Seeing Eye to Eye

Contrasting Perspectives and Access to Research for Physical Education Teachers and Academics

Datos Bibliográficos

ID22411577
AutoresScott McNamara (0000-0003-4459-8633, University of New Hampshire), Scott W T McNamara (University of New Hampshire at Manchester, autor de correspondencia), Joonkoo Yun (0000-0002-5144-7318, University of New Hampshire), Andrew M Colombo-Dougovito (0000-0002-5671-8826, University of North Texas College of Education)
Año2026
Páginas1-13
Fecha de publicación2026-01-08
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaQuest (JOURNAL)
Identificadores de la revistaISSN: 0033-6297 • E-ISSN: 1543-2750
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00336297.2026.2613858
OpenAlexW7118943458
IdiomaEN
Referencias citadas29

Within the field of physical education (PE), a research-to-practice gap is widespread. Yet, the need for the use of educational research and research-informed practices to improve student learning is evident. The purpose of this study was to examine the variations in understanding between PE teachers and academics regarding their definition and conceptualization of research. This study developed a survey involving 215 participants (74 PE teachers, 117 PE academics) that explored their definitions of research and sources of information access. Findings reveal significant differences between PE teachers and academics about the definition of research and access to information. PE academics prioritize systematic approaches, while teachers focus on application. In addition, logistic regressions show notable differences in information access between the two groups. This study highlights the need for PE academics to better communicate and collaborate with physical educators to bridge the research-to-practice gap.

Higher education · Physical activity · Physical education · Qualitative research · Teaching method · Global Educational Policies and Reforms · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy