Victoria N Shiver
Biographic Data
| ID | 6007235 |
|---|---|
| NAME | Victoria N Shiver |
| GIVEN NAMES | Victoria N |
| FAMILY NAME | Shiver |
| SIGNATURE | SHIVER V N |
| AFFILIATIONS | University of New Mexico |
| ORCID | 0000-0001-9362-2738 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Disrupting Negative Loops of Teacher Motivation and Well-Being in Physical Education
Physical education (PE) teachers often experience a negative loop of diminishing motivation, well-being, and performance, which can lead to ineffective teaching practices and poor student outcomes. This article explores various types of negative motivational loops that early-, mid-, and late-career PE teachers may encounter and proposes actionable strategies to disrupt these vicious cycles. Through empirically informed vignettes, the unique chall…
Psychological Resource Development for Preservice Teachers
Physical education teacher education programs in the United States are multifaceted and aligned with the six professional standards created by SHAPE America -Society of Health and Physical Educators. Driven by faculty members, these programs allow preservice teachers to attain the necessary competencies to become adept stewards of the profession. However, as preservice teachers transition into the workforce, research has shown that some experienc…
Peer Mentoring in Doctoral Pete Programs
With the variety of paths that teacher education students take to arrive at a physical education teaching education (PETE) doctoral program, scholars have indicated that hands-on guidance is important for the learning process. Providing and receiving mentoring offers doctoral students the opportunity to learn about expectations in teaching, research, and service, and reduces student attrition. This article describes one university's doctoral prog…
Exploring perceived mattering in physical educators across the teacher career cycle
Physical education (PE) teachers often experience frustration and struggle to be taken seriously within their profession. When these negative feelings are internalized, PE teachers may withdraw from using best practices and question their importance within the school. Perceived mattering can help navigate marginalization and the negative feelings associated with it. Grounded in the teacher career cycle framework and the psychological construct of…
Engaging Student Voices and Choices
It is critical to include student voices in the decision-making process regarding school playgrounds, empowering children to assist in the creation and design of their environment. Therefore, the purpose of this study was to engage student voice regarding current and ideal activity spaces. Data were collected through drawings and focus group interviews, followed by qualitative analysis. Three themes emerged: (1) participants believed both play st…
Implementing and Marketing an Online Social–Emotional Learning Yoga Program
Physical education teacher education and sport marketing courses both require their majors to apply theory into real-world experiences that simulate the professional experience upon earning their degrees. After-school programming serves as a potential field site for teacher candidates and can also provide sport marketing students with the opportunity to authentically engage in the process of marketing and promotion. This article describes a colla…
Exploring perceived mattering in physical education teacher education faculty
Learning on the fly
Occupational socialization theory has been extensively applied to study the recruitment, professional preparation, and ongoing socialization of inservice physical education teachers. Less is known, however, about the socialization of physical education teacher education (PETE) faculty members. This qualitative panel study aimed to understand early career faculty members’ perspectives on their preparation for and experiences in the role of teacher…
Teaching Physical Education in an Urban Intensive Environment
The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four themes: (a) working with limited and inconsistent infrastructure, (b) navigating student diversity, (…
How teachers feel
Research shows that teaching can be emotionally demanding and can result in stress and anxiety prompting reduced motivation and attrition. These experiences may be exacerbated in Physical Education (PE) teaching as this position holds a marginal status in most school settings. Teacher emotions are suggested for the investigation to understand teacher experiences as they are integral in understanding teaching beliefs, practices, well-being and stu…
Disciplinary marginalization and sociopolitics
Limited research in the context of physical education teacher education has examined faculty members’ preparation for the teaching aspect of the faculty role, particularly using longitudinal methods. Grounded in occupational socialization theory, the purpose of this qualitative, longitudinal panel study was to develop an in-depth understanding of pre-tenure PETE faculty members’ preparation for and perceptions of the role of teacher educator. Par…
Examination of elementary students’ emotions and personal and social responsibility in physical education
This study examined the relationships between student emotions in elementary physical education (PE) and their self-reported personal and social behaviors. Additionally, self-reported emotion and personal and social behavior differences were tested between students receiving a traditional multiactivity and games PE curriculum and those experiencing a Teaching Personal and Social Responsibility (TPSR) model curriculum. Participants were 2nd and 3r…
Preservice teachers’ learning to implement culturally relevant physical education with the teaching personal and social responsibility model
Background: As schools become more diverse, preservice physical educators remain predominantly White from middle class backgrounds. There is a need to provide future teachers with cultural awareness and social justice training. The culturally relevant physical education framework provides three steps to follow, the tenets of which align with the teaching personal and social responsibility model. Occupational socialization theory is a useful lens …
Recruitment of undergraduate students in kinesiology
Physical education teacher education enrollment numbers are declining with limited empirical understanding. Recruitment into the physical education profession has been passive, although scholars have begun to advocate for an active approach. The present study utilized occupational socialization theory to understand why undergraduate kinesiology majors select a kinesiology concentration outside of physical education. Participants ( n = 75) were ki…
Disciplinary marginalization and sociopolitics
Limited research in the context of physical education teacher education has examined faculty members’ preparation for the teaching aspect of the faculty role, particularly using longitudinal methods. Grounded in occupational socialization theory, the purpose of this qualitative, longitudinal panel study was to develop an in-depth understanding of pre-tenure PETE faculty members’ preparation for and perceptions of the role of teacher educator. Par…
How teachers feel
Research shows that teaching can be emotionally demanding and can result in stress and anxiety prompting reduced motivation and attrition. These experiences may be exacerbated in Physical Education (PE) teaching as this position holds a marginal status in most school settings. Teacher emotions are suggested for the investigation to understand teacher experiences as they are integral in understanding teaching beliefs, practices, well-being and stu…
