Sue Sutherland
Biographic Data
| ID | 5857449 |
|---|---|
| NAME | Sue Sutherland |
| GIVEN NAMES | Sue |
| FAMILY NAME | Sutherland |
| SIGNATURE | SUTHERLAND S |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0002-4059-3133 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Communication Strategies for Coaches to Limit Burnout for High School Athletes
High school sports in the United States engage approximately 7.6 million youth annually. While participation in high school sports can foster physical health, social skills, and motor competencies, maladaptive experiences such as stress, peer conflicts, and parental pressure can lead to athlete burnout. Recent research has highlighted coaches as pivotal social agents in mitigating burnout risks for athletes. Specifically, the importance of coach …
Social justice knowledge construction among physical education teacher educators
Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best suppor…
Time to SHAPE Up
Background: The Society for Health and Physical Educators (SHAPE) America has guided physical education curriculum, instruction, and assessment in the United States (US) for well over 100 years. We contend that in the US context for physical education, the National Standards and Grade-Level Outcomes for K-12 Physical Education (Society of Health and Physical Educators America. 2014 Society of Health and Physical Educators America. 2014. National …
Responding to Trauma in and through Physical Education
Within the United States, K-12 students are experiencing and internalizing trauma from a wide range of sources such as poverty, neglect, abuse, violence, gangs, bullying, and the effects of the opioid epidemic. This level of trauma impacts students’ mental health, behavior, relationships, and academic performance, among other factors. Physical education teachers have a unique role to play in helping students who are facing and/or experiencing tra…
The A–Z of Social Justice Physical Education
Education professionals are morally compelled to ensure that all students feel accepted, safe, and are represented in their classes. Physical education is no different; however, specific practitioner-orientated strategies to embark in more socially just practices are scarce in physical education literature. This article provides the first part of an A-Z of social justice education series where practitioners are provided with examples of socially …
The Road Less Traveled in Elementary Physical Education
Teachers who are looking for ways to develop social and emotional learning with their students can use a curriculum model called Adventure-Based Learning (ABL). ABL consists of structured physical activities (cooperative in nature) with periods of reflection. The purpose of this study was to explore elementary physical education students’ lived experience with intrapersonal and interpersonal relationship skills (IIRS) from an ABL unit of instruct…
Perspectives of Students with Disabilities Toward Physical Education
The purpose of this article is to review published qualitative inquiries that examine the perspective of students with disabilities toward experiences in physical education. Keyword searches were used to identify articles from electronic databases published from 1995 to 2014. Thirteen articles met all inclusion criteria, and findings were extracted. The 13 located qualitative articles were subject to a narrative analysis, and study characteristic…
Reactions to implementing adventure-based learning in physical education
The purpose of this qualitative study was to explore the reactions of 13 pre-service teachers (PTs) implementing an adventure-based learning (ABL) unit through the lens of occupational socialization. Data were collected through interviews, critical reflections and reflection of videotaped ABL lesson. Analysis of the data resulted in two themes: (1) This is harder than I remember and (2) Student reaction: It's not what I expected. It can be conclu…
The Impact of Participation in an Inclusive Adventure Education Trip on Group Dynamics
The purpose of this ethnographic case study was to understand the impact of participation in an inclusive 3-day rock climbing trip on the group dynamics of seven participants ages 10–14 years that included a 13 year old male diagnosed with High Functioning Autism. The five stage model of group development (Tuckman, 1965; Tuckman & Jensen, 1977) was used as the lens to guide the design and data analysis of the study. Not withstanding the limitatio…
The Impact of Participation in an Inclusive Adventure Education Trip on Group Dynamics
The purpose of this ethnographic case study was to understand the impact of participation in an inclusive 3-day rock climbing trip on the group dynamics of seven participants ages 10–14 years that included a 13 year old male diagnosed with High Functioning Autism. The five stage model of group development (Tuckman, 1965; Tuckman & Jensen, 1977) was used as the lens to guide the design and data analysis of the study. Not withstanding the limitatio…
