Students' Perceptions of Learning Life Skills Through the Teaching Personal and Social Responsibility Model: An Exploratory Study.

Purpose: Physical education (PE) lags behind community-based sport and physical activity programs in the integration of positive youth development (PYD) principles and practices such as teaching transferable life skills. However, research and educational policy indicates this can and should be part of the PE curriculum. Therefore, there is a significant need to explore students' perceptions and experiences about learning life skills within the PE context. In the current study, an intervention based in a wellestablished PYD approach called Teaching Personal and Social Responsibility (TPSR), was delivered to assess these issues. Methods: The current study was conducted in the mid-western U.S. Participants were 122 adolescent students (m = 60, f = 62; M = 12.48 years, SD = 0.97 years) in intervention and control classes. For the intervention, a PE teacher received training on the TPSR approach to promote life skills, while the control teacher received no training and participated in usual practices. Pre- and post-surveys were distributed that examined student perceptions about learning life skills, and supplemental systematic observations were recorded to capture the intervention teacher's fidelity to the TPSR model. Results: Results indicated that the intervention group students' perceptions of in-class experiences with life skills such as problem solving, emotional regulation, effort, goal setting, identity experiences, time management, and promoting social norms were enhanced overtime, compared to the control group. Conclusion: PE is in a unique position to promote PYD in the school curriculum by teaching of life skills. In this case, participants in the intervention group demonstrated learning personally and socially responsible behaviors across the course of 15 PE lessons. Future research should examine if changed in-class perceptions about life skills can foster use of these skills outside of the PE setting.

Perceived Workplace Experiences of Adapted Physical Educators and Physical Educators.

Purpose: The purpose of this study was to compare the workplace experiences of physical education and adapted physical education teachers while also considering biological sex. Role socialization theory was used as a guiding lens. Method: Participants included 653 teachers (women = 382) who taught physical education (n = 420) or adapted physical education (n = 233). Five instruments were used to examine workplace experiences regarding: (a) marginalization and isolation, (b) two elements of perceived mattering, (c) three role stressors, (d) resilience, and (e) emotional exhaustion. Group comparisons were analyzed using a 2 × 2 (discipline x biological sex) factorial MANCOVA while including years of teaching experience as a covariate. Results: No significant interaction effect between teacher group and biological sex was detected; however, there were significant main effects of teacher group, F(9,640) = 19.49, p < .001; Wilk's Λ = .79, partial-η2 = .22, and of biological sex, F(9,640) = 2.81, p < .01; Wilk's Λ = .96, partial-η2 = .04, on the dependent variables. Significant follow-up univariate tests showed that the adapted physical education teachers perceived less marginalization, less isolation, more perceived mattering, and less emotional exhaustion than the physical education teachers. Women from both groups felt significantly more role overload when compared to the men. Conclusion: Collectively, these findings both relate to and extend role socialization theory in explaining how adapted physical education teachers are socialized through the workplace in comparison to their physical education counterparts. Practical implications for preservice and inservice teacher preparation and future research directions are discussed.

The Relationships Among Perceived Organization Support, Resilience, Perceived Mattering, Emotional Exhaustion, and Job Satisfaction in Adapted Physical Educators.

Although much has been learned about the workplace experiences of physical education teachers, less is known about the unique experiences of adapted physical educators (APEs). Grounded in role socialization theory, the purpose of this study was to understand the relationships among perceived organizational support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in APEs. The participants included 237 APEs from the United States, who completed an online survey. The primary data analyses included confirmatory factor analysis and structural equation modeling. The final structural model was a good fit for the data, χ2(199) = 327.25, p < .001, χ2/df = 1.64; root-mean-square error of approximation = .052 (90% confidence interval [.042, .062], p = .354); standardized root-mean-square residual = .050; nonnormed fit index = .959; comparative-fit index = .964. The results of this study highlight the importance of developing a workplace environment in which APEs feel supported in developing perceptions of matter, reducing emotional exhaustion, and improving job satisfaction.

Socialization of Preservice Adapted Physical Educators: Influence of Teacher Education.