Learning on the fly
Occupational socialization theory has been extensively applied to study the recruitment, professional preparation, and ongoing socialization of inservice physical education teachers. Less is known, however, about the socialization of physical education teacher education (PETE) faculty members. This qualitative panel study aimed to understand early career faculty members’ perspectives on their preparation for and experiences in the role of teacher…
Preservice teachers’ learning to implement culturally relevant physical education with the teaching personal and social responsibility model
Background: As schools become more diverse, preservice physical educators remain predominantly White from middle class backgrounds. There is a need to provide future teachers with cultural awareness and social justice training. The culturally relevant physical education framework provides three steps to follow, the tenets of which align with the teaching personal and social responsibility model. Occupational socialization theory is a useful lens …
Recruitment of undergraduate students in kinesiology
Physical education teacher education enrollment numbers are declining with limited empirical understanding. Recruitment into the physical education profession has been passive, although scholars have begun to advocate for an active approach. The present study utilized occupational socialization theory to understand why undergraduate kinesiology majors select a kinesiology concentration outside of physical education. Participants ( n = 75) were ki…
Disciplinary marginalization and sociopolitics
Limited research in the context of physical education teacher education has examined faculty members’ preparation for the teaching aspect of the faculty role, particularly using longitudinal methods. Grounded in occupational socialization theory, the purpose of this qualitative, longitudinal panel study was to develop an in-depth understanding of pre-tenure PETE faculty members’ preparation for and perceptions of the role of teacher educator. Par…
Examination of elementary students’ emotions and personal and social responsibility in physical education
This study examined the relationships between student emotions in elementary physical education (PE) and their self-reported personal and social behaviors. Additionally, self-reported emotion and personal and social behavior differences were tested between students receiving a traditional multiactivity and games PE curriculum and those experiencing a Teaching Personal and Social Responsibility (TPSR) model curriculum. Participants were 2nd and 3r…
How teachers feel
Research shows that teaching can be emotionally demanding and can result in stress and anxiety prompting reduced motivation and attrition. These experiences may be exacerbated in Physical Education (PE) teaching as this position holds a marginal status in most school settings. Teacher emotions are suggested for the investigation to understand teacher experiences as they are integral in understanding teaching beliefs, practices, well-being and stu…
Learning on the fly
Occupational socialization theory has been extensively applied to study the recruitment, professional preparation, and ongoing socialization of inservice physical education teachers. Less is known, however, about the socialization of physical education teacher education (PETE) faculty members. This qualitative panel study aimed to understand early career faculty members’ perspectives on their preparation for and experiences in the role of teacher…
Teaching Physical Education in an Urban Intensive Environment
The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four themes: (a) working with limited and inconsistent infrastructure, (b) navigating student diversity, (…
Engaging Student Voices and Choices
It is critical to include student voices in the decision-making process regarding school playgrounds, empowering children to assist in the creation and design of their environment. Therefore, the purpose of this study was to engage student voice regarding current and ideal activity spaces. Data were collected through drawings and focus group interviews, followed by qualitative analysis. Three themes emerged: (1) participants believed both play st…
Implementing and Marketing an Online Social–Emotional Learning Yoga Program
Physical education teacher education and sport marketing courses both require their majors to apply theory into real-world experiences that simulate the professional experience upon earning their degrees. After-school programming serves as a potential field site for teacher candidates and can also provide sport marketing students with the opportunity to authentically engage in the process of marketing and promotion. This article describes a colla…
Exploring perceived mattering in physical education teacher education faculty
Exploring perceived mattering in physical educators across the teacher career cycle
Physical education (PE) teachers often experience frustration and struggle to be taken seriously within their profession. When these negative feelings are internalized, PE teachers may withdraw from using best practices and question their importance within the school. Perceived mattering can help navigate marginalization and the negative feelings associated with it. Grounded in the teacher career cycle framework and the psychological construct of…
Disrupting Negative Loops of Teacher Motivation and Well-Being in Physical Education
Physical education (PE) teachers often experience a negative loop of diminishing motivation, well-being, and performance, which can lead to ineffective teaching practices and poor student outcomes. This article explores various types of negative motivational loops that early-, mid-, and late-career PE teachers may encounter and proposes actionable strategies to disrupt these vicious cycles. Through empirically informed vignettes, the unique chall…
Psychological Resource Development for Preservice Teachers
Physical education teacher education programs in the United States are multifaceted and aligned with the six professional standards created by SHAPE America -Society of Health and Physical Educators. Driven by faculty members, these programs allow preservice teachers to attain the necessary competencies to become adept stewards of the profession. However, as preservice teachers transition into the workforce, research has shown that some experienc…
Peer Mentoring in Doctoral Pete Programs
With the variety of paths that teacher education students take to arrive at a physical education teaching education (PETE) doctoral program, scholars have indicated that hands-on guidance is important for the learning process. Providing and receiving mentoring offers doctoral students the opportunity to learn about expectations in teaching, research, and service, and reduces student attrition. This article describes one university's doctoral prog…
Physical Education and Pedagogy (12 works) · Psychology (11 works) · Physical education (9 works) · Pedagogy (8 works) · Qualitative research (7 works) · Sociology (7 works) · Inclusion and Disability in Education and Sport (6 works) · Motivation and Self-Concept in Sports (6 works) · Social Psychology (6 works) · Mathematics education (5 works)