Teaching in a New World: Lessons in Change and Resilience

Navigating the transition from a physical education teacher to a teacher educator in a new country is no small feat. In the article Teaching in a New World: A Novice Teacher Educator’s Pursuit for Change, the authors explore how an international doctoral physical education teacher education (PETE) instructor, Alba, used action research to transform her pedagogical practices during a single semester of teaching. The study not only unveils Alba’s journey of adaptation and professional growth, but it also highlights the challenges she faced, the methods she employed to overcome them, and the pivotal role that reflection and support play in fostering lasting change. 

Action Research as a Catalyst for Change 

A central takeaway from the study is the transformative power of action research. Alba’s experience demonstrates that through a cycle of planning, action, and reflection, educators can effectively assess and refine their teaching practices. By engaging in regular, structured debriefs with a trusted colleague—a critical friend—and maintaining reflective journals, she was able to integrate new pedagogical ideas with lessons learned from her doctoral coursework. This iterative process allowed Alba to identify what worked well in her teaching and where improvements were needed, such as balancing direct instruction with student-centered debriefing. As Alba noted in her reflections, reducing direct instruction time and increasing opportunities for students to actively engage and reflect aligned perfectly with her teaching philosophy. The study underscores that when educators consciously apply research to practice, they are more empowered to adapt and innovate in their classrooms. 

Overcoming the Challenges of a New Teaching Environment 

Transitioning into the role of a teacher educator in a culturally diverse and academically rigorous environment presents inherent challenges. Alba’s journey is punctuated by moments of self-doubt and struggles with classroom management, time constraints, and language barriers. One of the recurring metaphors used in the article is that of “swimming underwater”—an analogy for the overwhelming feeling of juggling multiple roles simultaneously as a graduate student, researcher, and instructor. This powerful metaphor encapsulates the exhaustion and pressure that can come with navigating unfamiliar academic waters in a foreign country. 

Yet, Alba’s experience is not solely one of hardship. The discussion in the article reveals how these challenges acted as a stimulus for growth. By confronting and reflecting upon each difficulty, Alba gradually transformed her initial insecurities into sources of strength. The ability to adapt to a new cultural milieu and integrate her personal teaching philosophy with the expectations of a U.S. higher education system is celebrated in the research, emphasizing that every challenge provides an opportunity for profound personal and professional development. 

The Power of Reflection and Support Networks 

Perhaps the most resonant theme in Alba’s story is the critical role of reflection. Regular journaling and debrief sessions with her advisors created a safe space for Alba to critically assess her teaching methods, embrace her vulnerabilities, and, importantly, celebrate her progress. This reflective process was instrumental in reshaping her professional identity as both a teacher and a lifelong learner. 

Alongside reflection, the supportive network offered by her mentors proved indispensable. Alba’s narrative is peppered with instances where simple words of encouragement—such as advice delivered through a WhatsApp message—brought not only clarity but also immense comfort. This deep, supportive relationship helped her navigate the pressure to perform and buoyed her confidence as she experimented with innovative teaching methods. It is a stark reminder that mentorship and a collaborative spirit are essential in the realm of teaching, especially in moments when one feels overwhelmed by the myriad responsibilities of a new role. 

Key Takeaways 

• Action Research Drives Change: Alba’s experience shows that iterative cycles of planning, action, and reflective practice can lead to meaningful improvements in teaching. 

• Embracing Challenges as Opportunities: The obstacles of adapting to a new culture and managing multiple roles can catalyze profound personal growth if met with resilience. 

• Reflection Strengthens Identity: Continuous self-reflection and honest dialogue with mentors are vital to developing and evolving a teaching philosophy. 

• Support Networks Are Crucial: A trusted network of colleagues and advisors not only provides guidance but also creates an environment where teaching and learning can flourish together. 

In conclusion, Teaching in a New World provides valuable insights into the realities of adapting to unfamiliar educational landscapes. Alba’s journey reminds us that change, though challenging, can lead to renewed confidence and a reimagined approach to teaching. Her story encourages educators to look beyond the immediate struggles and to use every opportunity—a lesson in both pedagogy and life—to continue evolving as dedicated, reflective practitioners. 

 Full Article:
Rodrigues, A. I. C., Marttinen, R., & Banville, D. (2024). Teaching in a New World: A Novice Teacher Educator’s Pursuit for Change. Journal of Teaching in Physical Education, 43(2), 352-361. Retrieved Apr 11, 2025, from https://doi.org/10.1123/jtpe.2022-0290 

This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source.  

