Physical Education Professionals Research Articles

Foci and factors that contribute to physical educators’ construction of their professional body subjectivities: a qualitative study

ABSTRACTThe main purpose of this study was to examine physical educators’ subjectivities in order to (a) discover the foci and factors that intervene in the construction of their personal and professional body, (b) understand how these might be affected by the dominant socio-cultural ideologies, discourses and practices, and (c) determine to what extent such ideologies, discourses and practices influence their professional relations and pedagogy. Thirteen teachers (5 women and 8 men) between 28 and 37 years of age, with postgraduate studies and more than 6 years of teaching experience, agreed to participate in the study. Following a qualitative methodology, data were gathered through semi-structured interviews. Data were analyzed through thematic content analysis and the constant comparative method. The results show that these teachers’ concept about their own body, which focuses mainly on physical appearance and skillfulness, is simultaneously constructed through three intertwined levels of influencing factors: (a) a personal one, stemming from the teachers’ own concepts of body and identity; (b) an interpersonal one, based on the relationship with professional significant others; and (c) a sociocultural one, related to dominant ideologies, discourses, ethics and patterns. These results can be used by teacher educators in order to develop PE teachers’ critical awareness about these foci and factors that contribute to normalize body subjectivities regarding both professional identity and Physical Education pedagogy.

Chapter 3: Recruitment and Retention in PETE: Foundations in Occupational Socialization Theory

Chapter 2 overviewed the teacher pipeline and documented some of the challenges faced by the physical education profession in relation to teacher education recruitment and retention. Given declining program enrollments and the elimination of some once-prominent programs, a theory of action is recommended for understanding how the field can better recruit and retain diverse, highly qualified preservice teachers. In this chapter, we argue that occupational socialization theory presents one such theory of action. We begin with an overview of the theory in a general sense and then discuss possible implications for preservice teacher recruitment and retention. Recommended recruitment efforts focus on leveraging both physical education teacher education faculty members and in-service teachers as agents of recruitment; retention strategies relate to developing field-based teacher education programs that adopt a constructivist approach to teaching and learning. We conclude by describing how occupational socialization theory relates to guide research presented within this monograph.

Inglês

The popularity of strength training among children and adolescents has grown more and more, a part of these youngpeople seek this activity because of health issues, as they lead a sedentary life, where the only activities are video games,computers and a super caloric diet, another part because they play sports such as soccer, fights and athletics, seek to improvetheir performance with gains in strength and muscular endurance, and still have those who are influenced by friends, society andthe media that value individuals with a healthy body. We Physical Education professionals should be especially attentive to theselast two groups, because in the eagerness to want a result in the short term it ends up seriously damaging their health. Studies ofthe American Academy of Pediatrics (1990), American College of Sports Medicine (1993), American Orthopedic Society forSports Medicine (1998) and National Strength and Conditioning Association (1996), which is supported by the American Collegeof Sports Medicine ), has shown that well supervised strength training for children and adolescents is effective and safe. (Fleck &Kraemer, 2006).

Basics of sports marketing

Today, the sports sphere is an important element of the state's market system and plays a significant role in shaping a healthy lifestyle. It requires innovative approaches to train highly qualified sports marketing personnel to promote the industry and develop it. Sports marketing is a kind of symbiosis of classic marketing and specific principles of entrepreneurial activity in the field of physical culture and sports. One of the main factors that have led to the possibility of developing marketing in the field of sports was the vector of changes in the priorities and methods of influence of the state management of sports sector in conditions of sustainable development of business structures. The development of sports marketing, as a field of science and practical tool, began to take shape at the beginning of the twentieth century, when the production and consumption of sports services began to expand rapidly and competitive relations and competition for customers and sales intensified. The paper determines that professional physical education has a significant influence on formation of economic thinking in the field of sports, where the sport itself acts as a customer of training services, and higher education institutions - a supplier to training highly qualified specialists in this field. The development of sports marketing by its division into phenomena is considered. There are three main phenomena of the sports sphere, namely: the social phenomenon, which denotes the real field of wide public influence, the economic phenomenon - keeping the mission of sport in balance with the sphere of business activity, and the political phenomenon - strengthening the image of the state among other countries through sports success. Physical education and sports marketing involves the use of various marketing tools, principles and functions. Effective application of marketing and skillful application of methods of marketing activity management will allow transforming the industry of sports into a powerful business structure.

