10.26707/1984-7270/2021v22n203

ARTIGO

 

Professional career in physical education: a systematic review

 

Carreira profissional na educação física: uma revisão sistemática

 

Carrera profesional en educación física: una revisión sistemática

 

 

Daniel Zonzini Voltan^I; João Carlos Caselli Messias^I; Edson Roberto de Paula^I

^IPontifícia Universidade Católica de Campinas, Campinas, Brasil

Endereço para correspondência

 

 

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ABSTRACT

Careers must be understood from past scenarios and possible developments in order to align market needs with professional expectations, job satisfaction and well-being. This study aimed to systematize the professional career phenomenon of Physical Education professionals in the scientific context. PRISMA method and PICOS strategy were used based on the terms "Physical Education" and "Career" in eight scientific bases until 2017. The 69 eligible articles found were divided into: School (72%), Sport Pedagogy and Training (12%), Academic (15%) and Administration and Business (1%). The main emerging themes were job satisfaction, quality of life and personal and environmental factors that impact the decision to stay or leave the profession.

Keywords: Physical Education and Training; Vocational Orientation; Professions; Professional Development; Professional Identity.

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RESUMO

As carreiras devem ser entendidas a partir de cenários passados e possíveis desenvolvimentos a fim de alinhar as necessidades do mercado com expectativas profissionais, satisfação no trabalho e bem-estar. Este trabalho objetivou sistematizar o fenômeno carreira profissional do profissional de Educação Física no contexto científico. Foi utilizado o método PRISMA e a estratégia PICOS a partir dos termos "Educação Física" e "Carreira" em oito bases científicas até 2017. Os 69 artigos elegíveis foram divididos em: Escolar (72%), Pedagogia do Esporte e Treinamento (12%), Acadêmico (15%) e Administração e Negócios (1%). Os principais temas emergentes foram satisfação no trabalho, qualidade de vida e fatores pessoais e ambientais que impactam na decisão de permanecer ou deixar a profissão.

Palavras-chave: Educação Física e Treinamento; Orientação Vocacional; Profissões; Desenvolvimento Profissional; Identidade Profissional.

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RESUMEN

Las carreras deben entenderse a partir de escenarios pasados y posibles desarrollos para alinear las necesidades del mercado con las expectativas profesionales, la satisfacción laboral y el bienestar. Este trabajo tuvo como objetivo sistematizar el fenómeno de la carrera profesional de los profesionales de la Educación Física en el contexto científico. Se utilizó el método PRISMA y la estrategia PICOS con base en los términos "Educación Física" y "Carrera" en ocho bases científicas hasta 2017. Los 69 artículos elegibles encontrados se dividieron en: Escuela (72%), Pedagogía y Entrenamiento Deportivo (12%), Académica (15%) y Administración y Empresa (1%). Los principales temas emergentes fueron la satisfacción laboral, la calidad de vida y los factores personales y ambientales que inciden en la decisión de permanecer o dejar la profesión.

Palabras clave: Educación y Entrenamiento Físico; Orientación Vocacional; Profesiones; Desarrollo Profesional; Identidad Profesional.

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Concept of career has changed over the years, described as a sequence of positions held during lifetime course, some of them simultaneously. Occupation is the sequence or combination of unrelated jobs performed during life (Super, 1957). In other words, while career is geared towards related steps/stages professional areas in which we have passed and developed throughout our lives, the second is related only to work, to doing itself (Wang & Wanberg, 2017). In a chronological way, a career begins at the moment you choose a profession (Savickas, 2005).

Sullivan and Baruch (2009) analyzed several concepts in career theories and concluded that career is influenced by contextual and personal factors and this concept permeates the experiences of the individual inside and outside the work environment, considering their movements and own perceptions. In addition, Wang and Wanberg (2017) reviewed 100 years of research about careers during the 20th century covering career management to retirement. For these authors, person-environment fit, and career choices must be aligned with labor market needs. Also, inequality, poverty, ethnic minorities, retirement and postretirement activities must be directions in the future research.

However, although this research does not focus on analyzing career models, there are at least eight: Life span (Super, 1957) divided in five life stages that most individuals will go through during their careers; Protean Career (Hall, 1976) based on self-control of the changes and career forms to become attractive for the market; Boundaryless Career (Arthur & Rousseau, 1996) where an individual is independent of a traditional organizational career arrangement and this model goes beyond the boundary of a single employer; Integrative Frameworks that mix points from Protean Career and Boundaryless (Briscoe & Hall, 2006; Greenhaus, Callanan, & DiRenzo, 2008); Hybrid Careers composed of elements of traditional and non-traditional careers; The Kaleidoscope Career Model (Mainiero & Sullivan, 2005) developed from women lifetime who organize their roles and relationships creating a relational career, like kaleidoscopes; Life Designing (Savickas et al., 2009) 21st century model based on contextual possibilities, dynamic processes, non-linear progression, multiple realities, and personal patterns.

In the end of 21st century, teachers' career starts been discussed and built based on a locked structure of institutional school careers described as cycles that teachers in general will face during their careers, such as Fessler (1985), Sikes (1985) or Huberman (1995) theories. Likewise, Physical Education Professionals (PEP) had their career development based on those careers models and subsequently have their own career cycles as well as proposed by Nascimento and Graça (1998) and Mäkelä (2014).

