Expert Perspectives on the Future of Physical Education in Higher Education

Lorusso, Jenna R.; Richards, K. Andrew R.

doi:10.1080/00336297.2017.1359789

Cited by 20 publications

(7 citation statements)

References 44 publications

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“…Most undergraduate students who enrol in PETE do so with the intention of becoming a PE teacher. Those who have other career ambitions related to human movement typically major in exercise science or a more general kinesiology programme (Lorusso and Richards, 2017). Related to their diverse background experiences, however, participants in this study espoused a variety of future career aspirations, many of which did not directly relate to teaching APE.…”

Section: Resultsmentioning

confidence: 99%

Recruitment and initial socialization into adapted physical education teacher education

Richards

Wilson

2019

European Physical Education Review

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While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical education teachers (5 males, 12 females). Data were collected through two individual interviews with each participant and autobiographical essay writing. Results revealed similarities and differences in the recruitment of adapted physical educators and physical education generalists. Specific themes included: (a) individuals with disabilities were the most powerful socializing agents; (b) both positive and negative experiences in sport and physical education facilitated recruitment; (c) an incomplete apprenticeship of observation framed recruitment; and (d) participants had different background experiences and espoused diverse career goals. Results are discussed with implications focusing on the socialization of both physical educators and adapted physical education specialists.

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Section: Resultsmentioning

confidence: 99%

Recruitment and initial socialization into adapted physical education teacher education

Richards

Wilson

2019

European Physical Education Review

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“…They argue that appreciative inquiry has the potential to enrich the body of knowledge in the field by providing new lines of inquiry around change. This argument has been supported by Lorusso and Richards (2018) who recently argued that appreciative inquiry may be a pathway towards a sustainable future for PESP because it provides a means through which to develop an attitude of flexibility, compromise and cooperation in academic work. They consider appreciative inquiry to be an 'especially exciting and potentially fruitful endeavour' (Lorusso and Richards, 2018, p.132) as it encourages collaborative innovations so that individuals become committed to the innovations they helped create.…”

Section: Introductionmentioning

confidence: 99%

Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology

Sargent

Casey

2019

Sport, Education and Society

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“…The role of physical education within the broader field of kinesiology likewise needs further examination and discussion so as to better understand how the two relate and work toward a more comprehensive mission. This is particularly the case relative to PETE's positioning as a marginal subdiscipline in contexts where their enrollments are low and they do not have the resources needed to invest in program growth (Lorusso & Richards, 2018;McLoughlin et al, 2019). While the way in which this happens is beyond our scope, we offer it as a way to temper our own commentary and position discussions about recruitment and retention within the larger social system that frames physical education in the U.S. and around the world.…”

Section: Conclusion and Final Thoughtsmentioning

confidence: 96%

A Theoretically Informed Conceptual Framework for Recruitment and Retention in PETE

Richards

Kern

Ayers

et al. 2021

Quest

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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.

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Expert Perspectives on the Future of Physical Education in Higher Education

Cited by 20 publications

References 44 publications

Recruitment and initial socialization into adapted physical education teacher education

Recruitment and initial socialization into adapted physical education teacher education

Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology

A Theoretically Informed Conceptual Framework for Recruitment and Retention in PETE

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