An Investigation of Entry Level Doctor of Physical Therapy Student Perspectives of Peer Evaluation

Purpose: To describe the perceptions of peer evaluation as an instructional method when used by entry-level doctor of physical therapy (DPT) students as preparation for practical examinations within a clinically oriented course. Methods/Description: Forty first year, entry-level doctor of physical therapy students participated in structured peer-skills checks prior to practical exams as part a clinically based course. Each student was required to observe and provide critical feedback for at least four other students as they performed simulated patient care activities. Peer-evaluators rated the students on their level of competency with the skills using a Visual Analog Scale and provided written feedback specifying areas of strength and areas needing improvement. Following the conclusion of the course, students completed a questionnaire using online survey software. The questionnaire was designed to investigate student perceptions related to skill acquisition, giving and accepting feedback, and the overall value of peer-feedback. Results: Themes emerged regarding the value of practice and repetition, emerging reflective practice skills, emerging critical thinking and problem solving skills, and the use of peer feedback for improved performance. The value of practice and repetition was reflected in statements such as the skills checks “helped me organize my interviews…and get over my fear of the unknown.” Emerging reflective practice was demonstrated by comments such as "made me self-reflect on my abilities to perform skills.” The development of clinical reasoning and problem solving skills were evidenced by comments of “the skills check helped me think through what to do when things did not go as planned...” The value of feedback was reflected in comments such as “It helped me refine my skills and develop the areas that aren't as strong,” “I embraced the feedback...I could work on my weaknesses.” Conclusions: Literature supports peer evaluation as an instructional tool within allied health education; however, minimal research has been completed within the profession of physical therapy education. Based on the results of this study, entry-level doctor of physical therapy students perceive peer-evaluation as an effective instructional method to assist in developing psychomotor skills necessary for patient care, as well as, affective skills necessary for reflective practice and cognitive skills related to clinical reasoning.

Understanding Career Changes: Physical Educators to Adapted Physical Educators

The purpose of this study was to understand career changes of in-service teachers transitioning to the adapted physical education (APE) profession after completing online APE professional development graduate courses. This study was based on intentional change theory (Boyatzis, 2006). Participants were five in-service teachers who decided to change their careers from physical education to APE in their school districts. Data collection consisted of a career reasoning questionnaire, semistructured interviews, and e-mail communication. A constant comparative method (Boeije, 2010) was used in the interpretation of the data, which allowed themes to emerge. Three interrelated themes emerged from the in-service teachers’ narratives: factors and influences of APE career choices, administrative and transition planning duties, and career motivations and expectations. The participants demonstrated strong leadership that built on opportunities for innovation and renewal through provision of APE professional culture. Through the online professional development courses, the teachers gained lifelong learning opportunities and increased satisfaction, motivation, and expectations for APE. Subscribe to TPE

How Is Wound Care and Integumentary Education Being Taught in Professional-Level Physical Therapy Programs?

Introduction: The integumentary system is 1 of the 4 core systems along with musculoskeletal, neuromuscular, and cardiopulmonary systems that frame the curricular content for professional-level physical therapy programs. The purpose of this study was to investigate how the integumentary system curriculum is taught as 1 of the 4 core systems in professional-level physical therapy programs in the United States. A survey was sent to accredited and developing physical therapy programs within the United States to get a baseline on the following categories: (1) How is the integumentary content taught and delivered inclusive of contact hours? (2) Who teaches the content (full-time faculty, adjunct faculty, or guest lecturers, etc)? (3) What is the background, training, and expertise of the instructors? (4) Is the content part of a stand-alone course or bundled/threaded in other content areas? Subjects: A total of 232 professional (entry-level) physical therapy education programs at accredited or developing status by Commission on Accreditation in Physical Therapy Education were identified to complete the survey. An e-mail invitation requesting voluntary (and anonymous) survey participation was sent to all the programs in 2016. The survey was open to respondents for 2 months at a time with frequent e-mail reminders for participation. A total of 92 (40%) physical therapy education programs responded fully to the survey. Among these, 83 were accredited by Commission on Accreditation in Physical Therapy Education and 9 were developing programs on probationary status. Methods: A 41-question Internet survey to measure certain criteria related to wound management and integumentary education was developed to be answered by educators for this content. The categories included (1) institution demographics, (2) member demographic for person that is primary instructor for such material, (3) primary faculty member education/training related to wound care, and (4) primary faculty member clinical practice background. Question types that were formulated consisted of multiple choice, ranking, short answer, and comments. Results: Analysis of the survey led to several themes and disparities among programs. These included the duration of total time dedicated to didactic and laboratory hours. Student competency with integumentary and wound management was tested through written examination (69.9%) and practical examination (6.6%). Respondents reported that the most beneficial way to increase students' knowledge was clinical observations/affiliations (83%) and by increasing laboratory hours (28.4%). However, 95.8% of those who reported increasing the number of instructional hours reported a lack of time to be able to include further hours in the curriculum and that finding clinical wound/integumentary areas for observation is very challenging. Faculty qualifications were ongoing clinical practice (59.8%), continuing education without certification (49.4%), continuing education, and clinical practice leading to a certified wound specialist certification (50.6%). Discussion and Conclusions: This study provides data showing inconsistency regarding integumentary and wound management curricula in professional-level physical therapy programs compared with other core content areas in the United States. Furthermore, the study identified the core faculty demographics and challenges encountered to deliver this content. More physical therapy specialists with integumentary expertise are needed, as well as a need for more integumentary and wound management residencies.

