The Legacy and Influence of Catherine D. Ennis’s Value Orientations Research

Abstract

In this article, the authors examine work conducted on 6 value orientations in physical education pioneered by Dr. Catherine D. Ennis and her colleagues. After providing an overview they focus on areas and methods of VOI research, specifically descriptions and comparisons (gender, teachers’ experience, school level, nationality, location, level of training, race, and physical activity background), the influence of value orientations on pedagogy (content and instructional models), and interventions (curricula and physical education teacher education). They conclude with suggestions for further research.

“My mindset has completely shifted from asking what to asking why and how”: Influence of two effective and expert teachers’ value orientations on their curricula and pedagogies

“…disciplinary mastery and learning process) or affective (i.e. social responsibility, self-actualization, social reconstruction, and ecological integration) (Curtner-Smith et al, 2018). These earlier findings, however, may have been a function of an overreliance on a version of the value orientation inventory to categorize teachers’ value orientations, given that earlier qualitative work suggested that teachers favoring pairs of affective value orientations did so while also assuming that their job was to teach content (Chen and Ennis, 1996; Curtner-Smith et al, 2018; Ennis, 1992a, 1992b, 1994a, 1994b; Ennis et al, 1992).…”

“…social responsibility, self-actualization, social reconstruction, and ecological integration) (Curtner-Smith et al, 2018). These earlier findings, however, may have been a function of an overreliance on a version of the value orientation inventory to categorize teachers’ value orientations, given that earlier qualitative work suggested that teachers favoring pairs of affective value orientations did so while also assuming that their job was to teach content (Chen and Ennis, 1996; Curtner-Smith et al, 2018; Ennis, 1992a, 1992b, 1994a, 1994b; Ennis et al, 1992). In line with others (Gillespie, 2011; Sofo and Curtner-Smith, 2010; Timken and van der Mars, 2009), we believe that teachers’ value orientations are more accurately portrayed when qualitative as well as quantitative methods are employed.…”

“…Readers of this paper should be aware that the authors had a very good understanding of the six value orientations prior to the study commencing having published, arguably, the most in-depth review of the research conducted on these different philosophical perspectives to date (Curtner-Smith et al, 2018), and featured them in the PETE they had delivered. In addition, readers should know that at the time the study was completed the first author favored the disciplinary mastery, social responsibility, and self-actualization value orientations in her own teaching.…”

“…Findings that were by-products of and extrapolated from studies of the socialization of preservice and in-service teachers and prospective PE teacher education (PETE) faculty also indicated that value orientations influenced the instructional and curriculum models favored by participants (Curtner-Smith et al, 2018). Progressive teachers with beliefs that included elements from the disciplinary mastery, learning process, social responsibility, self-actualization, and social reconstruction orientations taught through a number of models including the multi-activity, movement education, peer teaching, sport education, personal system of instruction, health-related fitness, and teaching games for understanding (TGfU) models (Prior and Curtner-Smith, 2020a, 2020b).…”

Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes

“…Jewett, Bain, and Ennis [7] indicated that five value orientations influenced the teaching practice of physical education teachers, including disciplinary mastery, self-actualization, learning process, social reconstruction, and ecological integration. Later, in the early 1990s, social responsibility was added by Ennis and her research team to become the sixth value orientation [8]. Teachers who prioritize the social responsibility value orientation could focus on both individual development and sociocultural goals, and they believe that their main goal is to teach students personal and responsibility.…”