Strength and Conditioning in U.S. Schools: A Qualitative Investigation of Physical Educators’ Socialization and Professional Experiences

Author:

Kern Ben D.1ORCID,Bellar David2ORCID,Wilson Wesley J.3ORCID,Rasheed Samiyah1

Affiliation:

1. Division of Kinesiology & Health, University of Wyoming, Laramie, WY, USA

2. Usha Kundu, MD College of Health, University of West Florida, Pensacola, FL, USA

3. Department of Special Education, The University of Utah, Salt Lake City, UT, USA

Abstract

Purpose: To examine socialization experiences of physical educators who deliver strength and conditioning (S&C) programming, particularly the development of subjective theories, expertise, orientations, and perceived mattering. Methods: Thirty-one secondary school physical educators providing S&C instruction/supervision as part of required duties completed in-depth interviews with Occupational Socialization Theory as a guiding framework for analysis. Results: Themes developed were (a) acculturation and organizational socialization influence beliefs, (b) S&C professional development is scarce, (c) S&C in physical education is a sporting endeavor, (d) blurred lines between teaching and coaching, and (e) S&C-related programs matter. Discussion: Physical educators delivering S&C programming lack adequate preservice preparation and professional development, and experience both role conflict and decreased marginalization. Physical education teacher education programs should offer more formal S&C training for safe and effective instruction/supervision. Schools should provide S&C-related professional development to maximize student learning and safety and avoid potential legal liability.

Publisher

Human Kinetics

Subject

Education,Physical Therapy, Sports Therapy and Rehabilitation,Orthopedics and Sports Medicine

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4. A descriptive analysis of undergraduate PETE programs;Ayers, S.F.,2008

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