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Journal of Physical Education, Recreation & DancePublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/ujrd20

Sport Pedagogy Research in Theory and PracticeJimmy H. Ishee & Ingrid Johnson aa University of New Mexico , Albuquerque , New Mexico , 87131Published online: 24 Feb 2013.

To cite this article: Jimmy H. Ishee & Ingrid Johnson (2003) Sport Pedagogy Research in Theory and Practice, Journal ofPhysical Education, Recreation & Dance, 74:2, 8-8, DOI: 10.1080/07303084.2003.10608369

To link to this article: http://dx.doi.org/10.1080/07303084.2003.10608369

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RESEARCH WORKS

Editor: Jimmy H. Ishee

Sport Pedagogy Research inTheoryand Practice

Crum (2001) offers a unique view­point regarding the status of

sport pedagogy research and itseffect on teacher education andphysical education in general. Hestructures his argument aroundthe following four theses.

Thesis 1: Sport pedagogy researchshould ultimately aim at improve­ment ofpractices. Consequently,the researcher's interest in thepursuit of knowledge should alignwith the practitioner's interest inactive application.

Although Crum suggests that theonly legitimate research is that whichis conducted to improve schoolpractices, he concedes that othersbelieve there are additional legiti­mate reasons for conducting re­search. These other reasons includetenure, economic gain, and status,and they should not be dismissed,because they can lead to good re­search. However, researchers shouldstill remember that the relationshipbetween theory and practice needsto be emphasized. Ultimately re­search should be used to improvephysical education teacher education(PETE) practices.

Thesis 2: Conceptual assumptionsabout the objectives and subjectmatter ofphysical education are ofprimary importance because theyhave the power to guide practice aswell as to guide theory and research.

These conceptual assumptions inphysical education are described as"a coherent set of views concerningthe identity and function of PE as aschool subject" (p. 186). Crum sug­gests that this concept should be

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placed at the center of a circle withphysical education practice, PETE re­search, and physical education forteacher education as interconnectedcomponents reaching out from themiddle. Th is model demonstratesthat this relationship is quite com­plex and that theory and practice arereciprocal. Using the research onteacher practices and teacher educa­tion allows current teachers to pro­vide a rich and dynamic learning en­vironment for their students.

Thesis 3: To avoid the productionof useless information, sport peda­gogy researchers should make ex­plicit their ontological assumptionsand strive for conceptual validity aswell as for the internal and externalvalidity of their outcomes. In physicaleducation there are many perspec­tives from which to view theory andresearch. Due to the complex natureof the field, researchers need to beaware of the consequences of theirresearch questions and data-gather­ing instruments. Because researchersoperate under more than one theo­retical paradigm, it is important to ac­cept this conceptual diversity as nor­mal. It is the lack of a clearly statedstarting point or a reason for inquirythat leads to the production of uselessinformation. In addition, the use ofconstructivist, feminist, and post­modernist research in sport pedagogyresearch is something that needs tobe explored and better understood.

Thesis 4: Sport pedagogy canclaim scientific maturity to the de­gree it succeeds in (1) carrying outresearch on the basis of explicit,consistent, conceptual assumptions

concerning human movement, sport,and the objectives and subject matterof physical education, and in (2)purging physical education teachers'thinking and practice by unmaskingimplausible conceptions and clarify­ing conceptual confusion. Crumbelieves that North American re­searchers "seem to be so unawareof their subjectivity and their onto­logical assumptions that they leavetheir prejudices implicit, that theytake traditional assumptions andconceptions for granted, and thatthey refuse to reflect on and discusstheir basic naming and framing"(p. 189).Thus, researchers need toclarify their viewpoints and identifywhat theoretical framework theyContinues on page 13

. rh''; .;: ,):·sWeicorne!

Readers may send ResearchWorks abstracts to Jimmy H.Ishee, School of Health Sciences,Georgia College & State Uni­versity, CBX 064, Milledgeville,GA 31061; (478) 445-4092;fax (478) 445-1913; email:jishee@gcsu.eduSubmission Requirements

• Abstracts must be from articlespublished in refereed HPERDjournals within the past yearand include complete citation.

• Research results should beapplicable to practitioners.

• Length should be no more thantwo double-spaced pages.

• Two hard copies and one dis­kette should be included forabstracts sent by regular mail.

Vol. 74 No.2· JOPERD • February 2003

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U.S. Constitution. However, the casewas remanded on the state-lawclaims of negligence and intentionalinfliction of emotional distress.

