Karen Lux Gaudreault
Biographic Data
| ID | 6007236 |
|---|---|
| NAME | Karen Lux Gaudreault |
| GIVEN NAMES | Karen Lux |
| FAMILY NAME | Gaudreault |
| SIGNATURE | GAUDREAULT K L |
| AFFILIATIONS | University of New Mexico |
| ORCID | 0000-0001-6016-9914 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
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…
Examining the relationships among preservice physical education teachers’ beliefs, emotions, and professional identity
Teacher identities, shaped within teacher education programs, are linked to professional commitment, career longevity, teaching effectiveness, and student learning. The purpose of this study was to examine the relationships among teacher beliefs, emotions during student teaching, and professional identity in physical education (PE) preservice teachers (PSTs). The PE PSTs ( N = 268), who were in the final weeks of completing their semester-long st…
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…
Exploring perceived mattering in physical education teacher education faculty
Relationships and differences between goal orientations and emotional experiences of physical education teachers
Washing Up
Scholars have identified Physical Education (PE) as a marginalized subject within schools. This may lead to feelings of isolation, marginalization and reality shock and may end in washing out of best practice or exiting from the profession altogether. Some Physical Educators choose to leave the K-12 classroom and pursue a career in teacher education. The authors have conceptualized the upward movement into Physical Education Teacher Education (PE…
Using Social Media to Build Perceived Mattering of Physical Educators
Social media has become an essential tool in social networking and content sharing. Our professional and personal lives have become inundated with social media platforms such as Facebook, Instagram, and Twitter. Educators are using these platforms increasingly as a way to remain current with developments in their respective fields. Social media can also support teachers in gaining knowledge, and receiving feedback and building relationships with …
Active Exploration in Physical Education
Physical educators face many daily challenges in their work. Delivering culturally responsive programming that speaks to all students regardless of race, religion, nationality, gender, and motor abilities (Kozub & Hodge, 2014) is one of these challenges. Teachers who build a meaningful physical educational environment with skilled activities can create a motivating and valuable experience for marginalized students resulting in positive feelings t…
Social–Emotional Learning Through Adventure Education in Pete
The affective domain can be difficult to teach and define and is underactualized in Physical Education (PE) and Physical Education Teacher Education (PETE). Through the lens of Occupational Socialization Theory (OST), affective domain issues are understood as more significant problems within the PE enterprise, starting with PETE faculty members’ training and acculturation into PE of decades-old approaches and conceptions of the subject. Literatur…
Implementing Long-Term Athletic Development Within K–12 Physical Education
Many adolescents lack the requisite physical preparation for sport participation and PA. Multi-sport participation and resistance training during youth (age 5-11) and adolescence (age 12-17) years can positively effect physical activity levels, health outcomes, and promote long-term athletic development (LTAD). The National Strength and Conditioning Association (NSCA) created a position statement regarding LTAD. K-12 schools provide an ideal envi…
Resistance Training in Secondary Physical Education
The purpose of this article is to provide recommendations as to how teacher content knowledge can be improved to enhance the efficacy of RT programs for secondary PE students. We offer four recommendations including 1) Embed RT for adolescents content knowledge within physical education teacher education (PETE) programs, 2) Professional development opportunities for in-service teachers, 3) Offer certifications within PETE program course work and …
The association of perceived mattering and emotions with physical educator teacher resilience
The purpose of this study was to examine the relationships among teachers’ perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Perceptions of teacher mattering and teacher emotions were examined as characteristics that may directly and indirectly be associated with teacher resilience. Physical educators ( N = 379; M age = 42.44; 54% male; 46% female) participated in a cross-secti…
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, (…
Advocating for Physical Education Through Visibility and Relationship Building
Few can argue the marginalized status of physical education in today’s schools, making the advocacy skills of physical educators and preservice teachers (PSTs) increasingly important. This article will describe how visibility and relationship building can be utilized as advocacy efforts. Following this, we will provide suggestions for how to integrate these strategies into physical education teacher education (PETE) programs including: making adv…
Preparing Physical Educators to Manage Teacher/Coach Role Conflict
