deirdre bailey - journal review - final

8/10/2019 Deirdre Bailey - Journal Review - Final

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A review of theJournal of Teaching in Physical Educatio!

Deirdre Bailey

University of Calgary

Running Head: JTPE JOURNAL REVIEW !DEIRDRE BAILEY


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Abstract

TheJournal of Teaching in Physical Educatio!is a prominent and well!regarded publication in

the field of sport pedagogy. By most measures it has achieved successes as a highly scholarly

publication, tailored to a narrow but evolving field in educational research. The journal has

yet to achieve prominence among broader educational research circles however, which could

in part be due to the fact that its publications continue to reflect primarily quantitative

methodologies. In order to continue evolving as an influential periodical in the field of

educational research, theJTPEneeds to increase its e#orts at promoting and publishing

more diverse approaches to the research of teaching in physical education

Keywords: physical education, education, research, review

JTPE JOURNAL REVIEW !DEIRDRE BAILEY 2


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A review of theJournal of Teaching in Physical Educatio!

The evaluation of a peer!reviewed academic journal is an inevitably contentious

exercise. The fact that there are a wide variety of techniques used to assess journal quality,

each with associated strengths and criticisms, makes it imperative that journals are

considered in light of their historical context, purpose and relevance, approach, and intent.

TheJournal of Teaching in Physical Education "JTPE#is a quarterly publication, focused

specifically on research in sport pedagogy. A peer!reviewed journal, it primarily presents

research and publications using more technical language. Each issue contains six or seven

articles of approximately 8!15 pages in length. Ko & Ward $2006%identify theJTPEas

having a broad scope, not defined by methods or epistemology $p. 270%, but rather by the

nature of the problem $teaching in physical education%or the setting $school activity centers

and the outdoors%. In order to provide a relevant and comprehensive review of theJTPE,

the following measures will be considered: history, the composition of the journals editorial

board, the review process and journal acceptance rates, types of articles published,

authorship, and impact factors in comparison with other journals in the same field.

Historical Overview

TheJTPEwas first conceived in 1981 as a badly needed outlet for sport pedagogy

scholars and researchers $McBride, 2006, p. 4%. The journal began as an independent

venture, funded by the Iowa State University $ISU%Research Foundation and printed by the

ISU Publications O&ce $Freedman & Metzler, 1981%. In an introductory editors note,

Freedman and Metzer $1981%mention that the call for submissions for the first publication

resulted in an overwhelming response, suggesting that an outlet for publishing research in

teaching physical education $RT!PE%had been greatly needed. Their introduction to the



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first issue of the JTPE mentions that the first calls for publications were targeted to teacher

educators, allied professionals and inservice physical educators alike. In order to anchor the

publication securely in the field of sport pedagogy, the first article published featured a

discussion with two of the most prominent leaders in the evolving field of RT!PE. Graham

$1982%interviewed Larry Locke and Daryl Siedentop, who thoughtfully outlined their hopes

and vision for the future of RT!PE . Early publications consisted of less formal discussion

articles such as these, as well as research publications with a more distinct focus. Over the

last decade, the journal has endeavored to continue publishing original reports of empirical

studies in physical education together with integrative reviews and analyses of issues in the

field. Their purpose is identified as that of communicating national and international

research, and stimulating discussion, study and critique of teacher education and curriculum

$Human Kinetics Inc., 2013%. In a 1997 review of 179 RT!PE publications from journals and

conference proceedings, Silverman and Skonie noted that it is apparent that theJTPE

played a large role in the growth of RT!PE over the last few decades as a majority of

research conducted after 1981 has appeared in theJTPE$p. 310%. Now published by Human

Kinetics Inc., the journal has often been referred to as the flagship, for the RT!PE

scholarly community $McBride, 2006%. McBride also mentions that it would be safe to

argue that theJTPEis one of the most visible indicators of research trends in sport

pedagogy in North America.

Editorial Team Overview

TheJTPEs editorial board reflects a range of well!published scholars from sport

pedagogy, exercise science and kinesiology throughout the United States, supplemented by

several international members. While the editorial board membership has evidently been



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drawn predominately from among U.S. scholars, particularly in the journals earliest years; its

composition over the past decade reflects an evident focus on broadening the international

reach of the editorial team. Present international editors remain limited to the

commonwealth countries however, and there are some noteworthy examples of multiple

editorial team members selected from single U.S. universities.

Since 1991, editors of theJTPEhave been appointed to four!year terms. Using an

apprenticeship model, the service of the coeditors is staggered to ensure continuity of

editorial practices $Ko & Ward, 2006, p. 272%. Notably, the JTPEs most recently selected

coeditor is from the University of Auckland and the first to be appointed from a university

outside the United States. This is evidently in keeping with the journals e#orts to broaden

its scope in international research.

In their 2006 analysis, Ward and Ko identified that for the best part of the first

decade of the journal $Volumes 1!8%, males were the exclusive editors of the journal $p. 272%.

Beginning in 1989 however, there has been an accelerating trend for female editors and in

terms of total representation, parity of numbers was achieved in 2003 $p. 272%. This data is

consistent with similar trends in major educational and psychological journals $Fong, Yoo,

Jones, Torres & Decker, 2008%.

Review process and rates of acceptance

On the 25th Anniversary of the journals publication in 2006, theJTPEmoved from

an email/files attached manuscript submission process to a web!based submission and a

double!blind review process. Manuscripts are required to be submitted with only the title of

the manuscript and the date of submission viaManuscript Central,which facilitates its



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electronic transfer. Each manuscript is sent to two reviewers for blind review and the

process normally takes 2 to 3 months for an initial decision $Human Kinetics Inc, 2013%. The

journals publishers, Human Kinetics Inc. have not published the journals acceptance rates,

but a 2011 resource from the University of North Carolinas Faculty of Education listsJTPEs

acceptance rates between 11!20'$UNC Charlotte, 2011%which suggests a high level of

article submissions and a rigorous review process.

Research approach

In the introductory issue of theJTPE, only one article reported qualitative findings

and this study employed mixed method research. While several qualitative pieces were

published in theJTPEduring the 1980s, for the best part of the first decade of the journal,

the quantitative paradigm remained the dominant mode of inquiry $Hemphill, Richards,

Templin & Blankenship, 2012, p. 118%. A foreword to an early issue of theJTPE calling for an

increasingly naturalistic approach to sport pedagogy research mentioned that RT!PE was

generating no new understandings guiding the learnings of pupils in physical education

because research was relying too heavily upon traditional deductive mathematico!statistical

strategies and for purposes of statistical calculations, abstractions had been

quantified $Berlin, 1985%. In an article published toward the end of the first decade,

Schemmp $1987%concurred with the assertion that the body of knowledge on teaching

physical education is running the risk of myopia due to its over!dependence on one mode of

inquiry $p. 118%. Though both Berlin and Schemmp indicated hope that theJTPE might

play a major role in lending momentum to naturalistic inquiry in RT!PE, gains in the last

few decades remain less than significant. Silverman and Skonies $1997%study of published

literature on teaching in physical education from 1980 to 1994 showed that many of the



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research studies addressed teacher e#ectiveness and used quantitative methodologies and

that the primary publication outlet for articles on RT!PE was theJTPE $Kulinna, Scrabis!

Fletcher, Kodis, Phillips & Silverman, 2009, p. 120%. They noted that out of 179 RT!PE

studies identified in 1997, almost one half focused on motor skill acquisition exclusively and

nearly all $162 studies, 90.5'%of the published RT!PE used quantitative research methods

$p.304%.

In 2002, Siedentop outlined that a significantly limiting factor for the entire

discipline was that this early era of sport pedagogy was derivative, both theoretically and

methodologically, from motor learnings parent discipline of psychology and has been slow

to catch on to more holistic and contextual educational research traditions $p. 428%. In

2006, Ko & Wards study did indicate that while quantitative research papers continued to

be the most frequently occurring research method in the journal, publications using

qualitative methods had been increasing steadily in the last decade. As recently as 2012

however, Hemphill, Richards, Templin & Blankenship found that the evolutionary pace of

qualitative inquiry in physical education remains gradual $p. 279%. Of the 110 articles

published between 1988 and 2008 which contained at least one qualitative data collection or

analysis technique, 68 included only qualitative methods while the remaining 42 were mixed

methods studies $Hemphill et al., 2012, p. 281%.

Primary paradigms used in the work published by theJTPE include positivist,

interpretive, socially critical, poststructuralist and feminist. Hemphill et al. $2012%also found

that the two most popular data analysis techniques cited were inductive analysis $43'%and

the constant comparative method $42'%$p. 285%. In terms of the types of studies that are

generally published by theJTPE, Ko & Ward $2006%posited that sixty!eight percent of



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articles were research studies, twenty percent were conceptual papers, five percent were

reviews of literature and seven percent were categorized as other $p. 276%. Publication

topics are predominantly in the realm of teacher education and pedagogy. The remaining

categories include research notes, measurement, graduate education, equity, and coaching.

In 1992, Metzler argued that the focus on pedagogy research must re!center on the acts of

teaching and learning, however Ko & Wards 2006 analysis suggests that the majority of

articles in theJTPE have not had the act of teaching as their focus. Nonetheless, the wide

variety of methods utilized in the research studies approved for publication in theJTPE

continue to suggest a nonpartisan journal in terms of its acceptance of di#erent

methodologies and in terms of the variety of epistemological and disciplinary foci in which

articles are grounded $Ko & Ward, 2006%.

Authorship

In both decades prior to 2006, men were more frequently published than women in

theJTPE, though this data must be considered in the context of the history of females in

the academy $Ko & Ward, 2006, p. 268%. United States!based authors accounted for 85'of

the papers published in the JTPE from 1981!2005. An additional 10'of the publications are

accounted for by authors from Canada, Australia, New Zealand, the UK and Ireland $Ko &

Ward, 2006, p. 274%. In an e#ort to actively solicit a greater number of international

submissions, approximately 10 years ago theJTPEaligned itself with the International

Association for Physical Education in Higher Education "Association Internationale des Ecol$

Superieures dEducation Physique: AIESEP#,with the goal to expand beyond the North

American community in terms of circulation, audience, and manuscript submissions. It can

be inferred that this initiative is at least in part responsible for the fact that recent



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publications have all included international submissions. The e#orts on broadening

international emphasis is also evident through specific reference in the editors notes of

recent issues.

