DSpace Repository :: Browsing by Author "Sinelnikov, Oleg A."

Browsing by Author "Sinelnikov, Oleg A."

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Advancing sport education: the influence of negotiations prior to se, within se, and students’ autobiographical memories of multiple seasons
(University of Alabama Libraries, 2015) Wahl-Alexander, Zachary; Curtner-Smith, Matthew; Sinelnikov, Oleg A.; University of Alabama Tuscaloosa
All teaching includes a series of negotiations between teachers and student. Within traditional direct instruction, most negotiations are initiated by students. Such student-initiated negotiations tend to be negative in nature and aimed at changing or altering instructional tasks so that they are less demanding, reduce the performance standards for task completion, and modify the context in which the tasks are to be carried out. Furthermore, the pattern of student-initiated negotiations appears to vary within different curriculum models. Within Sport Education, a pedagogical model designed around “play education,” aimed at teaching sport, games, and physical education, there tend to be few negotiations based upon the indirect style of the model. This dissertation examined the influence of a training program on the ability of Pre-Service Teachers (PTs) to negotiate, the impact of one purposefully negotiated season of Sport Education on a teacher and his 18 students, and middle school students’ recollections of their participation in a significant number of Sport Education seasons over a period of 5 years. Data were collected by employing a wide variety of qualitative techniques including informal and formal interviews, focus group interviews, stimulated recall interviews, document analysis, reflective journaling, writing samples, and participant and non-participant observations. Data were analyzed using analytic induction and constant comparison. The major key findings were as follows: (a) the training program was effective in that it enhanced PTs’ ability to negotiate with their students, (b) a purposefully negotiated SE season was largely successful and the indications were that SE provided an excellent framework on which to build such a unit, (c) adherence to the central features of Sport Education and meaningful participation in several iterations of quality Sport Education seasons may be required for students to move closer to achieving the lofty goals of the model for students to become competent, literate and enthusiastic sportspeople. All findings indicate the numerous benefits of the Sport Education model.
An analysis of U.S. and Korea newspaper coverage on athletes with disabilities during the 2008 Beijing Paralympics
(University of Alabama Libraries, 2012) Baek, Seung Yup; Hardin, L. Brent; University of Alabama Tuscaloosa
The first purpose of this study was to examine how athletes with disabilities have been described and portrayed in the newspaper coverage during the 2008 Beijing Paralympic Games. The second purpose of this study was to explore the socio-cultural perspectives and ideals on athletes with disabilities in the newspaper coverage during the 2008 Beijing Paralympic Games from the U.S. and Korean newspapers. The last purpose of this study was to compare newspaper coverage from the U.S. and Korea newspaper on how the newspapers differently and similarly described and presented athletes with disabilities. For completion of these purposes, this study has examined and analyzed the newspaper texts and photographs during the 2008 Beijing Paralympic Games. This study was involved in the 14 days of newspapers from September 3rd to 22nd, 2008, in USA Today from the U.S. and 15 days of newspapers from September 3rd to 22nd, 2008 in Donga Ilbo from South Korea during the 2008 Beijing Paralympic Games. The results showed that: (1) Hegemony of able bodied and male athletes exists in the newspaper coverage in USA Today and Donga Ilbo; (2) Athletes with disabilities and female athletes have been received less attention in newspaper coverage than able bodied and male athletes; (3) The coverage of USA Today on athletes with disabilities and disability sport during the 2008 Beijing Paralympic Games have been trivialized and marginalized; (4) The treatment of female athletes with disabilities have depicted as passive image in Donga Ilbo, whereas no treatment in USA Today; (5) Lack of newsworthiness on athletes with disabilities in USA Today was found; and (6) Gender and race issues in the newspaper coverage in USA Tdoay and Donga Ilbo are still present. For further research, the newspaper coverage in other countries during the Paralympic Games will be helpful to confirm the treatment and description on athletes with disabilities and disability sports. In addition, the study that examines the coverage on athletes with disabilities through the Internet site which is dominated in current period will be required because of impact of technological current period.