Empowering Young Girls Through Co-Created Curriculum: A Closer Look at the GIRL Initiative

The GIRL curriculum—“Gaining Insight through Reflective Learning”—represents an innovative approach to tackling longstanding issues around body image among young girls. Developed as an after-school program extension to the REACH initiative, this curriculum provides a structured yet adaptable platform for participants to critically explore media influences, societal norms, and personal perceptions surrounding body image. The comprehensive nature of the program, underscored by the principles of co-creation and reflective learning, offers rich insights into transforming negative body image narratives into opportunities for empowerment. 

Building a Safe and Trusting Environment 

A significant cornerstone of the GIRL curriculum is the establishment of a safe, trusting space where girls feel comfortable discussing sensitive issues. Given that research has shown that as early as six years old, girls start to internalize negative body images due to peer teasing, media portrayal, and societal expectations, providing such a secure environment is crucial. The program achieved this by emphasizing confidentiality, respect, and trust through structured “check-in” activities and personal journaling. Coaches played an integral role by maintaining open lines of communication, conducting one-on-one interactions, and consistently reassuring the girls that their thoughts and experiences would be kept confidential. 

Key Curriculum Features: Check-In and Choice 

The curriculum is structured around two essential components: check-in and choice activities. Check-in segments allowed coaches to gather immediate feedback regarding the participants’ interests, experiences, and emotional well-being. This not only informed necessary adjustments to the session but also empowered the girls by making them feel heard and valued. Choice activities—ranging from creative expression through art, journaling, or discussions—ensured that the session content remained engaging and relevant to the girls' individual interests. For instance, during media exploration and social scenarios exercises, the participants could choose how to express their thoughts (via drawing, writing, or group discussions), which both reinforced the learning objectives and enhanced autonomy. 

Adapting to Participant Feedback 

One of the standout elements of the GIRL curriculum is its co-created, dynamic design. Rather than a rigid, one-size-fits-all model, the curriculum evolved based on direct input from the girls. This iterative approach allowed instructors to adapt activities in real time. When participants expressed a desire for more game-like or interactive content, the program was modified to incorporate these preferences, ensuring high engagement levels. The curriculum was segmented into four seven-week sections, each building on the previous phase—from initial introductions and trust-building to deeper discussions on media literacy and body positivity. This progression not only supported gradual confidence building but also enabled nuanced discussions that were age-appropriate and culturally sensitive. 

Positive Outcomes and Challenges 

The program results highlight that the GIRL curriculum made a significant positive impact on the participants. Many girls reported that the sessions were their only safe space to openly discuss topics around puberty, body image, and even issues like gender identity. Specific activities—such as the treasure box compliments and National Girls and Women in Sports Day discussions—were particularly impactful, reinforcing positive self-image and showcasing real-life examples of female empowerment. 

However, the study also acknowledged several challenges. The shared space with the REACH program sometimes led to distractions, and logistical issues such as limited table space occasionally hindered full participation. Despite these challenges, the flexible and participant-driven nature of the curriculum allowed coaches to modify activities promptly to meet the girls’ evolving needs. 

Key Takeaways 

• Creating a Safe Environment: The curriculum’s emphasis on trust, confidentiality, and open communication was vital for encouraging honest dialogue about body image. 

• Co-Creation for Relevance: Involving participants in the adaptation of activities ensured that the program remained engaging and directly aligned with the girls’ interests and needs. 

• Dynamic and Iterative Learning: Structuring the curriculum into sections allowed for gradual skill building and deeper exploration of sensitive topics over time. 

• Positive Empowerment: The reported outcomes indicate that GIRL effectively empowered girls, fostering a sense of agency and self-confidence that could counter negative body image influences. 

• Flexibility is Key: The ability to adapt on-the-fly based on feedback was critical in overcoming challenges and maintaining the program’s relevance and impact. 

In summary, the GIRL curriculum is a compelling example of how co-constructed educational interventions can transform body image narratives. By prioritizing participant voices and adapting to real-world feedback, the program not only helped mitigate the adverse effects of societal and media pressures but also empowered young girls to embrace their identities with confidence and resilience. 

 Full Article:
Meza, B., & Marttinen, R. (2019). The girl curriculum: Co-constructing learning about body image through empowering after-school programming. Journal of Youth Development, 14(4), 216–231. https://doi.org/10.5195/jyd.2019.771  

This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source. 

