BIBLIOGRAFÍA GENERAL COMENTADA

A nonprobability sampling design was used due to the nature of this research. Probability sampling (e.g. random sampling) would not be appropriate because generalization of the results is not a goal of this study and due to the qualitative study design (Merriam, 2009). A unique sampling strategy was used to select an accomplished elementary physical education teacher. A thorough search was completed to identify those nominated for or recognized by their peers for superior service in the field of elementary education (e.g., Teacher of the Year nominees and awardees, previous National Association for Sport and Physical Education (NASPE) teachers of the year, and/or national master teacher awardees). Participants were sought within the

southeastern United States. An initial screening was done to identify at least four qualified participants to prepare for any attrition issues.

Novice physical education teachers were identified through local university physical education programs to find those who had just graduated and may be starting their career as elementary physical education teachers. To find beginning elementary physical education teachers, local private school websites were searched to identify any possible physical education teachers that fit the “beginning” criteria. Initial work on participant identification and selection was met with opposition from many of the local public school systems. Specifically, they did not allow student observation to occur. The search for an established (beginning) elementary physical education teacher from the private school system was in response to the bureaucratic challenges of the public school system. Potential novice, beginning, and accomplished participants were initially contacted through email with a follow up phone call if the potential participant expressed interest.

Once participants had given verbal consent to participate in the study their respective school districts and/or principals were contacted for further permission for the study to take place at the participant’s school site. Participants were provided an informed consent form in person, and instructed to sign and date it. The location procedures were a function of where the novice, beginning, and accomplished elementary physical education teacher currently taught.

Permission to use school facilities for post observation interviews was also obtained from each respective school district.

Participant Background and Context of Instructional Settings

It was the first year teaching for the novice participant. From hereafter she will be referred to as “Nancy.” Due to the spring data collection time, Nancy had approximately seven

months of experience. She grew up and still lived in the area surrounding her school site, which was stated as being a contributing factor to her seeking the job. She stated that she knew she wanted to work with children, but did not know in what capacity. Eventually she stated that it all “clicked” when she decided to become a physical education teacher. She recently graduated from a large public university with a degree in health and physical education PK (pre-

kindergarten) -12. The student population was approximately 72% Black, 21% White, and 7% other. Student’s eligible for free or reduced lunch was 58%. The total student population was approximately 770 from PK to 6th grade with a student to teacher ratio of 21.5:1. The 2nd grade students were seen only one time per week for about 35 minutes during physical education class. The average class size was about 24 students.

The beginning participant was in his third year teaching and was in a faith based private school setting. From hereafter he will be referred to as “Benjamin.” Benjamin received his degree in K-12 health and physical education from a small, division II private school. He stated that he became a physical education teacher because he saw how much fun his 11th grade physical education teacher was having and that he played sports his whole life. The student population was approximately 66% White, 12% Asian, 8% Hispanic, 6% Black, and 8% other. Since the school is a private institution no federal aid for lunches occurs. There were roughly 500 students from PK-8th grade with a student teacher ratio of 16:1. Second grade students at this school had physical education for 45 minutes twice a week. In addition, two classes were combined for the purposes of physical education instruction. An assistant was present during instructional times to assist Benjamin.

The accomplished participant was in her 22nd year teaching and was in a more affluent part of the state. From hereafter she will be referred to as “Allison.” Allison holds a bachelor’s

degree in Health and Physical Education K-12 and a master’s degree in human resource with an emphasis in educational leadership. The student population was predominantly Whites 70%, Blacks 13%, and 17% other. There was roughly 15% of students eligible for reduced or free lunch. There were 760 students from PK-5th grade with a student teacher ratio of 17.7:1. Second grade students at this school had physical education for 35 minutes once a week. In addition, two classes were taught at the same time for the majority of physical education instruction. Another fully licensed physical education teacher taught one class while Allison taught the other class. For the purposes of some activity lessons they combined both classes and team taught.

Each of the participants had a different supervisory capacity within their classes. Nancy taught independently and had on average 24 students in her physical education classes.

Benjamin had a student population from a low of 25 to a high of 62 students. However, he typically taught about 40-42 students with an assistant. The assistant did not have a degree in the health or physical education field. Allison taught by herself and also co-taught two classes combined. Her co-teacher did possess a teaching degree in health and physical education.