Impact factor and journal ranking

The variety of techniques used to assess journal quality and develop journal rankings

may be broadly classified as stated preference and revealed preference approaches $Bontis

and Serenko, 2009%. Stated preference generally allows for the thoughtful evaluation of the

quality of a journal based on editorial board reputation, opinion of leading scholars in the

field, journal longevity rates, acceptance rates, and research focus; all of which have been

addressed in some respect above. The revealed preference method evaluates journals based

on citation impact, a method that has gained momentum since 1961 when the Scienc$

Citation Index"SCI#was published $Garfield, 1972%. Expressed in terms of number of

citations per paper, citation impact is often considered the only way by which non!field

specialists may judge quality of research output $Meho, 2007%. In order for a journal to have

an impact factor, the journal must be selected for inclusion in the SCI from Thomson

Reuters, which is the publisher of theInstitute for Scientific Information "ISI#Web of Knowledge.

Inclusion is based on publishing standards, editorial content, international diversity of

authorship, and associated citation data $Kulinna et al., 2009, p. 121%.While a journal should

not necessarily be judged solely on this one measure, impact factors remain one of the most

accepted and utilized criteria for assessing journal quality in the scientific and educational

communities $McBride, 2006, p. 3%.

Impact factors for theJTPEshould be considered in light of the consideration that

all journals in larger fields of scholarship have larger impact factors than those from smaller



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fields $Kulinna et al,. 2009, p. 121%. Journals with small target audiences and a limited range,

such asJTPE, inevitably face a disadvantage with respect to impact factor ratings $McBride,

2006%. ISIs2012 journal citation report report listedJTEFs impact factor at 0.776. Three

other acknowledged top!tier RT!PE journals; theResearch Quaterly for Exercise and Sport,

Physical Education and Sport Pedagogy, and Ques%had 2012 impact factors of 1.108, 0.769 and

0.661, respectively. To provide perspective, the median impact factor of the 216 education

and education research journals listed in theISI Web of Knowledge "2012#was 0.645, and for

the 35 sport science journals listed it was 1.356, whereas the impact factor rating for the

journalNatur$is 38.597. Ultimately, journals with a limited range and relatively small target

audiences record lower impact factors. TheJTPE, with its focus on research and teaching in

physical education, has a target audience that is by nature, specialized, and can reasonably

be included in this category $McBride, 2006, p. 6%. Furthermore, as a reviewer forJTPE,

McBride $2006%commented that he was occasionally taken aback with manuscripts that too

often failed to cite leading studies from RT!PE scholars doing similar research $p. 6%, a

limitation that would undoubtedly contribute to a reduced impact factor for theJTPE.

Conclusion

In a 1985 article for the Social Science Quaterly, Christenson & Sigleman wrote that:

a journal can achieve the status of a top publication outlet for reasonsunrelated to the quality or impact of the articles it publishes !reasons thatinclude, but are by no means restricted to, its sponsorship, history, thequantitative/qualitative, theoretical/empirical, and professional/practitionerorientations of its articles, the visibility of its editor and editorial boards, andits past reputation $p. 965%.

In the 34 years since its inception, theJTPE has undoubtedly earned a reputation as one of

the foremost scholarly resources in the small but developing field of sport pedagogy. The



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diversity of articles published in theJTPEsuggest that the journal welcomes multiple

perspectives. The editorial team are visible, reputable, gender neutral and increasingly

international in scope. Based on a comprehensive review of journal publications from 1981

to the present, limitations to theJTPEscontinued progression in the educational research

sector can largely be accounted for by a continuing imbalance of quantitative over

qualitative approaches to RT!PE in general. While theJTPE has admirably devoted several

issues to scholars urging sport pedagogy researchers to address this matter and to maintain

or enhance the status of qualitative research in sport pedagogy, it behooves the editorial

team and RT!PE scholars to acknowledge that the subscription to a dominant mode of

inquiry holds serious consequences in the development of any body of

knowledge $Schempp, 1987, p. 111%. As Silverman & Skonie noted in 1997, the field of sport

pedagogy has a need for research and all methods should be encouraged $p. 309%.

While theJTPE has secured a place of prominence among sport pedagogues and RT!

PE researchers, it has the potential to extend its scope into the broader field of educational

research provided that conditions that cannot be observed and/or quantified are not

overlooked. Such activities may not only result in a richer picture of the realities and

possibilities in teaching physical education, but may challenge the profession to address new

questions $Schemmp, 1987, p. 119%. TheJTPE can and should find a place of prominence

among a broader field of educational research periodicals, provided it continues to

encourage and highlight a broadening research scope, inclusive of increasingly alternative

methods and methodologies.



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deirdre bailey - journal review - final

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