In health and physical education (HPE), we are deeply socialized into valuing peer-reviewed journal articles as the primary currency of scholarship. Dissertations become three publishable papers. Promotion and tenure files are stacked with empirical studies. Grants and impact factors dominate conversations.
But what about books?
Recently on the podcast, I spoke with Dr. Michael Hemphill (University of North Carolina at Greensboro), associate editor of the Journal of Teaching in Physical Education (JTPE) and founding editor of its relatively new book review section. What emerged from that conversation was not just an update about a journal feature—it was a compelling case for why book reviews matter, especially for doctoral students, early career scholars, and research-engaged practitioners.
Why Book Reviews, and Why Now?
Unlike some social science fields where dissertations routinely become monographs, HPE has not had a strong tradition of book-length scholarship emerging from early-career academics. Instead, books are often written by established scholars who synthesize years—sometimes decades—of work.
That creates an interesting dynamic: books can contain ambitious, synthetic, or even provocative arguments that are not always filtered through the same iterative peer-review processes as journal articles. In many cases, academic books are reviewed at the proposal stage, not after the full manuscript is written. That means the field may not formally engage with the ideas in the book until it is already in print.
This is where book reviews play a crucial role.
A well-written book review provides a scholarly, yet subjective, interpretation of a book’s central thesis. It captures a perspective that might otherwise only surface in hallway conversations at AERA or during a conference discussant’s five-minute response. Instead of disappearing into informal dialogue, that engagement becomes part of the scholarly record.
What Makes a Strong Book Review?
According to Hemphill, the most effective reviews typically focus on single-author scholarly books. These allow the reviewer to identify the central thesis, evaluate how the argument unfolds, and situate it within the broader literature.
A strong review does more than summarize. It asks:
What is the author’s core argument?
How convincingly is it developed?
What theoretical or methodological assumptions shape the text?
Who is the intended audience?
What are the implications for research, teacher education, or practice?
And importantly, what does this book offer that we did not previously have?
This is not a “hit piece.” Nor is it promotional copy. Constructive critique is welcome—even disagreement—but tone and scholarly grounding matter. Book reviews in JTPE do not typically go out for blind peer review; editorial discretion plays a significant role. That places a premium on professionalism, fairness, and intellectual generosity.
Why This Is a Powerful Opportunity for Doctoral Students
If you are a doctoral student, consider this: writing a book review forces you to read differently. You cannot skim. You must grapple with argument structure, positionality, and contribution. You must clarify your own theoretical stance in order to evaluate someone else’s.
In other words, writing a book review sharpens the exact skills you need for your dissertation.
It can also:
Help you deepen your literature review.
Clarify how your work fits within (or challenges) existing paradigms.
Provide a citable publication.
Position you in conversation with established scholars.
And yes, publishers often provide complimentary copies to reviewers, especially if you demonstrate that you are well-positioned to write the review.
A Bridge Between Research and Practice
For research-engaged practitioners and teacher educators, book reviews offer something else: accessibility.
A 1,000-word review can help a teacher decide whether a 250-page book on curriculum reform, activist pedagogy, or social-emotional learning is worth investing time in. It can translate dense theory into actionable insights. It can connect scholarship to implementation.
In a field that often talks about the research–practice gap, book reviews are one modest but meaningful way to narrow it.
Five Years from Now?
The long-term vision is still evolving. Will book reviews become a regular feature of our scholarly conversations? Will they encourage more scholars to consider book-length contributions? Will they become part of graduate seminars in HPE programs?
That depends on us.
If you are interested in writing a book review, the first step is simple: reach out to the section editor before you begin. Confirm that the book is appropriate and not already under review. Clarify your positionality and interest in the topic. Then commit to reading—carefully, critically, generously.
In a field that values dialogue at conferences but often loses that dialogue once the sessions end, book reviews offer a way to sustain and document our intellectual conversations.
And perhaps most importantly, they remind us that scholarship is not only about producing knowledge—but also about responding to it.
To find information on the Book Review Process on the JTPE website click here:
https://journals.humankinetics.com/view/journals/jtpe/43/2/article-p197.xml
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 and in this case the audio from the podcast on which this blog is based. The peer-reviewed article remains the most authoritative source.