This podcast is a recording of the paper session that was presented at AERA SIG 93: in Toronto, Canada in April 2019. The podcast presents a paper (in 12min) on a systematic review of research from 1995-2015 on research on teaching in physical education. If you need a copy of the presentation please email me or reach out to me on twitter (@ristomarttinen)

This podcast gives an overview of the sessions held in Toronto at the 2019 AERA Annual Meeting. The sessions highlighted are from the PE SIG 93. If you are NOT a member, we highly recommend you becoming one. This podcast is with Risto Marttinen and Sara Flory. 

The Annual Portal for reviewers is open for AERA 2020 in San Fransisco. The abstracts for both the invisible college and SIG 93 submissions will be due in late July 2019 for the AERA conference in San Fransisco (April 17-21).

This episode recaps the "SIG 93: Research on learning and instruction in physical education" Invisible College. A pre conference session at AERA for collaborative and interactive sessions. Hosts Risto Marttinen (@ristomarttinen) and Sara Flory (@saraflory) discuss and breakdown these sessions.

This episode gives an explanation of how to develop and validate a quantitative instrument. No, you can't just make one up and send it out and get reliable results! This is a great basic overview of what it takes to make a valid and reliable scale/instrument for research purposes.

Dr. Cassandra Iannucci (@cassamariab) gives an overview of the process, more detailed information is available in the article. 

Iannucci, C., MacPhail, A., & R. Richards, K. A. (2018). Development and initial validation of the Teaching Multiple School Subjects Role Conflict Scale (TMSS-RCS). European Physical Education Review, 1356336X18791194.

This episode describes research surrounding teachers who teach multiple subjects, and the potential role conflict they experience. Dr. Iannucci (@cassamariab) explains role conflict theory and some of her work surrounding this problem. We split the quantitative part of this article, the actual instrument development part, into another episode (see Episode 36). 

Dr. Cassandra Iannucci is a lecturer in HPE at Deakin University in Melbourne Australia, and comes to our podcast via Limerick University in Ireland where she recently completed here PhD. 

The full cite: Iannucci, C., MacPhail, A., & R. Richards, K. A. (2018). Development and initial validation of the Teaching Multiple School Subjects Role Conflict Scale (TMSS-RCS). European Physical Education Review, 1356336X18791194.

https://www.researchgate.net/profile/Cassandra_Iannucci

This podcast discusses how two teachers in the UK used flipped learning (flipped classrooms) and integrated digital technologies into their teaching. 

Dr. Julia Sargent (@julia_sargent) is a lecturer at The Open University in the UK. She looks at digital pedagogies and how digital technology can support learning and learning materials. Prior to this role, Julia completed her PhD at Loughborough University in Physical Education and Sport Pedagogy. She explored how and why physical education teachers' used digital technology.

Her research interests include digital technology, teaching, learning, strengths-based approaches and practice-based research. Julia is an AFHEA and has taught on a number of research methods modules.

Citation for article:

Sargent, J., & Casey, A. (2019). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review, 1356336X19826603.

This episode discusses a collaborative action research project with Dr. Pill and an Australian Rules Football Coach who enacted a Game Sense Approach to his coaching. The podcast explains what Game Sense is (similar but different from TGfU and Tactical Games) and discusses coaching, and the crossover that teachers can have while implementing these approaches into a PE setting. 

Shane Pill (@Pilly66) is an Associate Professor at Flinders University in Adelaide Australia. Shane is the author of six books on the concept of Play with Purpose using a Game Sense approach for PE teaching and sport coaching. He has also published the text Perspectives on Athlete Centred Coaching. Shane was a major contributing writer to the Cricket Australia S'Cool Cricket resource, the Tennis Australia game-based Primary and Secondary Schools Tennis resources, and the revised AFL Sport Education program. He has published over 100 scholarly and academic papers, and is an internationally popular speaker and workshop presenter.

https://www.flinders.edu.au/people/shane.pill

You can access the Paper Here: http://uvadoc.uva.es/bitstream/10324/23806/1/AEFD-2016-1-implementing-game-sense.pdf 

Stephen Harvey (@drstephenharvey)'s podcast can be found on iTunes and also here  https://anchor.fm/stephen-harvey1 It's called "Positive Pedagogy for Sport Coaching

This episode talks about touch in physical education, about a moral panic, surveillance and how physical touch is navigated by pre-service teachers in Spain which is a "touchy" culture. 

Valeria Varea has completed her PhD at the School of Human Movement Studies at the University of Queensland, Australia (title: The body as a professional ‘touchstone’: Exploring Health and Physical Education undergraduates’ understandings of the body). She was then appointed as a lecturer in Health and Physical Education at the University on New England, Australia. In 2018, she left Australia to to work as an associate senior lecturer at the School of Health Sciences at Örebro University, Sweden.

Valeria's research draws on critical and socio-cultural perspectives, using qualitative research methods to extend knowledge and critique people's understandings of the body, health, Physical Education, sport and physical activity.

https://www.oru.se/english/employee/valeria_varea 

Varea, V. , González-Calvo, G. & Martínez-Álvarez, L. (2018). Exploring Touch in Physical Education Practicum in a Touchy Latin Culture. Societies, 8 (3).

This lightning review covers an article in under 10min. This piece reports on data looking to find out if the National School Lunch Program is a valid measure of educational disadvantage. Most researchers use this measure to say it is, and schools get huge sums of money based on this measure...but how valid is it?

Here is the citation, and a link to the article. 

Domina, T., Pharris-Ciurej, N., Penner, A. M., Penner, E. K., Brummet, Q., Porter, S. R., & Sanabria, T. (2018). Is Free and Reduced-Price Lunch a Valid Measure of Educational Disadvantage?. Educational Researcher, 47(9), 539-555.

https://journals.sagepub.com/doi/pdf/10.3102/0013189X18797609

This paper discusses the story of Grace, an elementary PE teacher, and the ways in which she navigated her working environment as the teacher of a marginalized subject. The podcast covers the strategies Grace utilized in her career.

Dr. Karen Lux is the PETE Program Coordinator at The University of New Mexico in Albuquerque. 

Citation:

Lux, K., & McCullick, B. A. (2011). How one exceptional teacher navigated her working environment as the teacher of a marginal subject. Journal of Teaching in Physical Education, 30(4), 358-374.