{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129384"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129384","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Cultivating joy through movement: The prioritization of meaningfulness within physical education teacher education programs","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","abstract_has_math":false,"creators":["Strittmater, Gabrielle Ryan"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Kinesiology","degree_department":null,"school":null,"contributors":["Richards, Kevin A","Graber, Kim C","Woods, Amelia M","O'Connor, Jamie","Fletcher, Tim"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-04-09","date_published":"2025-04-09","updated_at":"2026-07-22T22:25:05Z","subjects":["Meaningfulness","physical education","teacher education","socialization"],"languages":["en","eng"],"rights":["Copyright 2025 Gabrielle Strittmater"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129384","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Richards, Kevin A","Graber, Kim C","Woods, Amelia M","O'Connor, Jamie","Fletcher, Tim"]},{"key":"dc:creator","label":"Author","values":["Strittmater, Gabrielle Ryan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-04-09","2025-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Kinesiology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Meaningfulness","physical education","teacher education","socialization"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Gabrielle Strittmater"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129384"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","The student, Gabrielle Strittmater, accepted the attached license on 2025-04-08 at 10:30.","The student, Gabrielle Strittmater, submitted this Dissertation for approval on 2025-04-08 at 10:35.","This Dissertation was approved for publication on 2025-04-09 at 09:00.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21722 on 2025-10-19 at 18:17:57","This dissertation provides an in-depth qualitative inquiry into cultivating joy through movement. As the physical education system moves towards more heuristic and humanistic approaches focused on lifetime physical activity; this dissertation aimed to explore the implementation of innovative practices within teacher education. Anchored within the pursuit of meaningfulness and socialization of preservice teachers, the proceeding chapters unpack the overarching connections (Chapter 1) along with an in-depth summation of the qualitative methods utilized (Chapter 3). The connecting strands interwoven within this dissertation include Occupational Socialization Theory and the Meaningful Physical Education approach. Subsequently three scholarly contributions (Chapter 2, Chapter 4, and Chapter 5) are presented delving into meaningfulness and joy across the physical education system. First, “The meaningful physical education approach: A scoping review” (Chapter 2) explores the current research on the Meaningful Physical Education approach. This scoping review explored the descriptive and thematic findings of recent scholarship (2017-2023) through the utilization of PRISMA guidelines. The 29 articles identified spanned across educational settings and were discussed on a global scale. The thematic analysis brought forward three themes: (a) Teachers and faculty members are generally supportive of MPE; (b) Student autonomy and voice within PE enhances engagement; and (c) Contemporary approaches to professional development and PETE support practitioners in understanding and integrating MPE. The discussion highlights the need for continued research emphasizing the use of Occupational Socialization Theory. This scoping review provided a basis for the remaining empirical pieces. The first empirical article (Chapter 4), “Embracing the privilege of vulnerability: An autoethnographic socialization story” provides an introspective inquiry into my own socialization as both the researcher and participant. Using autoethnographic methods supported by Occupational Socialization Theory and Radical Feminist Theory, the purpose of this autoethnography was to understand my own experiences as a female within the physical education system and my understanding of meaningfulness in physical education. Shared within this deeply personal and evocative narrative are my experiences from acculturation through faculty preparation. The discussion focused on two themes: (a) Embodied resilience; and (b) Uprising: Empowered women. This autoethnography is intended to provoke scholarly discourse surrounding the practices within the physical education system. The second empirical piece (Chapter 5) “Learning about meaningful physical education in action: Insights from preservice teachers’ socialization story” provided an exploration into a physical education teacher education program. Using ethnographic case study methods, the socialization experiences of preservice teachers within a program designed through the lens of Learning About Meaningful Physical Education was brought to fruition. This case study contributes to the literature on how preservice teachers learn to implement Meaningful Physical Education. Five themes emerged: (a) In reflecting on acculturation experiences PSTs were able to discuss physical activities that prompted meaning through the lens of MPE; (b) Foundational courses primed PSTs for the application of MPE through courses intentionally infused with LAMPE; (c) Kristi’s commitment to students and use of LAMPE creates a unique socialization environment for learning an innovative approach; (d) Within elementary methods PSTs had a strong and supportive learning community that helped to expand their knowledge of MPE into teaching practice; (e) Educative and mis-educative components of the field experience influenced PSTs ability to implement and demonstrate competency of the MPE approach. Considerations for the continuation of scholarship highlighting the need for continued inquiry into the socialization of preservice teachers and faculty members implementing innovative approaches are presented."