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Developing Physical Education Leader...

Bongiovanni, Michelle R.

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Developing Physical Education Leaders in the 21st Century.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Developing Physical Education Leaders in the 21st Century./
Author:	Bongiovanni, Michelle R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
Description:	336 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3560245
ISBN:	9781303060663

Developing Physical Education Leaders in the 21st Century.
Bongiovanni, Michelle R.

Developing Physical Education Leaders in the 21st Century. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 336 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ed.D.)--Walden University, 2013.

Since the inception of physical education, the subject has been marginalized, physical educators have been socially isolated, and the teaching of the subject has been plagued by ineffective practices. These trends have resulted in a need for physical education teacher leadership. The purpose of this study was to determine leadership characteristics of a physical education teacher leader in the 21st century from the perspectives of 7 physical educators, supervisors, and professors. Transformational leadership, reflective thinking, and critical thinking provided the theoretical foundation of the study. The research questions focused on important leadership characteristics of a physical education teacher leader in the 21st century. Data collection methods included observations, individual interviews, and documents. A grounded theory approach was used to analyze data through constant comparison and open, axial, and selective coding. Themes discovered in this study were collaboration, continuous learning, advocacy, and role modeling. In support of physical education teacher leadership, the project workshop and blog focused on these constructs as teacher leaders collaborated with colleagues, gathered information to improve teaching, advocated for physical education, and served as role models for other physical educators. Implications for positive social change include providing physical educators with a venue for sharing the knowledge, skills, and dispositions necessary for becoming leaders. By developing leaders through continuous improvement toward enhanced practice, physical educators can enact developmentally appropriate program changes and make a positive impact for the profession, both of which can contribute to lessening marginalization and social isolation of the profession.

ISBN: 9781303060663Subjects--Topical Terms:

635343
Physical education.

Developing Physical Education Leaders in the 21st Century.
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245 1 0 $a Developing Physical Education Leaders in the 21st Century.
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500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Georgene Risko.
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520 $a Since the inception of physical education, the subject has been marginalized, physical educators have been socially isolated, and the teaching of the subject has been plagued by ineffective practices. These trends have resulted in a need for physical education teacher leadership. The purpose of this study was to determine leadership characteristics of a physical education teacher leader in the 21st century from the perspectives of 7 physical educators, supervisors, and professors. Transformational leadership, reflective thinking, and critical thinking provided the theoretical foundation of the study. The research questions focused on important leadership characteristics of a physical education teacher leader in the 21st century. Data collection methods included observations, individual interviews, and documents. A grounded theory approach was used to analyze data through constant comparison and open, axial, and selective coding. Themes discovered in this study were collaboration, continuous learning, advocacy, and role modeling. In support of physical education teacher leadership, the project workshop and blog focused on these constructs as teacher leaders collaborated with colleagues, gathered information to improve teaching, advocated for physical education, and served as role models for other physical educators. Implications for positive social change include providing physical educators with a venue for sharing the knowledge, skills, and dispositions necessary for becoming leaders. By developing leaders through continuous improvement toward enhanced practice, physical educators can enact developmentally appropriate program changes and make a positive impact for the profession, both of which can contribute to lessening marginalization and social isolation of the profession.
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