Supporting learning of practitioners and early career scholars in physical education and sports pedagogy

Improving school physical education (PE) practices in the future mainly depends on supporting the professional capital of practitioners' and early career scholars'. In this paper, I aim to present effective strategies to support the human, social and decisional capital of those PE and sports professionals in Turkey. To this end, first, the complex social-ecology of the country-specific PE setting was discussed by using Bronfenbrenner's (1979) social-ecological model. Then, six strategies' that were effective in supporting the professional development of teachers, coaches and early career scholars in this specific context, including identifying the learner subsets, understanding the local social, physical, and policy setting, connecting PE stakeholders toward the same aims, creating learning communities, being future-oriented, and being data-driven in practice were presented with the evidence to support them. Social-ecological examination of the setting indicated the poor outcome of PE for the learning of K12 students in developing movement and lifelong physical activity skills and knowledge. There were weaknesses identified in PE teachers', coaches', and scholars' professional knowledge and skills. The social setting was not supportive especially for girls' physical activity participation in rural areas. Physical Education-related community, organizational and the physical setting had inequalities for the population living in different regions of the country due to fast urbanization, family income level, geography, and climate variations, rapidly growing school-age population and migration. At the macro level, the influence of a centralized education system and the policies of institutions with interest in youth education, health, and sport over the PE practices was critical. Application of the six strategies by considering the social-ecological characteristics of the Turkish PE setting was successful in general. Based on the evidence, I strongly recommend a comprehensive examination of the social-ecology in each cultural setting during structuring the professional development programmes for teachers, coaches, and early career scholars.


Interaction patterns of physical education teachers in a professional learning community
HÜNÜK, DENİZ; Tannehill, Deborah; İnce, Mustafa Levent (Informa UK Limited, 2019-05-04)
Background: In both general education and physical education literature, considerable attention is paid to identifying the effectiveness of communities of practice (CoPs). This literature tends to be more qualitative in nature with less research examining the quantitative nature of interactions in CoPs through direct observation. Purpose: This study examined the ways teachers interact within a newly-developed community (LC) /CoP to understand how conversations evolve; how teachers question, challenge, and/o...
A test of common content knowledge for gymnastics: A Rasch analysis
Devrilmez, Erhan; Dervent, Fatih; Ward, Phillip; İnce, Mustafa Levent (SAGE Publications, 2019-05-01)
Common content knowledge (CCK) is comprised of the knowledge of rules, techniques, and tactics and can be used to define the scope of what teachers teach in their lessons. Developing reliable and valid measures of teacher knowledge such as CCK strengthens our understanding of what teachers know and in turn the field's ability to help teachers in their practice. There are, however, few validated tests of CCK of sport for teachers. The primary purpose of this study was to provide content and concurrent validi...
Analysis of academic learning time in physical education classes of prospective and inservice teachers
Yıldırım, Ahmet; Kirazcı, Sadettin; Çiçek, Şeref; Department of Physical Education and Sports (2003)
One of the important characteristics of effective teaching is to devote sufficient time to appropriate physical activity in physical education classes. The purpose of this study was to compare teaching effectiveness of prospective and in-service teachers in relation to student behaviors, course content activities and Academic Learning Time in Physical Education (ALT-PE) scores. Participants were 26 prospective and 28 in-service physical education teachers. Forty-minute regular lessons (n=54) of each teacher...
Physical Activity Level Sport Participation and Parental Education Level in Turkish Junior High School Students
Koçak, Mehmet Settar; KİN İŞLER, AYŞE; ÇİÇEK, ŞEREF (Human Kinetics, 2002-01-01)
This study examined physical activity level, sport participation, and parental education level in 333 female and 359 male Turkish junior high school students. Student's physical activity level, sport participation, and parental education level were determined by a questionnaire with three sections. Independent samples t-test results revealed higher physical activity level and chi-square results indicated higher sport participation for boys when compared with girls. In addition significant negative correlati...
Assessment of health-related physical activity level, lesson context and teacher behaviour in elementary school physical education
Hürmeriç, Irmak; Kirazcı, Sadettin; Çiçek, Şeref; Department of Physical Education and Sports (2003)
Physical Education (PE) includes the development of knowledge and positive attitudes toward physical activity. Regular physical activity participation during childhood and adolescence has many beneficial effects on health. The purpose of the study was (a) to describe student physical activity level, lesson context and teacher behavior, (b) to determine the relationships among physical activity, lesson context and teacher behavior, (c) to investigate the differences among these variables in public and privat...
Citation Formats
M. L. İnce, “Supporting learning of practitioners and early career scholars in physical education and sports pedagogy,” SPORT EDUCATION AND SOCIETY, pp. 584–596, 2019, Accessed: 00, 2020. [Online]. Available: