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Sport Pedagogy Research in Theory and Practice

Crum (2001) offers a unique viewpoint regarding the status of sport pedagogy research and its effect on teacher education and physical education in general. He structures his argument around the following four theses. Thesis 1: Sport pedagogy research should ultimately aim at improvement ofpractices. Consequently, the researcher's interest in the pursuit of knowledge should align with the practitioner's interest in active application. Although Crum suggests that the only legitimate research is that which is conducted to improve school practices, he concedes that others believe there are additional legitimate reasons for conducting research. These other reasons include tenure, economic gain, and status, and they should not be dismissed, because they can lead to good research. However, researchers should still remember that the relationship between theory and practice needs to be emphasized. Ultimately research should be used to improve physical education teacher education (PETE) practices. Thesis 2: Conceptual assumptions about the objectives and subject matter ofphysical education are of primary importance because they have the power to guide practice as well as to guide theory and research. These conceptual assumptions in physical education are described as "a coherent set of views concerning the identity and function of PE as a school subject" (p. 186). Crum suggests that this concept should be