Assessment in physical education
(University of Alabama Libraries, 2018) Starck, Jenna Rae; Sinelnikov, Oleg A.; Richards, K. Andrew R.; University of Alabama Tuscaloosa
The utilization and practice of assessment in physical education has recently been targeted as the missing ingredient in the teaching-learning process. Although some progress has been made towards the use of alternative assessment, preservice and inservice teachers’ assessment practices are far from being educationally productive. Therefore, guided by occupational socialization theory and the assessment literacy framework, this dissertation explored how preservice and inservice teachers understand and enact beliefs of assessment. In study 1, a research-based conceptual framework is presented for helping preservice teachers develop assessment literacy. Arguments for developing assessment literacy are couched in occupational socialization theory to help overcome barriers to the adoption and use of assessment practices. Further, a four phase model is provided for physical education teacher education programs to integrate assessment progressively across a program toward the goal of promoting assessment literacy.Study 2 investigated the influence of workplace factors and teachers’ conceptions of assessment on the extent to which they report integrating quality assessment into their practice. Survey data from 90 inservice physical education teachers from Alabama were analyzed through Ordinary Least Squares regression. Specifically, teachers’ perceived quality of assessment was regressed on workplace factors (perceived organizational support, marginalization, and class size) and conceptions of assessment. The first regression model (adjusted R2 = .08) did not include any significant predictors, therefore a second was run to examine if workplace factors and conceptions of assessment could be used to predict the belief that assessment improves education. In the second model (adjusted R2 = .66) the following variables were significant: assessment makes schools accountable, assessment makes students accountable, assessment is irrelevant, marginalization, and perceived organizational support. Study 3 investigated how six preservice physical education teachers understood and enacted the message system (assessment, pedagogy, and curriculum) while employing the Sport Education model. The model was taught to elementary students during a seven week early field experience, totaling 540 instructional minutes. Data collection methods comprised of interviews (formal, focus group, and informal), passive participation observation, weekly journals, critical incidents, document collection, and video recordings of Sport Education lessons. Results of the study included three themes: (a) the structure and features of the Sport Education model and informal assessment were driving forces of instructional decisions, (b) the Sport Education model was a driving force of formal assessment, and (c) although valuing assessment, the preservice teachers demonstrated low literacy upon implementation of assessment.
An awakening: the life history of a female physical educator, coach, and administrator
(University of Alabama Libraries, 2016) Fowler, Vivian; Hardin, L. Brent; University of Alabama Tuscaloosa
The purpose of this dissertation was to examine the experiences of a female athlete, physical educator, and higher education administrator born the in the 1930s through the use of life history research. This study documents her life history as a female athlete, physical educator, administrator, and a coach who was working during the Civil Rights Movement and the passing of Title IX. Through qualitative life history methods this participant was interviewed extensively via a variety of naturalistic techniques. The collected data of her life history were analyzed and her story is retold at length in her own words. The data from her life history are also organized into themes that chronicle her journey through sport and athletics as a female athlete, teacher, coach, and administrator for sixty-five years from 1937 to 2002.
College wheelchair athletes' reflections on their physical education experiences
(University of Alabama Libraries, 2010) Hargreaves, Jean Ann; Hardin, L. Brent; University of Alabama Tuscaloosa
This study examined the reflections of 10 college wheelchair athletes with physical disabilities on their prior physical education experiences in elementary, middle, and high school. Using qualitative techniques, each participant was interviewed individually twice and then two separate focus group interviews were held. Each participant brought an artifact with them to their assigned focus group interview that represented their prior physical education experiences. Both the individual and focus group interviews were designed to establish how these college wheelchair athletes with physical disabilities reflect back on their prior physical education experiences. Using analytic induction, the data analysis revealed five themes: (a) the participants felt they were included in physical education, but not really equally and meaningfully; (b) physical fitness testing was the most remembered physical education experience; (c) the participants' sporting experiences were recognized by the school; (d) overall, the participants' physical education experiences were enjoyable; and (e) the participants have suggestions for physical educators on including individuals with disabilities in physical education. Also, within four of these overall themes, several sub-themes emerged. Although this study was limited to the reflections of these 10 college wheelchair athletes with physical disabilities on their prior physical education experiences, the themes found in this study provide a basis for future studies on how individuals with physical disabilities experience physical education.