Physical Education Teacher Training Institution and its Role in the Development of Professional Attitude among the Physical Education Professionals; A Comparative Study of Private and Public Sector institutions

This research work was intended to analyze the role of public and private teacher training institutions in developing professional attitude among the enrolled candidates. Key objective of the study was to analyze the professional attitude level of both sectors professionals and to point out the dominant sector on the basis of performance. Sample was selected by purposive sampling techniques and data was collected through questionnaire. Gomal University was selected as a public sector teacher training institution and Sarhad University was selected as private sector teacher training institution. Further enrolled students were selected as trainee professionals. Collected data was analyzed through SPSS and conclusion was drawn. The researcher concluded that both sector public and private are working purposively to develop professional attitude among professionals of health and physical education. Furthermore the results also indicated that that public sector organization is more efficient as compare to private sector.

Does core exercises important to functinal training protocols?

Objective: Our aim is to analyze the effects of 12 weeks of functional training with and without core exercises on core functional and performance indicators. Method: This is a three-arm randomized controlled trial, which will take place over 12 weeks. Participants will be randomly grouped into three training programs, namely: functional training group, which will perform global, multi-articular, and functional exercises, with no exercises for the core; functional training + core group, which will perform a similar protocol to the functional training group, but with the inclusion of specific exercises for the core region; and core training group, which will only perform specific exercises for the core. In both moments, tests will be carried out in the following order: McGill's torso muscular endurance test battery, unilateral hip bridge endurance test, sit up test, isometric dead lift, push up, sit to stand, functional movement screen, handgrip test, countermovement maximal vertical jump test, one repetition maximum in bench press, row and leg press, T- run agility test, Yo-Yo test. Discussion: These findings will provide new evidence to aid physical education professionals in decision-making regarding exercise prescription. Conclusion: We hypothesize that the inclusion of exercises specifically targeting the trunk in functional training protocols will lead to higher functional and core performance

Does core exercises important to functinal training protocols?

Objective: Our aim is to analyze the effects of 12 weeks of functional training with and without core exercises on core functional and performance indicators.
 Method: This is a three-arm randomized controlled trial, which will take place over 12 weeks. Participants will be randomly grouped into three training programs, namely: functional training group, which will perform global, multi-articular, and functional exercises, with no exercises for the core; functional training + core group, which will perform a similar protocol to the functional training group, but with the inclusion of specific exercises for the core region; and core training group, which will only perform specific exercises for the core. In both moments, tests will be carried out in the following order: McGill's torso muscular endurance test battery, unilateral hip bridge endurance test, sit up test, isometric dead lift, push up, sit to stand, functional movement screen, handgrip test, countermovement maximal vertical jump test, one repetition maximum in bench press, row and leg press, T- run agility test, Yo-Yo test.
 Discussion: These findings will provide new evidence to aid physical education professionals in decision-making regarding exercise prescription.
 Conclusion: We hypothesize that the inclusion of exercises specifically targeting the trunk in functional training protocols will lead to higher functional and core performance

LEVEL OF KNOWLEDGE OF PHYSICAL EDUCATION PROFESSIONALS ABOUT AEROBIC AND RESISTANCE EXERCISE PRESCRIPTION FOR ELDERLY PEOPLE