Building a Community in Crisis

When the COVID-19 pandemic forced traditional teaching methods to come to an abrupt halt, educators—especially those in Physical Education Teacher Education (PETE)—found themselves struggling to adapt. The PETE Collaborative emerged in April 2020 as a grassroots initiative to address these challenges. Conceived as a response to both the rapid transition to online education and the profound sense of isolation experienced by faculty members, the Collaborative provided an urgent virtual space for dialogue, idea sharing, and mutual support. While the initial motivation was clear—help colleagues cope with the uncertainties of remote instruction—the initiative quickly evolved into something far more transformative. 

Results That Speak to Community Impact 

One of the standout results reported in the article is the impressive reach and engagement of the PETE Collaborative. Faculty members from a wide range of institutions—spanning over 500 U.S. colleges and universities—convened regularly for virtual meetings. The success of these gatherings is evident not only in the consistent attendance (with numbers ranging from several dozen to over a hundred participants at different sessions) but also in the digital footprint left by the initiative. The audio recordings of these sessions have been downloaded over 7,000 times, and blog summaries have attracted more than 1,000 views. 

These metrics are more than just numbers; they demonstrate a growing appetite for shared learning and an active desire among PETE professionals to stay connected despite physical distancing. Moreover, the diverse formats—ranging from expert-led panels and breakout sessions to open discussions—allowed for dynamic engagement. Each session adapted to current events, whether shifting focus because of societal movements or pivoting to address specific challenges tied to the pandemic context. This agility in format and topic ultimately reinforced the idea that professional growth need not stop in the face of crisis, and that creative virtual solutions could serve as a viable alternative to traditional face-to-face interactions. 

The Power of Theoretical Underpinnings 

The discussion in the article underscores the importance of grounding such initiatives in robust theoretical frameworks. The PETE Collaborative was designed with an eye toward Sense of Community (SoC) theory, which emphasizes belonging, shared emotional connections, and a mutual obligation to the group. The theory not only informed the structure of the sessions—through clearly articulated norms and open dialogue—but also lent credibility to the effort as an innovative response in the educational arena. 

Additionally, the authors integrated Boyer’s six principles of campus community (purpose, openness, justice, discipline, care, and celebration) to further guide the Collaborative’s development. By aligning with these principles, the initiative moved beyond a mere crisis response. It laid the groundwork for a nonhierarchical, inclusive community that embraces diverse voices. These philosophical underpinnings played a crucial role in ensuring that the PETE Collaborative was not just a temporary fix but a sustainable model for future professional engagement. 

Looking Beyond the Crisis 

Perhaps the most powerful aspect of the discussion is the forward-looking vision articulated by the authors. As the immediate challenges of the pandemic gradually wane, the PETE Collaborative now faces the question of how to maintain its momentum. The article suggests that the very qualities that made the Collaborative a success during a crisis—its responsiveness, adaptability, and strong sense of community—are the same qualities that will help it thrive in a post-pandemic world. 

Faculty members expressed hope that the lessons learned during this period would translate into a reimagined approach to professional development. With sustained virtual engagement, the PETE Collaborative has the potential to continue influencing pedagogical practices, addressing both contemporary issues in education and long-standing systemic challenges. It serves as a model for how educational communities can reconfigure themselves to meet both emergent and enduring needs. 

Key Takeaways 

• Crisis as a Catalyst: The PETE Collaborative was born out of the urgency created by the COVID-19 pandemic, highlighting how crisis can spark innovative solutions. 

• Engagement Metrics: Significant participation levels, frequent attendance, and robust digital engagement underscore the initiative’s success. 

• Theoretical Frameworks: Grounding the initiative in Sense of Community theory and Boyer’s principles provided a strong, sustainable foundation for fostering meaningful professional interactions. 

• Sustainability Beyond the Pandemic: The discussions point toward a future where virtual communities not only supplement but also transform traditional models of professional development in education. 

In essence, “The PETE Collaborative: Established in Crisis, Sustained through Community” demonstrates that when educators come together with a shared purpose and adapt with agility, they can create transformative spaces that endure well beyond a period of crisis. The initiative not only addressed immediate challenges but also charted a course for the future of collaborative learning and professional solidarity. 

 Full Article:
McMullen, J., Killian, C., Richards, K. A. R., Jones, E., Krause, J., O’Neil, K., & Marttinen, R. (2022). The PETE Collaborative: Established in Crisis, Sustained through Community. Quest, 74(1), 74–90. https://doi.org/10.1080/00336297.2021.2012212 

This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source. 

Rethinking the “Impossible Subject” in HPE Policy: A Critical Examination

The recent article, The problematization of the (im)possible subject: an analysis of Health and Physical Education policy from Australia, USA and Wales, invites readers to engage in a deeper dialogue about the ways in which HPE policies construct the very subjects they purport to support. In this comparative study, the authors employ Bacchi’s “What’s the Problem Represented to be?” (WPR) approach to interrogate policy documents from Australia, the USA, and Wales, urging educators and policymakers alike to question the assumptions behind current curricular practices. 

Unpacking the Problem Representation 

At the heart of the study lies the notion that policies do not merely react to pre-existing issues but actively create and define problems. The article posits that HPE policies contribute to a persistent ‘deficit discourse’ by characterizing learners as inherently lacking. Three particular subject positions are identified: 

• The Sedentary Learner: Seen as lacking an active lifestyle, this group is expected to adopt physical activities with confidence and creativity. However, the burden of responsibility is placed solely on the learner, often neglecting broader systemic factors. 

• The Un-Educated Learner: This representation underscores a perceived deficiency in the knowledge and skills necessary to make informed health decisions, reinforcing a view where the learner must be remade into a more capable citizen. 

• The Naïve Learner: Positioned as vulnerable and at risk, the naïve learner is depicted as someone in need of protection and enlightenment—a portrayal that not only simplifies the complexity of individual circumstances but also sets up impossible expectations. 

The authors argue that these representations are underpinned by overlapping discourses such as idealism, neoliberalism, healthism, and individualism. As a result, the policies reinforce a narrative that learners are defined by their deficits, constructing an “impossible subject” who is expected to transform rapidly within limited curricular timeframes. 

Discussion: The Politics of Governing Through Policy 

The discussion within the article pushes the debate further by urging us to look beyond superficial readings of policy language. It critically examines how curricular documents, by emphasizing skills and behaviors that all learners must acquire, inevitably marginalize those whose experiences do not conform to the normative ideal. The discussion calls for a reimagining of HPE that acknowledges diverse voices and experiences—challenging educators to reflect on their own practices and the broader political, social, and cultural contexts that shape these policies. 

Importantly, the article critiques the assumption that all learners have equal access to the resources necessary to meet these high expectations. It highlights the risk of “problematizing” learners in ways that ultimately contribute to their further marginalization. The authors conclude by calling on curriculum policy writers and government stakeholders to foster a more inclusive dialogue—one that not only identifies silences and omissions within existing policy frameworks but also imagines alternative futures in which HPE is a space for genuine empowerment rather than exclusion. 

Key Takeaways for Educators and Policymakers 

• Critical Reflection: Policies embed assumptions that shape learner identities. Educators must challenge these presumptions and engage in critical dialogue to foster more inclusive practices. 

• Deficit Discourse Awareness: By recognizing how learners are constructed as lacking, teachers and policymakers can work towards approaches that celebrate strengths rather than merely outlining deficits. 

• Systemic Change: The disconnect between the idealized learner and the lived experiences of many students highlights the need for systemic reform. This involves not only reworking policy language but also ensuring that educational practices and resources align with more realistic and equitable goals. 

• Future Directions: Educators are encouraged to become active participants in policy discussions, leveraging their insights to advocate for curricular changes that better reflect the diversity of student experiences and needs. 

Ultimately, the article is a clarion call for a shift in perspective—a move away from policies that produce the “impossible subject” toward those that nurture, empower, and celebrate the full diversity of learners in Health and Physical Education. 

 Full Article:
Alfrey, L., Lambert, K., Aldous, D., & Marttinen, R. (2021). The problematization of the (im)possible subject: an analysis of Health and Physical Education policy from Australia, USA and Wales. Sport, Education and Society, 28(4), 353–368. https://doi.org/10.1080/13573322.2021.2016682 

 This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source. 

Reimagining Physical Education: Perspectives from Teachers and Students

Physical education is often the most misinterpreted subject in schools—viewed sometimes merely as a break from academics rather than as a critical component for lifelong health. The recent study, “The Secondary School Curriculum: Teachers’ and Students’ Perspectives” by Banville, Marttinen, and Rodrigues, offers an insightful look into how both educators and students experience PE. By shedding light on their contrasting priorities and shared challenges, the study calls for a balanced, engaging, and meaningful curriculum. 

Divergent Perspectives in the PE Classroom 

A primary finding of the study is the evident gap between teachers’ and students’ perceptions of what constitutes quality physical education. Teachers predominantly see fitness—particularly cardiovascular endurance—as the cornerstone of PE. Driven by the need to boost fitness test scores and combat rising obesity levels, many adopt an approach aimed at “fooling” students into moving. This often involves quick transitions into activity via games such as tag or “Simon says,” where the primary goal is to get students active rather than to impart technical or skill-based instruction. 

Students, however, often find this strategy lacking. While they acknowledge the role of fitness, many express frustration over the “roll the ball out” method, where minimal guidance leaves them feeling unprepared and disengaged. For many students, the experience of PE becomes less about learning new skills and more about simply “getting through class.” This disconnection is particularly harmful to low-skilled students who might already be at a disadvantage in traditional sports activities. 

Curriculum Content and Instruction: More Than Just Moving 

The study highlights that PE curricula are typically dominated by team sports and repetitive activities. Teachers, under constraints of large class sizes and limited resources, tend to favor sports that allow for a uniform, albeit less customized, approach. This often leads to a curriculum that is rigid and doesn't always align with students’ interests. For instance, students voiced a desire for more variety—including non-traditional activities like yoga, archery, or even outdoor adventures—that could cater to a broader range of abilities and interests. 

One of the most critical discussions in the study revolves around the balance between student choice and meaningful instruction. Although many PE teachers try to integrate choice into their curriculum, offering different activities to engage a diverse student body, the lack of adequate instruction means that these opportunities sometimes serve merely as supervised play rather than a platform for learning. This gap not only perpetuates a sense of mediocrity but may also fail to equip students with the fundamental motor skills they need for lifelong physical activity. 

The Impact of Administrative Decisions 

Another striking result of the study is the influence of administrative decisions on the quality of PE programs. Overcrowded classes, insufficient equipment, and limited physical space are recurring challenges that prevent teachers from delivering well-rounded lessons. When PE is marginalized through undervalued resources and unrealistic student-teacher ratios, both the curriculum’s effectiveness and student engagement suffer. The study’s discussion makes it clear that effective PE depends not only on innovative teaching methods but also on a supportive infrastructure where administrators champion balanced class sizes and resource allocation. 

Key Takeaways and Suggestions for Improvement 

1. Aligning Goals with Realities: While teachers focus heavily on fitness to meet accountability measures, this emphasis can limit skill development. A balanced curriculum should incorporate skill-based instruction alongside cardiovascular activities. 

1. Enhancing Instruction: The prevalent “roll the ball out” approach may increase participation but often leaves students unprepared, particularly those with lower skill levels. A more directed and supportive instructional strategy is essential to help all students build competencies. 

1. Diversifying Activity Options: Offering a variety of activities—including non-traditional sports and outdoor experiences—could better engage students with diverse interests and skill sets, making PE a space for exploration rather than obligation. 

1. Empowering Students’ Voice: Students’ suggestions—such as adjusting class schedules to reduce the disruption of changing clothes and incorporating music or varied activities—highlight the need for curricula that are more responsive to their preferences and daily realities. 

1. Investing in Resources: Administrative support in the form of manageable class sizes, sufficient equipment, and dedicated teaching spaces is crucial. A properly resourced environment empowers teachers to deliver a curriculum that is both engaging and pedagogically sound. 

In conclusion, this study calls for a reexamination of the PE curriculum—a shift that involves listening to both teachers and students. By acknowledging the pressures to improve fitness scores and the practical constraints of large class sizes, stakeholders can work together to develop physical education programs that not only meet academic and health standards but also truly inspire lifelong activity. 

 Full Article:
Banville, D., Marttinen, R., & Rodrigues, A. (2023). The Secondary School Curriculum: Teachers’ and Students’ Perspectives. Journal of Teaching in Physical Education, 42(1), 97-105. Retrieved Apr 11, 2025, from https://doi.org/10.1123/jtpe.2021-0181 

This blog post was written with the assistance of AI to support clarity and accessibility. It is intended to help disseminate and discuss research findings with a broader audience. However, for the most accurate and reliable information—including conclusions and practical applications—please refer to the original peer-reviewed publication on which this blog is based. The peer-reviewed article remains the most authoritative source.