Occupational socialization theory has been used to understand the recruitment, education, and socialization of physical education teachers for nearly 40 yr. It has, however, only recently been applied to the study of adapted physical education teachers. The purpose of this descriptive case study was to understand the socialization of preservice teachers in an adapted physical education teacher education graduate-level program. Participants included 17 purposefully selected preservice teachers (5 male and 12 female) enrolled in a yearlong graduate-level adapted physical education teacher education program. Qualitative data were collected using interviews, reflective journaling, and field notes taken during teaching and coursework observations. Data analysis resulted in the construction of 3 themes: overcoming contextual challenges to meet learners' needs, the importance of field-based teacher education, and coping with the challenges of marginalization. The discussion connects to and advances occupational socialization theory in adapted physical education and suggests that professional socialization may have a more profound influence on preservice adapted physical education teachers than on their physical education counterparts.

A Longitudinal Study of the Transition from Doctoral Student to Faculty Member in Physical Education.

Purpose: A paucity of literature examines how doctoral students are prepared for the transition into physical education teacher education faculty roles. Given the need to understand how doctoral programs impact such preparation, we sought to investigate this process using a longitudinal approach grounded in occupational socialization theory. Method: Fourteen participants (8 males, 6 female) were interviewed during final stages of doctoral programs and their first years in faculty positions; questions focused on key socializing agents and experiences that shaped their preparation for their academic careers. Data were analyzed using a constant comparison approach entailing open and axial coding. Results: Strong advisor-advisee relationships and finding a supportive department culture during one's first faculty position were key socializing mechanisms. Participants who independently sought research experiences transitioned more smoothly into faculty roles; however, many had heavy teaching loads which conflicted with ambitions to regularly conduct research. Further, some faculty members experienced tense sociopolitical environments which hindered their productivity and confidence in current job roles. Conclusions: Our results speak to the challenges and successes that faculty members experience as they transition into the academy. Findings have implications for further research and practice to enhance the quality of doctoral education and faculty induction programs.

Newborn Hearing Screening: Early Education = More Satisfied Mothers.

Newborn hearing screening (NBHS) has become the norm in all states in the United States. However, parents receive limited information about it, usually at the hospital, and have low awareness about the process. Yet parents and professionals agree that communication about the NBHS process should begin before childbirth (Arnold et al., 2006). Having information about the screening process, simply by being present for the screening and knowing the results, has been shown to positively affect parental attitudes toward NBHS (Weichbold, Welzl-Mueller, & Mussbacher, 2001). Purpose The aim of this study was to assess whether providing expectant mothers with information related to the NBHS process in the 3rd trimester will increase their satisfaction with the NBHS program. Method Partnering with a local obstetrician, expectant mothers were provided with information regarding NBHS. A modified version of the Parent Satisfaction Questionnaire with Neonatal Hearing Screening Program (Mazlan, Hickson, & Driscoll, 2006) was administered to mothers who received information and mothers who did not receive any education. Results Quantitative results indicate significantly increased satisfaction with the NBHS program when early education was received. Qualitative comments from participants support the quantitative findings. Conclusion Results suggest that educating obstetricians and their nurses about NBHS and having them provide information to expectant mothers, as well as having mothers present for the screening, may increase parental satisfaction and therefore benefit early hearing detection and intervention programs.

Exploring Future Research in Physical Education: Espousing a Social Justice Perspective.

Although there has been forward movement in identifying and addressing diverse learning needs, social justice education is not a significant part of the current standards for beginning teachers or K-12 students in the U.S. Throughout our standards-based history, social justice has been more of a hidden curriculum. To attain the 50 Million Strong by 2029 goal, it is vital to acknowledge that physical education is a social justice issue. Without consideration of the historical, political, and social contexts that permeate and frame physical education, along with the social identities and lived experiences of our future teachers and students, it is unlikely that this goal will be sustained. While concerns have been voiced relative to the standards-based teaching movement, in a country that espouses standards-based education, a first step in moving any educational reform forward is to formalize its inclusion in the national standards that serve to guide our discipline. A philosophical shift may be what is needed for change to occur regarding social justice education in an attempt to enhance the learning opportunities for all students. A forward step in creating this change is to address the research and pedagogical practices of our current physical education teacher education and K-12 programs, along with the physical education standards and policies at the national and state levels. We specifically articulate connections between social justice education and four key, interconnected research areas related to (a) occupational socialization, (b) curriculum, instruction, and assessment, (c) technology, and (d) professional development.