This article provides a brief overview of teacher/coach role conflict and possible implications if inappropriately managed. Following this, the authors provide suggestions on how to prepare pre-service teachers (PSTs) to manage this conflict by outlining coursework to be included in physical education teacher education programming and practical experiences designed to expose student teachers to the various socializing factors and the socio-politi…
Health-Related Fitness Levels among Title I Elementary School Students
Over the past few decades, studies have emphasized improving children's health by increasing health-related fitness levels. Despite the known benefits of health-related fitness in youth, studies have also highlighted a lack of physical activity opportunities for children living in low-income households. The purpose of this study was to investigate the health-related fitness levels of students attending Title I (low-income) elementary schools. A t…
Enhance Student Motivation and Social Skills
The purpose of this paper is to review two highly motivational instructional models and provide detailed explanation and discussion of their positive ramifications on students. Moreover, we aim to provide encouragement, examples, and conversations about how to increase model implementation. Professional development, teacher education programs, and continuing education communities must collaborate to advocate for the use of evidence-based models a…
Structured and Unstructured Contexts in Physical Education
The essential role that physical activity (PA) plays in the overall health and well-being of youth is well documented. Children and adolescents in the US repeatedly fail to meet the nationally recommended PA guidelines. Consequently, schools and physical education (PE) programs have been recognized as a favorable and feasible arena to promote youth PA on a wide scale. As of recent, studies examining PA preferences found that children may prefer d…
Merging Social and Emotional Learning with Comprehensive School Physical Activity Programming in an Elementary School
Research has shown that students who are healthier and have access to opportunities for physical activity may achieve improved academic achievement. However, challenges with classroom and behavior management can be disruptive to learning opportunities in physical education classes. A combination of a comprehensive school physical activity program (CSPAP) with a focus on social emotional learning may help schools address common student challenges,…
Physical education teachers’ perceptions of perceived mattering and marginalization
Background: In many countries around the world, physical education (PE) has been identified as a marginalized subject. PE teachers have been found to feel negative consequences associated with marginality, such as stress, burnout, and early career attrition. Recent evidence also indicates that physical educators can develop a sense of perceived mattering both in relation the subject of PE and their role as that teacher of that subject. Less is kn…
Understanding the perceived mattering of physical education teachers
Previous research related to occupational socialization theory has indicated that, in certain school contexts, physical education (PE) and physical education teachers are socially constructed as being less important than, or marginal to, the primary purpose of schooling. This research highlights the challenges associated with occupying a position of marginality. Another way to look at the social experiences of physical education teachers is to ex…
Understanding physical educators’ perceptions of mattering
Previous research has illustrated that physical educators feel their subject is valued less than others in the context of schools. However, to date, no instruments have been developed to measure physical education teachers’ perceptions of mattering. This study sought to propose and validate the Perceived Mattering Questionnaire – Physical Education (PMQ-PE). In total, 460 physical educators completed an online survey that measured perceived matte…
Pre-service teacher perspectives of case-based learning in physical education teacher education
Case-based learning (CBL) is a constructivist pedagogy in which students read hypothetical accounts of real world situations and consider how they would respond if facing similar challenges. In physical education teacher education, research has shown that CBL has the potential to promote critical thinking, contribute to students’ cognitive growth and affect students’ value orientations. The purpose of this study was to examine pre-service teacher…
Understanding the perceived mattering of physical education teachers
Previous research related to occupational socialization theory has indicated that, in certain school contexts, physical education (PE) and physical education teachers are socially constructed as being less important than, or marginal to, the primary purpose of schooling. This research highlights the challenges associated with occupying a position of marginality. Another way to look at the social experiences of physical education teachers is to ex…
Understanding physical educators’ perceptions of mattering
Previous research has illustrated that physical educators feel their subject is valued less than others in the context of schools. However, to date, no instruments have been developed to measure physical education teachers’ perceptions of mattering. This study sought to propose and validate the Perceived Mattering Questionnaire – Physical Education (PMQ-PE). In total, 460 physical educators completed an online survey that measured perceived matte…