The court held that "as long as thestate provides an adequate remedy, apublic school student cannot state aclaim for denial of substantive dueprocess through excessive corporalpunishment, whether it be againstthe school system, administrators, orthe employee who is alleged to haveinflicted the darnaqe.t The substan­tive due process claim hinges on astudent's liberty interest in maintain­ing bodily integrity where arbitrarystate action exists. This claimbrought the case under the jurisdic­tion of the federal court. The court,however, reasoned that the exces­sive exercise intended as punish­ment was used for the purpose ofmaintaining discipline, and disciplineis a legitimate (not arbitrary) stategoal.The court next looked towhether there were adequate crimi­nal and civil remedies for the plain­tiffs. The court held that adequatestate remedies existed which in­cluded the possibility of criminalconviction for assault or injury to achild, as well as potential civil recov­ery in tort. Therefore, contrary to theholdings of other circuit courts, thecourt dismissed the substantive dueprocess claim and remanded thecase to be decided in state court onthe state-law claims.

Definition of TermsCorporal punishment-"Physi­

cal punishment as distinguishedfrom pecuniary punishment or a fine;any kind of punishment of or inflictedon the body" (Black, 1990, p. 306).

Substantive due process­"Broadly defined as the constitu­tional guarantee that no person shallbe arbitrarily deprived of his life, lib­erty or property; the essence of sub­stantive due process is protectionfrom arbitrary and unreasonable ac­tion:' (Black, 1990, p. 1281).

Intentional infliction of emo­tional distress-An intentional orreckless act by the defendant, con­stituting extreme or outrageous con-

February 2003 • JOPERD• Vol. 74 No.2

duct, causing severe emotional dls­tress to the plaintiff and resultingin damages.

Risk Management Tips-The Centers for Disease Control

and Prevention recommends thatcoaches and teachers refrain fromusing physical activity, such asdoing push-ups or running laps,as punishment.

- Be familiar with your local and/orstate law as it pertains to corporalpunishment. Some states prohibitdisciplinary corporal punishment,while others require parental consentfor its use.

-In states whose laws allow cor­poral punishment, school boardsmay wish to further regulate its use.

- Discuss corporal punishment poli­cies and procedures with competentlegal counsel before initiating them.

- If you have policies and proce­dures relevant to corporal punish­ment, administrators should ensurethat they are communicated to allphysical education teachers and thatthe procedures are strictly followed.

- Any corporal punishment shouldbe witnessed by at least two, ap­proved school officials.

- Document all incidents of corpo­ral punishment involving a student.

ReferencesBlack, H.C. (1990). Black's law dictio-

nary (6th ed.). St. Paul, MN: West.

-J. O. Spengler, assistant professor,Department of Recreation, Parks andTourism, and Daniel Connaughton,assistant professor, Department ofExercise and Sport Sciences, Univer­sity of Florida, Gainesville, FL 32611.

Submissions WelcomeTo submit an article to Law Review,send two hard copies and a 3.5-inchdisk with the text in WordPerfect 6.1or above or Microsoft Word 4.0 orabove (PC or Mac) to: Thomas H.Sawyer, Ed.D., Professor of Recreationand Sport Management, Departmentof Recreation and Sport Management,Indiana State University, Terre Haute,IN 47809.

CONFERENCES & WORKSHOPS

Continued from page 7

the Performing Arts Medicine Asso­ciation and held in conjunction withthe Aspen Music Festival. For moreinformation, contact Mary Fletcher at(303) 751-2170 or artsmed@aol.com,or visit www.artrsmed.org.

October 2-5, 2003. NationalPhysical EducationTeacher Edu­cation Conference, Baton Rouge,LA. Sponsored by the National Asso­ciation for Sport and Physical Educa­tion, this conference on the campusof Louisiana State University willhighlight best practices in the prepa­ration and continuing developmentof physical education professionalsfor K-12 schools. The conference willfocus on topics of interest for collegeand university PETEfaculty and ad­ministration, cooperating teachersand field experience supervisors, andLEA and state physical education su­pervisors. Topics in poster sessionsand presentations will include thepreparation of PETE professionals,curriculum reform, PETE standards,diversity, professional developmentschools, program assessment, re­search, and technology. Professionalsin physical education teacher educa­tion are urged to submit proposalsby the deadline of March 1,2003. Formore information, call NASPE at(703) 476-3410, email (draynes@aahperd.org), or visit the NASPEweb site (www.aahperd.org/naspe)and click on "PETE Conference"under the "Quick Links" heading.

RESEARCH WORKS

Continued from page 8are using while admitting their per­sonal biases regarding sport peda­gogy research.

ReferenceCrum, B. (2001).The "Idola" of sport

pedagogy researchers. Quest, 53,184-191.

-Abstracted by Ingrid Johnson, doc­toral student in physical education,University ofNew Mexico, Albuquer­que, New Mexico, 87131.

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