Reactions to implementing adventure-based learning in physical education
The purpose of this qualitative study was to explore the reactions of 13 pre-service teachers (PTs) implementing an adventure-based learning (ABL) unit through the lens of occupational socialization. Data were collected through interviews, critical reflections and reflection of videotaped ABL lesson. Analysis of the data resulted in two themes: (1) This is harder than I remember and (2) Student reaction: It's not what I expected. It can be conclu…
The Impact of Participation in an Inclusive Adventure Education Trip on Group Dynamics
The purpose of this ethnographic case study was to understand the impact of participation in an inclusive 3-day rock climbing trip on the group dynamics of seven participants ages 10–14 years that included a 13 year old male diagnosed with High Functioning Autism. The five stage model of group development (Tuckman, 1965; Tuckman & Jensen, 1977) was used as the lens to guide the design and data analysis of the study. Not withstanding the limitatio…
Reactions to implementing adventure-based learning in physical education
The purpose of this qualitative study was to explore the reactions of 13 pre-service teachers (PTs) implementing an adventure-based learning (ABL) unit through the lens of occupational socialization. Data were collected through interviews, critical reflections and reflection of videotaped ABL lesson. Analysis of the data resulted in two themes: (1) This is harder than I remember and (2) Student reaction: It's not what I expected. It can be conclu…
Perspectives of Students with Disabilities Toward Physical Education
The purpose of this article is to review published qualitative inquiries that examine the perspective of students with disabilities toward experiences in physical education. Keyword searches were used to identify articles from electronic databases published from 1995 to 2014. Thirteen articles met all inclusion criteria, and findings were extracted. The 13 located qualitative articles were subject to a narrative analysis, and study characteristic…
The Road Less Traveled in Elementary Physical Education
Teachers who are looking for ways to develop social and emotional learning with their students can use a curriculum model called Adventure-Based Learning (ABL). ABL consists of structured physical activities (cooperative in nature) with periods of reflection. The purpose of this study was to explore elementary physical education students’ lived experience with intrapersonal and interpersonal relationship skills (IIRS) from an ABL unit of instruct…
Time to SHAPE Up
Background: The Society for Health and Physical Educators (SHAPE) America has guided physical education curriculum, instruction, and assessment in the United States (US) for well over 100 years. We contend that in the US context for physical education, the National Standards and Grade-Level Outcomes for K-12 Physical Education (Society of Health and Physical Educators America. 2014 Society of Health and Physical Educators America. 2014. National …
Responding to Trauma in and through Physical Education
Within the United States, K-12 students are experiencing and internalizing trauma from a wide range of sources such as poverty, neglect, abuse, violence, gangs, bullying, and the effects of the opioid epidemic. This level of trauma impacts students’ mental health, behavior, relationships, and academic performance, among other factors. Physical education teachers have a unique role to play in helping students who are facing and/or experiencing tra…
The A–Z of Social Justice Physical Education
Education professionals are morally compelled to ensure that all students feel accepted, safe, and are represented in their classes. Physical education is no different; however, specific practitioner-orientated strategies to embark in more socially just practices are scarce in physical education literature. This article provides the first part of an A-Z of social justice education series where practitioners are provided with examples of socially …
Social justice knowledge construction among physical education teacher educators
Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best suppor…
Communication Strategies for Coaches to Limit Burnout for High School Athletes
High school sports in the United States engage approximately 7.6 million youth annually. While participation in high school sports can foster physical health, social skills, and motor competencies, maladaptive experiences such as stress, peer conflicts, and parental pressure can lead to athlete burnout. Recent research has highlighted coaches as pivotal social agents in mitigating burnout risks for athletes. Specifically, the importance of coach …
Psychology (9 works) · Pedagogy (7 works) · Sociology (6 works) · Inclusion and Disability in Education and Sport (5 works) · Medicine (5 works) · Physical Education and Pedagogy (5 works) · Youth Development and Social Support (5 works) · Medical education (4 works) · Physical education (4 works) · Political science (4 works)