Congruence of practice in Alabama schools with national and state policy texts for physical education
(University of Alabama Libraries, 2009) Asola, Eugene Fadola; Curtner-Smith, Matthew; University of Alabama Tuscaloosa
Case study work on the occupational socialization of physical education teachers in Alabama suggests a major incongruence between official, policy-described physical education and actual practice. To counter the negative effects of occupational socialization, Curtner-Smith (2009) suggested that sport pedagogists follow the lead of Evans and Penney in the United Kingdom (e.g., Penney, 2008) and Rink and associates in the United States (e.g., Rink & Mitchell, 2002) taking more of an activist approach in their work by engaging in research with a political/policy focus. The purposes of this study were to (a) describe what was occurring in the name of physical education in the state of Alabama and (b) illustrate discrepancies between teachers' practice and national and state policy texts. Two hundred forty-eight physical education teachers (137 elementary, 74 middle school, and 37 high school teachers) completed the Physical Education in Alabama Survey (PEAS), a 20-item instrument designed to obtain demographic and programmatic information about physical education teachers and teaching in Alabama. Frequency counts were made and percentages calculated for forced-choice answer questions on the PEAS. Analytic induction was used to code and categorize data generated by open-ended questions. Frequency counts were then made and percentages calculated for each inductive category. Key findings were that physical education programs in Alabama were often congruent with national and state policy in terms of teachers' role emphasis, stated goals and objectives, and assessment techniques when formal evaluation was carried out. Time allocated for the subject was also equal to or exceeded national and state minimums at the elementary and middle school levels. Conversely, areas of non-compliance or which often contradicted national and state policy texts were formal grading criteria, the allocation of time for pupils to engage in "free play," and content. A concerning number of teachers were not certified to teach physical education or conduct formal evaluations. Class sizes were much larger than suggested or required at many elementary and middle schools. Major implications included the need for improved physical education teacher education, state enforcement of its own existing policy, and state provision of more rigorous guidelines regarding content and curriculum models.
Effect of Coach Education on Coaches' Perspectives and Practices
(University of Alabama Libraries, 2022) Barnes, Colin S.; Curtner-Smith, Matthew D.; University of Alabama Tuscaloosa
I investigated progressive coach education program (CEP) effectiveness on youth soccer coaches for their coaching practices and beliefs on heading guidelines. Data were collected using mixed methods, including two systematic observation instruments (the Instrument for Identifying Teaching Styles, and the Coach Analysis Intervention System), non-participant observations, informal and formal interviews, and document analysis. The first study described (a) how one grassroots youth soccer coach was influenced by a progressive CEP and (b) the factors that supported or negated the CEP's effectiveness. The CEP had little influence on his beliefs and pedagogies; his professional socialization was too weak to overcome his acculturation or organizational socialization. He noted enjoyment of the indirect pedagogies employed by the coach educators and interest in the content they taught. The second study described (a) how two grassroots youth soccer coaches were influenced by a progressive coach education program (CEP) and (b) the factors that supported or negated the program's effectiveness. The CEP made an impact on only one coaches' beliefs and pedagogies. His professional socialization aligned with his acculturation and organizational socialization, while the other coach's acculturation or organizational socialization was too strong to be impacted by the CEP. They both enjoyed the indirect pedagogies during the CEP, including the format and community of practice. The third study described nine youth soccer coaches' pedagogical responses to the implementation of the United States Soccer Federation's new guidelines on heading. Specifically, I determined (a) What were the coaches' perspectives and practices regarding the coaching of heading? and (b) What factors shaped the coaches' perspectives and practices? Differences in coaches' acculturation, professional socialization, and organizational socialization were responsible for the coaches' differing responses to the guidelines on heading and resulted in their assignment to one of three groups: rejectors, acceptors, and skeptics. This research highlights the reality of learning for youth soccer coaches and importance of coach educators understanding the individuals they will come in contact with during CEP, as well as the need for lengthy of CEPs and follow-up support. Encouraging signs of youth coaches' preference for learner-centered education and the educators who conducted the CEPs was shown.
