Dr. Erin Centeio breaks down the Social Ecological Framework as a supplement to her podcast (episode 7)

Risto and Dr. Erin Centeio discuss a comprehensive school health program that was successful in preventing obesity in elementary schools. A great insight into what a comprehensive school program looks like in real life. This paper was published in 2018 in Preventative Medicine.

Citation: Centeio, E. E., McCaughtry, N., Moore, E. W. G., Kulik, N., Martin, J., Shen, B., … Fahlman, M. (2018). Building healthy communities: A comprehensive school health program to prevent obesity in elementary schools. Preventive Medicine, 111, 210–215.

BRIEF BIOGRAPHY

Erin E. Centeio, Ph.D., is currently an Assistant Professor at the University of Hawaii at Manoa. Erin has conducted research that focuses on increasing children’s levels of physical activity throughout the school day and understanding the effects this has on their health, as well as the cognitive and psychosocial benefits.

Dr. Justen O'Connor is a Senior Lecturer at Monash University in Melbourne, Australia. Dillon and Risto talk with him about his co-authored article about informal sport. This was so fascinating for us we kept talking after and will release that as a separate episode on youth sport and informal sport.

Citation: "Jeanes, R., Spaaij, R., Penney, D., & O’Connor, J. (2018). Managing informal sport participation: tensions and opportunities. International Journal of Sport Policy and Politics, 1-17."

Justen's Bio

Justen has research experience that utilises systems thinking, social ecology and strengths-based approaches to explore curriculum and pedoagogy associated with health, physical education, sport and lifetime physical activity. Justen also has an interest in social justice within education as well as informal forms of participation in movement. Justen is fluent in both quantitative and qualitative research methods and has expertise in designing scales for measurement.

Teacher Socialization Theory is a process in which teachers are recruited in to, prepared for, and continuously socialized through their lives and careers in school settings.

This theory breakdown episode by Dr. Kevin Richards explains the theory for you. This episode is launched side by side with an article breakdown of a paper by Dr. Richards and his colleagues which uses this theory.

Episode 5 is a discussion with Dr. Kevin Richards who is an assistant professor of physical education at the University of Illinois-Urbana Champaign. We talk about his work in teacher socialization and about the marginalization of PE and PE teachers. I think this will resonate with a lot of teachers in the field and we end the podcast with some steps to counteract this marginalization.

Here is the citation:K. Andrew R. Richards, Karen Lux Gaudreault, Jenna R. Starck & Amelia Mays Woods (2018) Physical education teachers’ perceptions of perceived mattering and marginalization, Physical Education and Sport Pedagogy, 23:4, 445-459, DOI: 10.1080/17408989.2018.1455820

This supplemental episode describes the Theory of Planned Behavior and is launched to supplement Dr. Kevin Mercier's podcast about student attitudes.

These shorter podcasts are meant to give an overview of theories prevalent in Health and Physical Education research. They will be published along side relevant articles we highlight on the podcast

Kevin Mercier is an associate professor at Adelphi University and researches student attitudes. Our conversation was about his 3-year longitudinal study following 4-8th grade students that measured their attitude toward physical education. His (and his colleagues) research highlights a drop in positive attitudes and specific gender differences across years.

The full citation is:

Mercier, K., Donovan, C., Gibbone, A., & Rozga, K. (2017). Three-Year Study of Students’ Attitudes Toward Physical Education: Grades 4–8. Research quarterly for exercise and sport, 88(3), 307-315.

(A supplemental episode covering the Theory of Planned Behavior is also available)

Dr. Sara Barnard Flory is as associate professor with the University of South Florida. Our conversation was about the professional socialization of urban physical educators. It's a great insight into urban physical education and explains culturally responsive pedagogy in physical education. Much of her research revolves around preparing teachers for culturally diverse school settings, social justice in PE, and the role of culture in PE. The full citation of the article is:

Flory, S. B. (2016). Professional socialization experiences of early career urban physical educators. European Physical Education Review, 22(4), 430-449.

Dr. Ash Casey is with Loughborough University in the UK. We discuss his 2014 paper on models based practice in physical education. A good conversation to the question: are models the great white hope or a white elephant? This paper is Dr. Casey's 2nd highest cited article and has been read widely. Dr. Casey continues to publish and conduct research on this topic and has more recent papers out discussing models. We wanted to highlight this paper first as it provides a great overview of models and can lay the foundation for future podcasts on this topic. During the month of September the article (citation below) will be open access courtesy of Routledge Ed.

Casey, A. (2014). Models-based practice: Great white hope or white elephant?. Physical Education and Sport Pedagogy, 19(1), 18-34.

Dillon and Sara interview Dr. Vicky Goodyear in Scotland about the use of FitBits in PE classes and how students experienced technology in PE. The paper discusses the students' perceptions of surveillance by the FitBit and expands on how students began to resist the implementation. Great conversation about some of the unexpected effects of technology integration and highlighting student voice. Dr. Goodyear is at the University of Birmingham UK and conducts research with young people and the uses of technology and the impact of social media among other topics. The full citation of the article is:

Goodyear, V. A., Kerner, C., & Quennerstedt, M. (2017). Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance. Sport, education and society, 1-14.