ABSTRACT Introduction: Regular aerobic and resistance exercises are recommended to improve functional capacity and quality of life in the elderly. Objective: To describe the familiarity of physical education professionals with the recommendation of aerobic and resistance exercise for the elderly, and to identify associated factors. Methods: We assessed 610 physical education professionals working in fitness academies in the city of São Paulo. Familiarity with the recommendation was assessed using a questionnaire constructed for this study. We assessed the criteria that make up the recommendation of aerobic and resistance exercise, following the American College of Sports Medicine guidelines. The data analysis with statistical significance of p <0.05 was carried out using the chi-square test and multiple logistic regression. Results: The level of knowledge of physical education professionals working in fitness centers, considering fulfilment of the criteria that make up the recommendation of aerobic and resistance exercise for the elderly, was limited, attaining only 9.3% and 12.6%, respectively. Age, number of jobs, completion of a graduate program and reading of scientific papers were factors associated with familiarity with the recommendation of resistance exercise. Factors associated with familiarity with aerobic exercise recommendation were: age, number of jobs and reading of scientific papers. Conclusion: The level of familiarity of physical education professionals with the recommendation of aerobic and resistance exercise for older people was low, suggesting the need for better professional training to meet the demand of older people at the fitness centers in the city of Sao Paulo. Level of Evidence I; Type of Study: Therapeutic Study - Investigation of Treatment Results.

The Instruction of Balance and Its Measurement in Professional Physical Therapy Education Programs

Introduction. Physical therapists (PTs) have an important role in identifying and treating individuals with balance impairments to help modify fall risk; however, gaps in comprehensive assessment of balance among practicing PTs have been consistently identified. As academic preparation influences clinical practice, identifying the balance measurement tools included in entry-level training for PTs is important. In particular, exploring their underlying content in relationship to recognized components of balance described in the Systems Framework for Postural Control can highlight strengths and may identify opportunities to advance training and future practice. The objective of this study was to examine how balance and its measurement are included in entry-level physical therapy education programs. Methods. Faculty from 110 physical therapy programs in Canada and the United States were surveyed on the inclusion of balance components and validated balance measures using an online survey. Results. Descriptive analysis of 95 completed responses illustrated that instructors reported including detailed instruction and practical experience for most balance components. Almost all (26/27) measures included in the survey were included in course content with practical experience by at least one participant. Years of instructing had minimal effect on how the components and/or measures were included in course content. The measures reported to be included with practical experience most often do not assess all components of balance. Discussion and Conclusions. Overall, instructors in participating physical therapy education programs reported providing detailed and practical instruction of commonly used balance measures and multiple components of balance. There is opportunity to enhance instruction by incorporating currently available measures that assess most and/or all balance components to ensure newly educated PTs are equipped to comprehensively assess and treat balance to improve fall prevention efforts.

Mídias Sociais: Um Olhar do Educador Físico Sobre o Uso Desse Instrumento na Prática de Exercício Físico Orientado por Pessoas Sem Qualificação na Área

The physical activity has a been a subject deeply spread by the media, daily shown as a practice which provides quality of life and aesthetic results. With the present research, using qualitative approach and phenomenological focused we aim to explain the critical-reflexive opinion of tem physical educators, which work with gymnastics and working out about the use of social medias by non-graduated people on the area and also to discuss the factors that influence the physical exercise practing to follow bloggers guidance as well as we aim to show the dangerous involved on searching information for practice on non-reliable sources. In the analysis allowed to verify that the communication made by social media does influence their users a lot and it is concluded that it is notorious in the discourse of all the interviewees that it is up to the professionals of Physical Education to act with discernment on the corporal practices instead of encouraging the aesthetic fashions, since the physical education teacher is an educator, insofar as it plays a role of formation of educational and socio-cultural values.

Intercultural Competence: Physical Education Teacher Education Recommendations

ABSTRACT The increasing diversity of the K-12 student population presents challenges and opportunities for growth in the physical education profession. To address the cultural gap in today’s classroom, many people highlight the need to improve the intercultural competence of teachers. The focus of this article is to summarize the shifting demographics of American society, its impact on K-12 education, and how one California physical education teacher education (PETE) program is preparing pre-service teachers for the multicultural classroom. The article also outlines recommendations for PETE programs to address intercultural competence.

Sports and health from the perspective of physical education professionals

Sports and health from the perspective of physical education professionals

Educação física, atenção primária à saúde e organização do trabalho com apoio matricial

The study discusses the organization of work of Physical Education in Primary Health Care based on “matrix support”. A qualitative study was conducted with 11 Physical Education professionals in Sobral, Brazil, with data collection through three focus groups and systematization by thematic analysis. The results suggest some attitudes to be adopted by the professionals when working with “matrix support”: to be an apprentice professional, to promote the amplified clinic, to know the network, to reorganize health care and to participate in the political spaces. It is concluded that these attitudes favor user‐centered care, qualification of care and interprofessional work; considering, the integrality of care, training for work and popular participation.