Effect of occupational socialization, waivers, exemptions, and substitutions on physical education curricula
(University of Alabama Libraries, 2016) Prior, Laura; Curtner-Smith, Matthew; University of Alabama Tuscaloosa
Physical education teachers’ beliefs and values have been shown to be shaped by three types of socialization: acculturation, professional socialization, and organizational socialization. To our knowledge, there are no studies directly aimed at examining the relationships between physical education teacher socialization, teacher beliefs, and curriculum development. In addition, granting of waivers, exemptions, and substitutions (WESs) appears to be on the increase and impacting curriculum design. The present study investigated the influence of occupational socialization on both elementary and secondary physical education teachers’ beliefs and curricula as well as examining WES in physical education. Participants included 14 elementary physical education teachers and 16 secondary physical education teachers. Additional participants included one state Department of Education official, eight principals, two assistant principals, six students, and six parents from three school districts in which WES were permitted and prevalent. Data collection methods were comprised of formal and informal interviews, focus group interviews, observations, film snippets, fictional curriculum plans, and official documents. Data were reduced to key themes by employing standard interpretive methods. Using occupational socialization theory, three groups of teachers were identified: non-teachers, conservatives, and progressives. Each teacher group was closely aligned to orientations for teaching and coaching. Orientations had been formed during their acculturation and were largely untouched or reinforced by their physical education teacher education (PETE) and the cultures in which they worked generally supported the non-teachers’ perspective. Three forms of WES were identified: those that involved students participating in in-school activities and out-of-school activities in lieu of physical education, and innovative waivers that gave administrators the power to curtail provision of the subject. WES were primarily favored by everyone, with the exception of most physical education teachers. WES evolved from marginalization of physical education in relation to academic subjects and competitive sport, as well as poor physical education. The findings provided clues as to how the cycle of poor and non-teaching produced by the current pattern of socialization into physical education might be broken. Practical implications focused on the need for careful selection of preservice teachers, ways in which to deliver PETE, and the need for increased accountability in schools
Effects of purposeful negotiation of the physical education curriculum on one teacher and a middle school minority class (girls, boys, and mixed-gender)
(University of Alabama Libraries, 2015) Guadalupe, Tasha Denecke; Curtner-Smith, Matthew; University of Alabama Tuscaloosa
Previous research has indicated that more democratic approaches to teaching in the physical education classroom build equity and create the necessary space for students to develop their voice in the physical education curriculum. The purpose of the current study was to examine the effects of purposefully negotiating the physical education curriculum on one teacher and a middle school class. Participants were three middle school teachers with varied teaching experience and a single middle school class for each teacher of either girls, boys, or mixed genders. Three theoretical perspectives guided data collection and analysis: critical feminism, hegemonic masculinity, and critical tradition. Data were collected through a variety of qualitative techniques: non-participant observation, stimulated recall interviews, reflective journal, formal interviews, informal interviews, focus group interviews, and critical incident reports. Analytic induction and constant comparison were used to analyze the data. Findings revealed that more professional development needs to be provided with ongoing mentor support to effectively incorporate democratic approaches in the physical education classroom. Further, the first study’s results indicated that, in an all-girls class, negotiation empowered and motivated the students to participate, as well as encouraging the lower skilled girls to participate in the process equally with higher skilled girls. The second study’s results were similar, reinforcing the suggestion that hegemonic masculinity can be partially negated through participation in a negotiated curriculum and that higher skilled boys can reconnect with their lower skilled peers. The third study showed that curriculum negotiation can be successfully implemented in mixed gender classes, allowing lower skilled boys and girls to reconnect with the curriculum. This research reinforces that building student voice and creating space for a symbiotic relationship between the teacher and students is a critical component in enhancing student engagement.
An Examination of Motivation within Models Based Practices
(University of Alabama Libraries, 2024) Dennis, Meghan Elizabeth; Sinelnikov, Oleg A.
The focus of this research was to examine the role and function of motivation within models-based practices with physical education (PE). Data were collected through a mixed methods approach, including the Preferred Reporting Items for Systematic reviews and Met-Analyses (PRISMA) protocols for systematic reviews, the systematic observation instrument, The Multidimensional Motivational Comate Observation System (MMCOS), non-participant observations, formal and informal interviews, critical incident reflections, and document analysis. The purpose of study one was to provide a systematic review and synthesis of motivational research within hybrid pedagogical models within the existing literature. Key findings found seventeen studies focusing on motivational research within hybrid pedagogical models revealing that hybrid pedagogical models, generally, promoted an increase of motivation within PE settings. Specifically, when framed using Self-Determination Theory (SDT), and Achievement Goal Theory (AGT), this review showed that empirical evidence largely supports claims that hybrid pedagogical models positively impacts motivational outcomes in PE. The purposes of study two were to (a) describe and examine pre-service teachers (PTs)’ intended motivational goals, and (b) to examine the related teacher-created motivational environment within a Sport Education (SE) season. Results revealed that PTs’ motivational goals change throughout the SE season existing on a spectrum between an empowering mastery climate or an ego-involving performance-based climate. Additionally, results of the teacher- created motivational environment support that of previous findings that measured master- and performance-oriented climates would increase as the season progressed. The aim of study three was to investigate the impact of an intervention program on teachers’ intended motivational goals during a hybrid SE/Teaching Games for Understanding (TGfU) season. Specifically, to (a) examine how creating a mastery climate influences pre-service teachers’ motivational goals throughout the season, and (b) to explore the measured teacher-created motivational climate in the context of the intervention program. Results of this study support that the use of direct clinical supervision can help PTs in the creation of a learning environment that fosters a mastery, autonomy-supportive environment.
