Bringing myself back ‘into’ the research process

Bringing myself back ‘into’ the research process

As a doctoral student, I think I thought NOW was the time to analyze and write up the data. That was the next step in this linear process – wasn’t it? And, in this linear process, maybe it was also suggested that particular terminology (e.g., the primary researcher) and writing styles (e.g., third person) be used in such representation – to fulfill academic (or scholarly) expectations, of course.

This is the crossroads that I opened with and will explore in this entry. I hope some of you – whether you are in the midst of your dissertation, an early career scholar or a more established mentor – let it sit with you.

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Recruiting Students into PETE Programs

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Recruiting Students into PETE Programs

This blog aims to summarize (to the best of my ability) the recent PETE Collaborative on recruitment and retention into PETE programs. The discussion audio can be found by searching “Playing with Research in Health and Physical Education” Podcast on Spotify, Apple Podcasts or most anywhere you listen to podcasts, or by clicking here. The discussion was rich and the chat was very active during the collaborative. It is our attempt to summarize the key points in this blog.

Rethinking Long-Term Athlete Development—A Behavioral Approach

Rethinking Long-Term Athlete Development—A Behavioral Approach

Looking outside of the primary discipline of physiology to rethink long-term athlete development (LTAD) is the focus of this blog entry. Risto brings an overview of the article from Ian Jeffries that reveals the potential within LTAD along with various models and theories explaining best practice. The results advocate that implementation begins with behavior change and the establishment of new norms.

Stereotypical Views of Beauty and Boys STILL Not Letting Girls Play

Stereotypical Views of Beauty and Boys STILL Not Letting Girls Play

Marginalized students have experienced great barriers to enter the context of physical activity in schools as inequality in education has risen. Girls experience these barriers solely due to their gender. These barriers are discussed in this entry with an overview of the article Stereotypical Views of Beauty and Boys STILL Not Letting Girls Play: A Student-Centered Curriculum for Young Girls Through an After-School Activist Approach through a feminist poststructuralist lens. The research was conducted in the after school GIRL program at Waterfalls Elementary school. Through an activist approach, student voices were heard in curricular decision making and relationships were built throughout the school year in an attempt to create a sense of safety within the classroom.

‘Playing with Research’: Theory Troubles

‘Playing with Research’: Theory Troubles

This entry turns to my ‘troubles’ with theory. I have often called myself theory averse. I worry that it can alienate people (including myself) and move us away from everyday practices. Yet, here I explain how theory actually helped deepen my inquiry and began to connect to everyday life…

The Coach–Athlete Relationship in Strength and Conditioning: High Performance Athletes’ Perceptions

The Coach–Athlete Relationship in Strength and Conditioning: High Performance Athletes’ Perceptions

A well-structured, scientifically driven program with high performing athletes depend on effective coaching leadership. This entry summarizes the article from Foulds and colleagues (2019) ‘The coach–Athlete relationship in strength and conditioning: High performance athletes’ perceptions’. This article is based on the 3+1 C’s and the perception of high-performance athletes’ of S&C coaches. We bring insights about different pieces of the human performance puzzle that are important for a deeper understanding of effective leadership and coach-athlete relationship

REACH Harlem: young urban boys’ experiences in an after-school PA positive youth development program

REACH Harlem: young urban boys’ experiences in an after-school PA positive youth development program

While in previous article we discuss the challenges that were faced when implementing REACH in an urban community in East Harlem, New York, this article highlights the benefits of the implementation of REACH and how it positively impacted the lives of these young men.

Enacting a body-focused curriculum with young girls through an activist approach: Leveraging the after-school space

Enacting a body-focused curriculum with young girls through an activist approach: Leveraging the after-school space

This entry provides an overview of the after-school curriculum referred to as GIRL (Gaining Insight through Reflexive Learning) through an activist approach (Meza & Marttinen, 2019). Two coaches worked together to develop a safe and supportive environment establishing a trusting relationship with the students. As a result, effective teacher practice through an activist student-centered approach was able to strengthen the relationship between the girls and physical activity bridging towards lifetime physical activity and literacy.

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