Pre-service teacher perspectives of case-based learning in physical education teacher education
Case-based learning (CBL) is a constructivist pedagogy in which students read hypothetical accounts of real world situations and consider how they would respond if facing similar challenges. In physical education teacher education, research has shown that CBL has the potential to promote critical thinking, contribute to students’ cognitive growth and affect students’ value orientations. The purpose of this study was to examine pre-service teacher…
The association of perceived mattering and emotions with physical educator teacher resilience
The purpose of this study was to examine the relationships among teachers’ perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Perceptions of teacher mattering and teacher emotions were examined as characteristics that may directly and indirectly be associated with teacher resilience. Physical educators ( N = 379; M age = 42.44; 54% male; 46% female) participated in a cross-secti…
Pre-service teacher perspectives of case-based learning in physical education teacher education
Case-based learning (CBL) is a constructivist pedagogy in which students read hypothetical accounts of real world situations and consider how they would respond if facing similar challenges. In physical education teacher education, research has shown that CBL has the potential to promote critical thinking, contribute to students’ cognitive growth and affect students’ value orientations. The purpose of this study was to examine pre-service teacher…
Understanding the perceived mattering of physical education teachers
Previous research related to occupational socialization theory has indicated that, in certain school contexts, physical education (PE) and physical education teachers are socially constructed as being less important than, or marginal to, the primary purpose of schooling. This research highlights the challenges associated with occupying a position of marginality. Another way to look at the social experiences of physical education teachers is to ex…
Understanding physical educators’ perceptions of mattering
Previous research has illustrated that physical educators feel their subject is valued less than others in the context of schools. However, to date, no instruments have been developed to measure physical education teachers’ perceptions of mattering. This study sought to propose and validate the Perceived Mattering Questionnaire – Physical Education (PMQ-PE). In total, 460 physical educators completed an online survey that measured perceived matte…
Physical education teachers’ perceptions of perceived mattering and marginalization
Background: In many countries around the world, physical education (PE) has been identified as a marginalized subject. PE teachers have been found to feel negative consequences associated with marginality, such as stress, burnout, and early career attrition. Recent evidence also indicates that physical educators can develop a sense of perceived mattering both in relation the subject of PE and their role as that teacher of that subject. Less is kn…
Enhance Student Motivation and Social Skills
The purpose of this paper is to review two highly motivational instructional models and provide detailed explanation and discussion of their positive ramifications on students. Moreover, we aim to provide encouragement, examples, and conversations about how to increase model implementation. Professional development, teacher education programs, and continuing education communities must collaborate to advocate for the use of evidence-based models a…
Structured and Unstructured Contexts in Physical Education
The essential role that physical activity (PA) plays in the overall health and well-being of youth is well documented. Children and adolescents in the US repeatedly fail to meet the nationally recommended PA guidelines. Consequently, schools and physical education (PE) programs have been recognized as a favorable and feasible arena to promote youth PA on a wide scale. As of recent, studies examining PA preferences found that children may prefer d…
Merging Social and Emotional Learning with Comprehensive School Physical Activity Programming in an Elementary School
Research has shown that students who are healthier and have access to opportunities for physical activity may achieve improved academic achievement. However, challenges with classroom and behavior management can be disruptive to learning opportunities in physical education classes. A combination of a comprehensive school physical activity program (CSPAP) with a focus on social emotional learning may help schools address common student challenges,…
Advocating for Physical Education Through Visibility and Relationship Building
Few can argue the marginalized status of physical education in today’s schools, making the advocacy skills of physical educators and preservice teachers (PSTs) increasingly important. This article will describe how visibility and relationship building can be utilized as advocacy efforts. Following this, we will provide suggestions for how to integrate these strategies into physical education teacher education (PETE) programs including: making adv…
Preparing Physical Educators to Manage Teacher/Coach Role Conflict