Peer-reviewed physical education journals from Arabic-speaking countries: a regional assessment

PurposeNon-communicable diseases (NCD) such as heart disease, diabetes and overweight and obesity are associated with physical inactivity and represent the leading cause of death globally. In the Arabic-speaking region, NCD is associated with more than 2.3 million deaths annually with rates expected to increase. Professional physical education (PE) journals are important resources in the dissemination of knowledge from evidence to practice. With the growing physical inactivity problem among Arabic-speaking countries, the purpose of this paper is to assess the availability culturally relevant peer-reviewed physical education journals in this region.Design/methodology/approachAn assessment of professional PE journals within this region was conducted using four academic databases and journal directories. The electronic search generated 14 PE-affiliated journals in Arabic-speaking countries with a publication status of active, interrupted or ceased; search parameters were limited to English, Arabic and French languages.FindingsResults indicated that no professional publications identified in this review predates to 2005 within the Arabic-speaking region. Although all 14 journals within the sample offer both electronic and open access, only one provided both print and electronic versions. Iraq was over-represented with 12 PE journals; no other country offered more than one.Originality/valueSystematic analyses of PE prevalence among Arabic-speaking countries are scarce, and there are no current evaluations of peer-reviewed publications addressing PE within the Arabic-speaking region. PE capacity building and collaboration can be fostered, improved and maintained when supported by regionally and culturally congruent research.

Purposeful Recruitment Strategies to Increase Diversity in Physical Therapist Education

Background and Purpose. A more diverse physical therapist (PT) workforce is needed to meet the rapidly changing demographic of the United States. To achieve this increased representation within the profession, PT education must recruit, admit, and retain a more diverse student body. A comprehensive definition of underrepresented minorities (URMs) in professional physical therapy education was recently expanded to include educational, economic, and geographic disadvantage in addition to race and ethnicity. Position and Rationale. The PT profession has not examined the disadvantaged profile of its applicant pool or student demographic, but this expanded URM definition now supports this effort. This position paper reports on a survey conducted by the American Council of Academic Physical Therapy's Diversity Task Force designed to examine recruitment into PT education through the lens of the new URM definition, with a focus on how students from underrepresented and disadvantaged backgrounds decide to pursue a PT career. The position taken was that identifying potential differences in how URM students achieve this decision will support the development of purposeful recruitment strategies for students from URM groups. Discussion and Conclusion. Students from URM backgrounds reported different critical decision ages, as well as different use of or preference for resources to learn about the PT career and to prepare for application to DPT programs. Although personal experience with physical therapy was the primary influence on white students' decision to pursue a PT career, values and interests were equally impactful on this decision for disadvantaged students. Both nonwhite and disadvantaged students were also more influenced by exposure to the patient–therapist relationship and by inclusion and diversity than white students. This paper uses these data to support the need for different strategies and tailored recruitment of URM students into physical therapy education programs.

Developing a Future Teachers' Club to Facilitate Physical Education Teacher Recruitment: Do You Hear the Call?

The past decade has seen declining enrollments in physical education teacher education, which has contributed to university program closures. Some of the challenges leading to these declines are related to how the physical education profession recruits and socializes new members. Traditionally, recruitment has been a passive process whereby prospective teachers find their own way into physical education. But teacher education faculty members and inservice teachers need to take a more active role. Guided by occupational socialization theory, this article reviews how high school teachers can get involved in recruitment by organizing a Future Physical Education Teachers of America club. The article describes the development of a club, as well as three interrelated goals focused on education, visitation and teaching practice. It concludes by discussing how working together to actively recruit future professionals into the physical education can lead to a more favorable future for the discipline.

Development of a Scale Measuring Chinese Preservice Physical Education Teachers\u2019 Beliefs About the Physical Education Profession

This project aimed to develop a valid and reliable scale measuring Chinese preservice physical education teachers’ beliefs about the physical education profession (PPET-BPEP). The domains and items were created from a conceptual analysis of the previous literature and PPETs’ responses to an open-ended survey. Six experts in the field of physical education and educational psychology evaluated the content validity of the scale. The reliability and factorial validity of the scale were examined utilizing a sample of 696 Chinese PPETs. The PPET-BPEP scale with 12 items embedded in two domains revealed acceptable content validity, internal structure validity, and internal consistency. The two domains were labeled as “sense of calling” and “value of physical education profession” based on the shared content of items in each domain. We recommend using PPET-BPEP scale for PPET recruitment and preparation. The scale can also help establish teacher belief scales in other subject matters. Future validation of the scale is needed in different countries and institutions.