Cultivating joy through movement: The prioritization of meaningfulness within physical education teacher education programs

Strittmater, Gabrielle Ryan

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https://hdl.handle.net/2142/129384 Copy

Description

Title

Cultivating joy through movement: The prioritization of meaningfulness within physical education teacher education programs

Author(s)

Strittmater, Gabrielle Ryan

Issue Date

2025-04-09

Director of Research (if dissertation) or Advisor (if thesis)

Richards, Kevin A

Doctoral Committee Chair(s)

Richards, Kevin A

Committee Member(s)

• Graber, Kim C
• Woods, Amelia M
• O'Connor, Jamie
• Fletcher, Tim

Department of Study

Health and Kinesiology

Discipline

Kinesiology

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Meaningfulness
• physical education
• teacher education
• socialization

Abstract

This dissertation provides an in-depth qualitative inquiry into cultivating joy through movement. As the physical education system moves towards more heuristic and humanistic approaches focused on lifetime physical activity; this dissertation aimed to explore the implementation of innovative practices within teacher education. Anchored within the pursuit of meaningfulness and socialization of preservice teachers, the proceeding chapters unpack the overarching connections (Chapter 1) along with an in-depth summation of the qualitative methods utilized (Chapter 3). The connecting strands interwoven within this dissertation include Occupational Socialization Theory and the Meaningful Physical Education approach. Subsequently three scholarly contributions (Chapter 2, Chapter 4, and Chapter 5) are presented delving into meaningfulness and joy across the physical education system. First, “The meaningful physical education approach: A scoping review” (Chapter 2) explores the current research on the Meaningful Physical Education approach. This scoping review explored the descriptive and thematic findings of recent scholarship (2017-2023) through the utilization of PRISMA guidelines. The 29 articles identified spanned across educational settings and were discussed on a global scale. The thematic analysis brought forward three themes: (a) Teachers and faculty members are generally supportive of MPE; (b) Student autonomy and voice within PE enhances engagement; and (c) Contemporary approaches to professional development and PETE support practitioners in understanding and integrating MPE. The discussion highlights the need for continued research emphasizing the use of Occupational Socialization Theory. This scoping review provided a basis for the remaining empirical pieces. The first empirical article (Chapter 4), “Embracing the privilege of vulnerability: An autoethnographic socialization story” provides an introspective inquiry into my own socialization as both the researcher and participant. Using autoethnographic methods supported by Occupational Socialization Theory and Radical Feminist Theory, the purpose of this autoethnography was to understand my own experiences as a female within the physical education system and my understanding of meaningfulness in physical education. Shared within this deeply personal and evocative narrative are my experiences from acculturation through faculty preparation. The discussion focused on two themes: (a) Embodied resilience; and (b) Uprising: Empowered women. This autoethnography is intended to provoke scholarly discourse surrounding the practices within the physical education system. The second empirical piece (Chapter 5) “Learning about meaningful physical education in action: Insights from preservice teachers’ socialization story” provided an exploration into a physical education teacher education program. Using ethnographic case study methods, the socialization experiences of preservice teachers within a program designed through the lens of Learning About Meaningful Physical Education was brought to fruition. This case study contributes to the literature on how preservice teachers learn to implement Meaningful Physical Education. Five themes emerged: (a) In reflecting on acculturation experiences PSTs were able to discuss physical activities that prompted meaning through the lens of MPE; (b) Foundational courses primed PSTs for the application of MPE through courses intentionally infused with LAMPE; (c) Kristi’s commitment to students and use of LAMPE creates a unique socialization environment for learning an innovative approach; (d) Within elementary methods PSTs had a strong and supportive learning community that helped to expand their knowledge of MPE into teaching practice; (e) Educative and mis-educative components of the field experience influenced PSTs ability to implement and demonstrate competency of the MPE approach. Considerations for the continuation of scholarship highlighting the need for continued inquiry into the socialization of preservice teachers and faculty members implementing innovative approaches are presented.

Graduation Semester

2025-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129384

Copyright and License Information

Copyright 2025 Gabrielle Strittmater

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