Exploring High Stakes edTPA in Physical Education Teacher Education
(University of Alabama Libraries, 2020) Baxter, Deborah Suzanne; Sinelnikov, Oleg A.; University of Alabama Tuscaloosa
Educational reforms, such as the Educative Teacher Performance Assessment (edTPA) have affected not only classroom learning, but also curriculum and programs within teacher education institutions. Utilizing multiple case study design and action research to study the effects of edTPA, the focus of this research was to explore the perspectives of university physical education teacher education (PETE) faculty and changes made to PETE programs, examine and deconstruct PETE students’ socialization experiences, and engage in action research to determine the condition of my position regarding edTPA implementation. Data were analyzed utilizing multiple qualitative techniques. The purpose of the first study was to explore the extent of changes taking place within the context, structure, and culture of university PETE programs facilitating high stakes edTPA policy. Faculty reacted in three distinct ways to the process of change which were labelled: prevailers, conceders, or exceeders. The process of change appeared to be based upon an implementation continuum from isolation to internalization. The second study examined and deconstructed socialization experiences relative to the edTPA process of pre-service teachers during their physical education teacher education (PETE) program and their induction year as a physical education teacher. The following themes were identified: (a) initial interactions and impetus for teaching—engaging and fun; (b) instruction in PETE—learning a ton; (c) internship—gauging, I’m stunned; (d) implementation of edTPA—raging, I’m done; (e) induction—waging has begun. In the third study, I engaged in action research to facilitate edTPA implementation. Using self-study and action research, I analyzed the edTPA policy, reflected upon my teaching, and created edTPA learning activities. Results indicated that the edTPA policy has brought about dissention, taken away invention, and has led professors to subtract from their curricula. University programs have a responsibility to prepare effective physical education teachers who use the best practices for teaching. edTPA has the potential to “box students in” to direct instruction. It is imperative for PETE faculty to reflect upon the impetus and impact of changes made to their programs in light of edTPA. PETE faculty must continue to advocate for and teach meaningful evidence- and research-based PE practices while negotiating preparations for edTPA.
Exploring the Value Orientations of Inservice and Preservice Physical Education Teachers
(University of Alabama Libraries, 2020) May, Leah; Curtner-Smith, Matthew D.; University of Alabama Tuscaloosa
The focus of this research was to explore the value orientations expressed by expert and preservice physical education (PE) teachers. Data were collected with the short form of the value orientation inventory (VOI-SF) and multiple interpretive techniques. VOI-SF profiles were graphed and qualitative data were analyzed by employing analytic induction and constant comparison. The purpose of the first study was to determine the influence of an elementary methods course and early field experience (EFE) on preservice teachers’ (PTs’) value orientations by employing the theoretical perspective of occupational socialization. Key findings were that value orientations of PTs with teaching and moderate coaching orientations were influenced by the methods course and EFE while those of PTs with strong coaching orientations were not. Factors leading to this evolution were the curriculum model employed, the instructor, and PTs’ increased confidence, and knowledge of students. The second study purposed to determine the impact of two PTs value orientations on their interpretation and delivery of the skill themes approach. The VOI-SF results indicated that Meagan prioritized the social responsibility, learning process, and disciplinary mastery orientations, while Jared favored the social responsibility, self-actualization, and ecological integration perspectives. Qualitative data largely supported these value orientation profiles and indicated that the PTs’ approaches to teaching skill themes differed, evolved, and were influenced by their pedagogical beliefs. The purpose of the final study was to determine the influence of two effective and expert PE teachers’ value orientations on the curricula they delivered and the pedagogies they employed. Key findings were that both teachers started teaching with a disciplinary mastery orientation and expanded their views to include the social responsibility perspective. In addition, they employed curricula and pedagogies that were congruent with these perspectives. This research emphasizes the importance of exposing preservice and inservice teachers to different value orientations, curricular models, and pedagogies and requiring them to consider the congruence between their goals and objectives and the models and methods they employ.
Field-Based Performance Tests Are Related to Body Fat Percentage and Fat-Free Mass, But Not Body Mass Index, in Youth Soccer Players
(MDPI, 2018) Esco, Michael R.; Fedewa, Michael, V; Cicone, Zackary S.; Sinelnikov, Oleg A.; Sekulic, Damir; Holmes, Clifton J.; University of Alabama Tuscaloosa; University of Split
The primary aim of this study was to determine the association between body composition and performance outcomes in youth soccer players. Twenty-five competitive male youth soccer players (age = 13.7 +/- 0.8 years, height = 167.4 +/- 9.7 cm, weight = 57.6 +/- 12.1 kg) volunteered to participate in this study. Height and weight were used to calculate body mass index (BMI). Body fat percentage (BF%) and fat-free mass (FFM) were determined with dual-energy X-ray absorptiometry. Each athlete performed the Pacer test, vertical jump, and t-test drill. Participants were predominantly normal weight (20.4 +/- 2.7 kg.m(-2)). The body composition results were 20.3 +/- 4.9% for BF% and 46.5 +/- 8.7 kg for FFM. The results of the performance tests indicated a mean standard deviation (SD) of 1418 +/- 332 m for Pacer, 57.2 +/- 7.4 cm for vertical jump, 11.6 +/- 0.7 s for t-test. Body mass index was not associated with any performance measure (r = 0.02 to -0.21, all p > 0.05). Body fat percentage was associated with the Pacer, vertical jump, and t-test (r = -0.62, -0.57, 0.61, respectively; all p < 0.01) and remained after accounting for BMI. Fat-free mass was only significantly related to t-test (r = -0.43, p < 0.01). However, after controlling for BMI, FFM was related to all three performance tests. Body fat percentage and FFM are associated with performance in youth soccer players, with stronger relationships reported in the former metric. The findings highlight the need for accurate body composition measurements as part of an assessment battery in young athletes.
Hegemonic masculinity and sexual stereotyping in physical education
(University of Alabama Libraries, 2012) Chen, YuChun; Curtner-Smith, Matthew; University of Alabama Tuscaloosa
Previous research has indicated that the preservice teachers (PTs) with coaching orientations reinforced sexism and masculine bias while employing the sport education (SE) model. The first study examined the degree to which SE delivered by two PTs with teaching orientations combatted or reinforced sexism and masculine bias in four SE seasons. Guided by the theory of hegemonic masculinity (HM), findings revealed that sexism and masculine bias were largely combatted and that the PTs provided a relatively equitable experience for girls and smaller, less physically able boys. Key reasons for this success included PTs' liberal views about sport, their willingness to confront the prevailing sporting culture, and the fact that they taught elementary-aged children. With the intention to integrate the two previous studies, the theory of HM was employed in the second study examining four SE seasons taught by two experienced inservice teachers for the presence or absence of sexism and masculine bias. The inservice teachers were found able to combat the effects of HM to a greater extent than teaching-oriented PTs. Their effectiveness was attributed to their liberal beliefs about sport and gender and teaching orientations. Additionally, the teachers were able to provide a relatively equitable experience for girls and smaller, less physically able boys because they possessed good levels of curricular, pedagogical, content, and pedagogical content knowledge as well as superior knowledge of their pupils. The HM perspective also suggests that any contradicting masculinities are discredited by the dominant form. Similar to males who do not behave in accepted masculine ways might be marginalized as being "feminine," homosexual traits might be marginalized relative to those considered heterosexual. Therefore, the third study examined the influence of sexual identity stereotyping (SIS) on five heterosexual female physical education (PE) PTs. Results indicated that the PTs generally had a good understanding of SIS and that four of them had encountered it although only one had been sexually stereotyped herself. Grounded theory, in the form of five hypotheses, was developed to explain the influence of SIS on heterosexual female PE PTs and neophyte female PE teachers.