Physical Education Teachers' Awareness and Understanding of Concussions, and Concussion Policies and Protocols.

PURPOSE: Our primary aim was to determine physical educators' current level of understanding of concussion symptoms and response guidelines. METHOD: Participants included 404 in-service physical educators (137 male, 266 female, 1 other) recruited through 3 SHAPE America - Society of Health and Physical Educators communication outlets. Participants were asked to complete an online survey. The survey included 8 questions related to previous concussion training, 6 items to measure awareness of concussion policies, 20 items related to concussion symptoms, and 14 items for concussion knowledge. Analyses included descriptive statistics and 2 × 2 (Coaching × Concussion) factorial analyses of variance to examine differences in study variables by coaching status and participants' personal concussion experiences. RESULTS: Participants reported they did not have any formal role or responsibility related to concussion management, and more than half reported their districts did not require concussion training. Nevertheless, many physical educators were receiving training (n = 291, 72%). Participants who also coached were more aware of concussion policies and systems than were their counterparts, but there were no differences related to concussion facts. CONCLUSION: School districts are generally not requiring concussion management training for physical education teachers or giving them specific responsibilities in the management process, yet many physical educators are getting trained. This training often occurs online and may be required for secondary responsibilities such as coaching. Participants reported being aware of concussion policies and procedures but were less likely to agree that this awareness has resulted in changes in how they teach physical education. Participants also knew more about concussion facts than about the legitimacy of symptoms.

Outcomes of an International Audiology Service-Learning Study-Abroad Program.

PURPOSE: The purpose of this study was to evaluate students' academic and civic learning, with particular interest in cultural competence, gained through participation in the Speech, Language, and Hearing Sciences in Zambia study-abroad program. METHOD: Twelve female students participated in the program. Quantitative data collected included pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol & Cornelius-White, 2012) to measure changes in participants' civic learning. Qualitative data included journals, end-of-program reflection papers, videos, and researcher field notes. Feedback was also obtained from community-partner organizations via a questionnaire and rating scale. RESULTS: Comparison of the pre- and postprogram Public Affairs Scale data showed a significant increase in cultural competence and a marginal increase in community engagement at the conclusion of the program. Qualitative data showed that participants' cultural awareness was increased, they benefited from hands-on learning, and they experienced a variety of emotions and emotional and personal growth. CONCLUSIONS: Results show that a short-term study-abroad program with a service-learning component can be a mechanism for students to enhance academic and civic learning, specifically cultural competence and clinical skills. Sustainability of programs is a challenge that needs to be addressed.

Service Learning in Undergraduate Audiology Education.

PURPOSE: The purpose of this study was to incorporate a service learning project in an undergraduate audiology course and evaluate how it affected student learning in the class. METHOD: The study involved partnering with a group of students enrolled in a band learning community. Students in the audiology course learned about hearing assessment procedures in class and practiced the procedures on each other in labs. Toward the end of the semester, they assessed the hearing of the band students and provided counseling regarding the importance of hearing protection. Qualitative data were obtained in the form of preflections and final reflection papers completed by the students in the audiology course at the start and conclusion of the semester. Quantitative data included completion of the Community Service Attitudes Scale (CSAS; Shiarella, McCarthy, & Tucker, 2000) prior to and at the conclusion of the course. RESULTS: Results revealed overwhelmingly positive comments from the students in their final reflections, although there were no significant changes in the pre- and post-administration of the CSAS. CONCLUSION: Incorporating service learning projects into undergraduate curricula in speech and hearing has the potential to enhance academic and civic learning while also benefitting the community.

C. H. McCloy Lecture: reflections on socialization into physical education: an intergenerational perspective.

Charles H. McCloy was an icon in our profession. He was not only a leading researcher in the area of anthropometrics and tests and measurements, but he was a leading advocate for physical education (PE) in our country. McCloy's advocacy ties nicely into the authors' belief that the socialization process has a profound impact on the state of PE in our country. Grounded in nearly 40 years of research related to teacher socialization, the purpose of this manuscript is to provide an overview of the socialization of PE teachers across the phases of acculturation, professional socialization, and organizational socialization. Research pertaining to each of the phases is reviewed and then connected to an intergenerational comparison of the authors' autobiographical experiences in PE. The article concludes with propositions and implications about the socialization process and recommendations for future research.