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Cultivating joy through movement: The prioritization of meaningfulness within physical education teacher education programs"]}]}],"canonical_facts":{"dc:contributor":["Richards, Kevin A","Graber, Kim C","Woods, Amelia M","O'Connor, Jamie","Fletcher, Tim"],"dc:creator":["Strittmater, Gabrielle Ryan"],"dc:date":["2025-04-09","2025-05"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","The student, Gabrielle Strittmater, accepted the attached license on 2025-04-08 at 10:30.","The student, Gabrielle Strittmater, submitted this Dissertation for approval on 2025-04-08 at 10:35.","This Dissertation was approved for publication on 2025-04-09 at 09:00.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21722 on 2025-10-19 at 18:17:57","This dissertation provides an in-depth qualitative inquiry into cultivating joy through movement. As the physical education system moves towards more heuristic and humanistic approaches focused on lifetime physical activity; this dissertation aimed to explore the implementation of innovative practices within teacher education. Anchored within the pursuit of meaningfulness and socialization of preservice teachers, the proceeding chapters unpack the overarching connections (Chapter 1) along with an in-depth summation of the qualitative methods utilized (Chapter 3). The connecting strands interwoven within this dissertation include Occupational Socialization Theory and the Meaningful Physical Education approach. Subsequently three scholarly contributions (Chapter 2, Chapter 4, and Chapter 5) are presented delving into meaningfulness and joy across the physical education system. First, “The meaningful physical education approach: A scoping review” (Chapter 2) explores the current research on the Meaningful Physical Education approach. This scoping review explored the descriptive and thematic findings of recent scholarship (2017-2023) through the utilization of PRISMA guidelines. The 29 articles identified spanned across educational settings and were discussed on a global scale. The thematic analysis brought forward three themes: (a) Teachers and faculty members are generally supportive of MPE; (b) Student autonomy and voice within PE enhances engagement; and (c) Contemporary approaches to professional development and PETE support practitioners in understanding and integrating MPE. The discussion highlights the need for continued research emphasizing the use of Occupational Socialization Theory. This scoping review provided a basis for the remaining empirical pieces. The first empirical article (Chapter 4), “Embracing the privilege of vulnerability: An autoethnographic socialization story” provides an introspective inquiry into my own socialization as both the researcher and participant. Using autoethnographic methods supported by Occupational Socialization Theory and Radical Feminist Theory, the purpose of this autoethnography was to understand my own experiences as a female within the physical education system and my understanding of meaningfulness in physical education. Shared within this deeply personal and evocative narrative are my experiences from acculturation through faculty preparation. The discussion focused on two themes: (a) Embodied resilience; and (b) Uprising: Empowered women. This autoethnography is intended to provoke scholarly discourse surrounding the practices within the physical education system. The second empirical piece (Chapter 5) “Learning about meaningful physical education in action: Insights from preservice teachers’ socialization story” provided an exploration into a physical education teacher education program. Using ethnographic case study methods, the socialization experiences of preservice teachers within a program designed through the lens of Learning About Meaningful Physical Education was brought to fruition. This case study contributes to the literature on how preservice teachers learn to implement Meaningful Physical Education. Five themes emerged: (a) In reflecting on acculturation experiences PSTs were able to discuss physical activities that prompted meaning through the lens of MPE; (b) Foundational courses primed PSTs for the application of MPE through courses intentionally infused with LAMPE; (c) Kristi’s commitment to students and use of LAMPE creates a unique socialization environment for learning an innovative approach; (d) Within elementary methods PSTs had a strong and supportive learning community that helped to expand their knowledge of MPE into teaching practice; (e) Educative and mis-educative components of the field experience influenced PSTs ability to implement and demonstrate competency of the MPE approach. Considerations for the continuation of scholarship highlighting the need for continued inquiry into the socialization of preservice teachers and faculty members implementing innovative approaches are presented."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/129384"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Gabrielle Strittmater"],"dc:subject":["Meaningfulness","physical education","teacher education","socialization"],"dc:title":["Cultivating joy through movement: The prioritization of meaningfulness within physical education teacher education programs"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Kinesiology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:05Z"}