This article provides a brief overview of teacher/coach role conflict and possible implications if inappropriately managed. Following this, the authors provide suggestions on how to prepare pre-service teachers (PSTs) to manage this conflict by outlining coursework to be included in physical education teacher education programming and practical experiences designed to expose student teachers to the various socializing factors and the socio-politi…
Health-Related Fitness Levels among Title I Elementary School Students
Over the past few decades, studies have emphasized improving children's health by increasing health-related fitness levels. Despite the known benefits of health-related fitness in youth, studies have also highlighted a lack of physical activity opportunities for children living in low-income households. The purpose of this study was to investigate the health-related fitness levels of students attending Title I (low-income) elementary schools. A t…
Washing Up
Scholars have identified Physical Education (PE) as a marginalized subject within schools. This may lead to feelings of isolation, marginalization and reality shock and may end in washing out of best practice or exiting from the profession altogether. Some Physical Educators choose to leave the K-12 classroom and pursue a career in teacher education. The authors have conceptualized the upward movement into Physical Education Teacher Education (PE…
Using Social Media to Build Perceived Mattering of Physical Educators
Social media has become an essential tool in social networking and content sharing. Our professional and personal lives have become inundated with social media platforms such as Facebook, Instagram, and Twitter. Educators are using these platforms increasingly as a way to remain current with developments in their respective fields. Social media can also support teachers in gaining knowledge, and receiving feedback and building relationships with …
Active Exploration in Physical Education
Physical educators face many daily challenges in their work. Delivering culturally responsive programming that speaks to all students regardless of race, religion, nationality, gender, and motor abilities (Kozub & Hodge, 2014) is one of these challenges. Teachers who build a meaningful physical educational environment with skilled activities can create a motivating and valuable experience for marginalized students resulting in positive feelings t…
Social–Emotional Learning Through Adventure Education in Pete
The affective domain can be difficult to teach and define and is underactualized in Physical Education (PE) and Physical Education Teacher Education (PETE). Through the lens of Occupational Socialization Theory (OST), affective domain issues are understood as more significant problems within the PE enterprise, starting with PETE faculty members’ training and acculturation into PE of decades-old approaches and conceptions of the subject. Literatur…
Implementing Long-Term Athletic Development Within K–12 Physical Education
Many adolescents lack the requisite physical preparation for sport participation and PA. Multi-sport participation and resistance training during youth (age 5-11) and adolescence (age 12-17) years can positively effect physical activity levels, health outcomes, and promote long-term athletic development (LTAD). The National Strength and Conditioning Association (NSCA) created a position statement regarding LTAD. K-12 schools provide an ideal envi…
Resistance Training in Secondary Physical Education
The purpose of this article is to provide recommendations as to how teacher content knowledge can be improved to enhance the efficacy of RT programs for secondary PE students. We offer four recommendations including 1) Embed RT for adolescents content knowledge within physical education teacher education (PETE) programs, 2) Professional development opportunities for in-service teachers, 3) Offer certifications within PETE program course work and …
The association of perceived mattering and emotions with physical educator teacher resilience
The purpose of this study was to examine the relationships among teachers’ perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Perceptions of teacher mattering and teacher emotions were examined as characteristics that may directly and indirectly be associated with teacher resilience. Physical educators ( N = 379; M age = 42.44; 54% male; 46% female) participated in a cross-secti…
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, (…
Exploring perceived mattering in physical education teacher education faculty
Relationships and differences between goal orientations and emotional experiences of physical education teachers
Examining the relationships among preservice physical education teachers’ beliefs, emotions, and professional identity
Teacher identities, shaped within teacher education programs, are linked to professional commitment, career longevity, teaching effectiveness, and student learning. The purpose of this study was to examine the relationships among teacher beliefs, emotions during student teaching, and professional identity in physical education (PE) preservice teachers (PSTs). The PE PSTs ( N = 268), who were in the final weeks of completing their semester-long st…
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…
Psychology (22 works) · Physical Education and Pedagogy (21 works) · Physical education (20 works) · Pedagogy (17 works) · Inclusion and Disability in Education and Sport (15 works) · Mathematics education (13 works) · Motivation and Self-Concept in Sports (13 works) · Social Psychology (11 works) · Teacher education (9 works) · Medicine (8 works)