Images of athletes with disabilities: an analysis of photographs from the 2012 Paralympic Games
(University of Alabama Libraries, 2013) Lee, Myung Ju; Hardin, L. Brent; University of Alabama Tuscaloosa
The purpose of this study was to explore how the print media portrayed athletes with disabilities during the 2012 Paralympic Games in London. An analysis was conducted of photographic images of the 2012 Paralympic Games and athletes in 12 newspapers with top circulation from 5 countries during the 12 days of competition, August 29 through September 9, 2012. Eleven categorical variables were examined to determine how the Paralympic athletes were represented in print media photographs. Chi-square analysis was used to look at the relationships between variables. Statistical analysis included descriptive statistics, frequencies, and crosstabs with chi-square analysis to compare the differences between the variables. A one-way analysis of variance (ANOVA) was used to determine the presentation of an association between the variables. The level of significance was set at p < 0.05. An overall difference in portrayal between male and female as well as between domestic and foreign athletes was found in the amount, coverage type, and disability of the athletes featured in the photographic images. Males were pictured more often than females, reinforcing hegemonic ideals of able-bodiedness and masculinity. Even though athleticism was an important theme in the photographs of female athletes with disabilities, the performance of female athletes with disabilities was often pictured with particular emphasis on medals without their disability. Domestic athletes with disabilities were more frequently portrayed in the selected newspapers than foreign athletes with disabilities, and coverage tended to minimize their adversities and visibly maximize their successful performance regardless of disabilities. The reproduction and reinforcement of traditional attitudes and perceptions were found in portrayals of foreign athletes with disabilities. Athletes with disabilities were similarly framed by gender and by national characteristics. There were similar characteristics between female athletes and domestic athletes, and between male athletes and foreign athletes except in the amount of coverage. Photographs in the selected newspapers tended to emphasize the strength and minimize the weakness of male and domestic athletes with disabilities while pointing out the weakness and balancing commendable qualities against small shortcomings for female and foreign athletes.
Impact of a physical education teacher’s age on elementary, middle school, and high school students’ perceptions of effectivenss and learning
(University of Alabama Libraries, 2018) Pennington, Colin Grant; Curtner-Smith, Matthew; University of Alabama Tuscaloosa
Age-related psychosocial research indicates that adults, adolescents, and children generally prefer features of younger looking faces over those of older, often having negative perceptions and connotations of aging/abilities of older people. Limited research has investigated the influence appearance on physical education teachers’ effectiveness. The present studies examined the impact of a physical education teacher’s apparent age on American students’ learning and perceptions of the teacher. Participants were students from two elementary schools (4th-5th grade, N = 188), two middle schools (6th-8th grade, N = 273); and two high schools (9th-12th grade, N = 114). Students were randomly assigned to view one of two virtually identical films of swimming lessons taught by the same teacher. In the young-appearance lesson (YAL), the teacher was relatively youthful appearing. In the middle-aged lesson (MAL), he had been aged by a theatrical makeup artist to appear much older. Immediately following the viewing of their assigned lesson, students completed a lesson content examination and a questionnaire about their perceptions of the teacher. Inferential statistical tests for Study One indicated that elementary students who watched the YAL scored significantly higher on the content examination and perceived the teacher to be significantly more likeable, competent, and a better role model than did the students who viewed the MAL, potentially supporting either a sociological or psychological/developmental explanation for how and why students of different ages respond to and learn from differently aged physical education teachers. Inferential statistical tests for Study Two revealed that middle school students who watched the YAL learned more from the teacher and perceived the teacher more favorably (more likeable and a better role model), providing further support for a sociological explanation of how and why students of different ages respond to and learn from physical education teachers of different ages. Inferential statistical tests for Study Three indicated that high school students who watched the MAL perceived the teacher more favorably (more positive role model). Performance on the content examination was similar for both groups, supporting a psychological/developmental explanation of how and why students respond to and learn from physical education teachers of different ages.
The impact of exposure to elite wheelchair athletes: perceptions of pre-service physical education teachers
(University of Alabama Libraries, 2011) Richey, Lenoise, Jr.; Hardin, L. Brent; University of Alabama Tuscaloosa
This study examined the perceptions of six pre-service physical education teachers on students and athletes who use a wheelchair. The study used qualitative techniques to interview each individual participant twice, once prior to the experiences and once following all experiences. Critical incidents were recorded following each experience, and two focus groups sections were done with all participants. The purpose of these sessions was to get an insightful understanding of how the participants viewed students who use wheelchairs. The findings of this research study have been summarized into six themes: 1) self-confidence is key to success; 2) modification provides opportunity; 3) experience is essential to competence; 4) different but equal; 5) ability levels of athletes; and 6) wheelchair athletic intensity. Although this study included only six pre-service physical education teachers, the themes found in this study could be used for future research or by curriculum designers to better inform the instruction of pre-service teachers on their view of students who use a wheelchair.
