a way that meets the needs and educational interests of both university and community stakeholder groups. Grounded in experiential learning theory and an inclusion framework based on relational ethics, the purpose of this paper is to propose empirically- and theoretically-informed recommendations to guide the development, implementation, and ongoing evaluation of adapted physical activity-based service-learning programs for people with impairments. In presenting our conceptual understanding through a new model, we pose three generative questions related to the requirements of service-learning and developing programs for and with both preservice kinesiology professionals and members of the community being served. We conclude with recommendations for research related to the model that is presented.
{"title":"Experiential Learning and Inclusion Through Service-Learning: Recommendations for Kinesiology to Support Students and People with Impairments","authors":"Wesley J. Wilson, Elizabeth A. Theriot, K. A. Richards, Alyssa M. Trad, Lauren Schriner","doi":"10.1080/00336297.2021.1917428","DOIUrl":"https://doi.org/10.1080/00336297.2021.1917428","url":null,"abstract":"ABSTRACT Adapted physical activity-based service-learning programs that pair kinesiology and physical education preservice professionals alongside people with impairments are common across college and university settings. It is critical, however, that these programs be developed in a way that meets the needs and educational interests of both university and community stakeholder groups. Grounded in experiential learning theory and an inclusion framework based on relational ethics, the purpose of this paper is to propose empirically- and theoretically-informed recommendations to guide the development, implementation, and ongoing evaluation of adapted physical activity-based service-learning programs for people with impairments. In presenting our conceptual understanding through a new model, we pose three generative questions related to the requirements of service-learning and developing programs for and with both preservice kinesiology professionals and members of the community being served. We conclude with recommendations for research related to the model that is presented.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"45 1","pages":"245 - 263"},"PeriodicalIF":2.8,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90244263","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 : 2021-05-10DOI: 10.1080/00336297.2021.1915350
Shannon Pennington, K. A. Richards, Alyssa M. Trad, K. Gaudreault, K. Graber
ABSTRACT Although much is known about teachers’ workplace experiences, lives, and careers through socialization research, few efforts have been made to apply this body of knowledge to develop conceptual frameworks to guide research and practice. Grounded in role socialization theory, the purpose of this paper is to propose the Developing Resilience and Enhancing Appraisals of Mattering conceptual framework. This framework focuses on developing four interconnected socioemotional skills among elementary level, non-core subject teachers. Key skills include: (a) emotional regulation and display, (b) caring and listening, (c) relationship building, and (d) advocacy. Ultimately, developing these socioemotional skills can help increase teachers’ resilience and the perception that they and the subject they teach matter. Both theoretical grounding and practical application of the conceptual framework are provided as well as recommendations for research and practice. Applications relative to teacher education and continuing professional development are addressed.
{"title":"Developing Resilience and Enhancing Appraisals of Mattering: A Conceptual Framework for Elementary Level, Non-core Subject Teachers","authors":"Shannon Pennington, K. A. Richards, Alyssa M. Trad, K. Gaudreault, K. Graber","doi":"10.1080/00336297.2021.1915350","DOIUrl":"https://doi.org/10.1080/00336297.2021.1915350","url":null,"abstract":"ABSTRACT Although much is known about teachers’ workplace experiences, lives, and careers through socialization research, few efforts have been made to apply this body of knowledge to develop conceptual frameworks to guide research and practice. Grounded in role socialization theory, the purpose of this paper is to propose the Developing Resilience and Enhancing Appraisals of Mattering conceptual framework. This framework focuses on developing four interconnected socioemotional skills among elementary level, non-core subject teachers. Key skills include: (a) emotional regulation and display, (b) caring and listening, (c) relationship building, and (d) advocacy. Ultimately, developing these socioemotional skills can help increase teachers’ resilience and the perception that they and the subject they teach matter. Both theoretical grounding and practical application of the conceptual framework are provided as well as recommendations for research and practice. Applications relative to teacher education and continuing professional development are addressed.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"44 1","pages":"264 - 282"},"PeriodicalIF":2.8,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90658177","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 : 2021-05-05DOI: 10.1080/00336297.2021.1915352
Kelly L. Simonton, K. A. Richards, Nicholas S. Washburn
ABSTRACT While more developed in the general education literature, research on teacher emotions represents an understudied area in physical education (PE) literature. Understanding the idiosyncrasies of PE teacher emotions represents an important direction for future research as teacher emotions have been linked to teaching effectiveness, job satisfaction, and personal wellbeing. Also, teacher emotions influence teacher-student relationships, which impact student motivation and learning. Accordingly, the purpose of this paper is to express the role of emotions in teachers’ lives, discuss the antecedents and consequences of teacher emotions, and propose a conceptual framework for understanding PE teacher emotions that account for the dynamic, evolving, and complex contexts in which teachers work. Specifically, appraisal theory is used to identify and understand teachers’ emotions and ecological dynamic systems theory is used to position these emotions within teachers’ classrooms and their sociopolitical and cultural experiences. Current research is reviewed and recommendations for research and practice proposed.
{"title":"Understanding Emotion in Physical Education Teaching: A Conceptual Framework for Research and Practice","authors":"Kelly L. Simonton, K. A. Richards, Nicholas S. Washburn","doi":"10.1080/00336297.2021.1915352","DOIUrl":"https://doi.org/10.1080/00336297.2021.1915352","url":null,"abstract":"ABSTRACT While more developed in the general education literature, research on teacher emotions represents an understudied area in physical education (PE) literature. Understanding the idiosyncrasies of PE teacher emotions represents an important direction for future research as teacher emotions have been linked to teaching effectiveness, job satisfaction, and personal wellbeing. Also, teacher emotions influence teacher-student relationships, which impact student motivation and learning. Accordingly, the purpose of this paper is to express the role of emotions in teachers’ lives, discuss the antecedents and consequences of teacher emotions, and propose a conceptual framework for understanding PE teacher emotions that account for the dynamic, evolving, and complex contexts in which teachers work. Specifically, appraisal theory is used to identify and understand teachers’ emotions and ecological dynamic systems theory is used to position these emotions within teachers’ classrooms and their sociopolitical and cultural experiences. Current research is reviewed and recommendations for research and practice proposed.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"31 1","pages":"306 - 322"},"PeriodicalIF":2.8,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74780869","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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