Impact of occupational socialization on the perspectives and practices of sport pedagogy doctoral students
(University of Alabama Libraries, 2010) Lee, Hong-Min; Curtner-Smith, Matthew; University of Alabama Tuscaloosa
The theoretical framework of occupational socialization has been used to good effect to explain why preservice and inservice physical education (PE) teachers think and teach as they do. The purpose of this study was to use the same lens to examine the perspectives and practices of a cohort of sport pedagogy doctoral students in terms of PE teaching and physical education teacher education (PETE). Participants were 12 doctoral students enrolled in one university's sport pedagogy doctoral program. Data were collected through formal and informal interviews, observations, and self-reflective posters. They were analyzed using analytic induction and constant comparison. Key findings were that doctoral students espoused both conservative and liberal forms of PE and PETE and that these views were shaped by the interaction of the various phases of their socialization. Doctoral students recalled being oriented to both teaching and coaching. The longer coaching orientations remained intact the more likely they were to espouse conservative versions of PE and PETE. Prior to their graduate work, the pattern of socialization for the cohort of students was similar to that illustrated in other studies. What was new, however, was the power and potency of the students' graduate education or secondary professional socialization. This appeared to be primarily due to influential faculty, a practitioner focus in master's degree programs, and engagement in undergraduate PETE.
Implemention of the personalized system of instruction for the first time by an experienced teacher to one intact eighth grade class
(University of Alabama Libraries, 2016) Young, Andrew Benjamin; Curtner-Smith, Matthew; Stran, Margaret E.; University of Alabama Tuscaloosa
Previous research has shown that both students and teachers are challenged when introduced to a different learning environment. This is a qualitative study that involves a teacher and one intact eighth-grade class using the Personalized System of Instruction (PSI). In conjunction with the introduction of PSI, the teacher of this research study participated in a one-day professional development coupled with continuous professional development sessions throughout the duration of the study. The results of this study highlighted favorable results, implementation obstacles, and opportunities for improved implementation of the instructional model. The students were not privy to participation in a full version of the PSI model because of the teaching style of the implementing teacher. The teacher of this study implemented a loose version of the PSI model despite continued professional development and encouragement from the researcher. Despite the lack of implementation from the teacher, the students were able to learn skills that would allow them the opportunity to play a full version of the badminton game. The teacher was challenged with the idea of relinquishing control of student learning. Furthermore, the researcher had a tenuous time with the instructor to embrace all the tenets of the PSI instructional model during every class session. Constructivism, occupational socialization theory, and Model of Teacher Change were used to develop the theoretical framework. The constructivist theory was incorporated evaluating whether the students were able to flourish from previous experiences and past knowledge of net/wall games. The occupational socialization theory was used to help clarify and understand the teachers’ views on teaching students. The Model of Teacher Change was incorporated to determine the level of change associated with a professional development program.
Inclusion in sport education: voices and participation of students with and without disability and teachers' perspectives
(University of Alabama Libraries, 2013) Jackson, Allison Jordan; Sinelnikov, Oleg A.; Curtner-Smith, Matthew; University of Alabama Tuscaloosa
Sport Education has been suggested as an appropriate curriculum model to provide an environment conducive to accommodate many students at one time. The present study explored this notion, investigating (a) students without disabilities' conceptions and experiences of participating in a season of Sport Education alongside students with disabilities, (b) voices of students with disabilities regarding their perceptions and experiences of participation in a season of Sport Education, and (c) middle school physical education teachers' perceptions of using the Sport Education curriculum model to include students with disabilities in the general physical education classroom. Participants included 66 seventh grade students, including four students with intellectual and behavioral disabilities, participating in a flag football Sport Education season. Data collection methods comprised formal and informal interviews, focus group interviews, field notes, observations with field notes, critical incident reports and self-reflective journals for teachers. In addition, all lessons were videotaped. Through a Contact Theory framework, the results for students without disabilities showed Sport Education provided enjoyable participation among students, gave students learning ownership, and provided positive experiences with students with disabilities. Five sub-themes aided understanding these students' experiences: a sense of inclusion, perceptions of equality, a climate of assisting others, modifications to the activities, and a greater understanding of students with disabilities. Findings indicated students with disabilities felt they were socially accepted, participated in a student-centered learning environment, had assistance in learning, and perceived responsibilities and participation. Sport Education allowed students with disabilities to take ownership in learning alongside their peers by working in small groups, getting to know other students, and participating in physical education more meaningfully. The Theory of Planned Behavior was used to explore the three physical education teachers' perceptions of using the Sport Education curriculum model to include students with disabilities. Findings indicated that this inclusion is more likely when teachers have positive attitudes toward inclusion. Recognizing a significant amount of a priori planning occurs, teachers also perceived successful inclusion of students with disabilities happens when it promotes a sense of belonging among all students and allows students with disabilities to fulfill meaningful responsibilities during the course of Sport Education.

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