This happens because in general PEP are related to careers as teachers in a school context. However, in several countries Physical Education courses are associated with activities like dancing, recreation, sports training, sports coaching, holistic health classes and gym training (Brasil, 1998; Jones & Riordan, 2002; Naul & Hardman, 2002), all outside the school context giving to this professional different career opportunities than the institutional school model (Maçãs et al., 2009; Taks, Delheye, Hartmann-Tews, & Demuynck, 2003; Votík, 2009). This way, to think PE career only related with school context could be a very restrictive boundary to PEP develop themselves if Physical Education profession.

Furthermore, every year a huge amount of PEP around the world is getting in the market. This way, just like any profession, becomes mandatory to understand past scenarios, possible movements in career and career development in order to align market needs, job satisfaction, professionals expectations and wellness (Savickas et al., 2009; Sullivan & Arthur, 2006) for future professionals' actions and strategies in career, especially because of differences in Physical Education University programs and labor laws between countries. Thus, this paper aims to systematize the phenomena of Physical Education Professionals Careers in a scientific context.

 

Methodological design

PRISMA method and PICOS strategy (Liberati et al., 2009) were applied as it follows: Participants – Graduated Physical Education professionals; Intervention – career perspectives and/or career development; Comparison – not apply (regard to the nature of found articles); Outcome – analysis about the factors of permanence, exit and career development of these professionals; Studies – theoretical, longitudinal, observational studies, interviews and questionnaires. Based on this premise, the central question was: How is the career development of the Physical Education Professional set?

After established PICOS strategy, the search was carried out on the following platforms: Portal de Periódicos da CAPES, PubMed, Scielo, Virtual Health Library (BVS), Scopus, Web of Science, Pepsic and APA PsycnNET. The keywords "Physical Education" and "Career" were searched in the title, subject, abstract and keywords fields, according to the availability of each database. Only the logical operator "AND" was used to combine descriptors in tracking of publications in order to find highest specific data concern this theme. Inclusion criteria were all articles published on peer-reviewed journals until 2017 in English, Portuguese, Spanish or French.

Were found 707 documents, and then a peer-blind assessment was online conducted with Rayyan QCRI software (Ouzzani, Hammady, Fedorowicz, & Elmagarmid, 2016) based on reading of titles and abstract. Concordance level between researchers was 92,4%. For the conflicts data, both researchers seek for specific agreement. In this process, 637 documents were excluded classified as books, book chapters, books reviews or conferences proceedings. Papers that not showed as main subject the career development of Physical Education concern to movement of occupation over the years were excluded, also.

As result of this process, 70 articles remaining were completely read and analyzed under PICOS strategy. Only 1 article was excluded because did not attended the subject stated. Thus, 69 articles were considered available for discussion on this paper, as shown in Figure 1.

 

 

Results and Discussion

Career in Physical Education has been studied in three major areas: 72% of School context in which PE teachers teaching directly in schools; 12% in Sports Pedagogy and Training in which PE teachers working outside of school context, such as sports club or gym; 15% concern Academic context in which PE practices are focused on research and lectures, and only 1% has discussed Physical Education under Business & Administration aspects in which PE assumes an administrative position. It is possible to check all details as follow in Table 1.

Qualitative articles represent 58% of the results, 26% are quantitative and 16% employ mixed methods. This finding It shows the will of hearing from the professionals in depth processes' elements and meanings that have occurred in their careers. Notwithstanding, this review can show a worldwide scenario about PE and career. The results express data from United Kingdom, USA, Australia, Flanders, Italy, Germany, France, Ireland, Portugal, Czech Republic, Canada, Hong Kong, Turkey, Finland, Russia, New Zealand, Spain, Israel and Brazil. This comprehensiveness can help PE teachers to understand their roles and witch stages and perceptions of career they are. Among these countries, Brazil, USA and United Kingdom have been showing more dedication and worries about PEP' careers, as show in Figure 2.

 

 

A special attention must be given to the oldest result found. At first, because Jenkins (1974) treated Physical Education as a career exclusively addressed to men. Although his work did not mention gender aspects, Webb and Macdonald (2007a, 2007b) and Bloot (1996) discussed specifically about women in PE and their underrepresentation or struggling development. At second, he highlighted that Physical Education is a marginalized area/profession. Later, others articles discussed the same statement about PE in British scenario (Carson et al., 2016; Sparkes et al., 1990; Templin et al., 1994). Otherwise, Sum and Dimmock (2013) did not find this kind of perception among PE teachers in Hong Kong, related to cultural teaching profession aspects in this country and specially due versatility of their roles. At the end, long time before teacher's life cycle theories, the author foresees quitting factors that could impact in PE teachers.

In school context, the main issues raised were student behavior (Hebert & Worthy, 2001), marginalized profession (Carson et al., 2016; Sparkes et al., 1990; Templin et al., 1994), low salary (Both et al., 2007; Farias & Nascimento, 2012), attrition (Hardy, 1999; Mäkelä et al., 2015), workload (Mäkelä et al., 2014; Mäkelä & Whipp, 2015)376 men, physical issues (Bizet et al., 2010), quality of life (Lemos et al., 2007), job satisfaction (Both et al., 2013; Carson et al., 2016) and start teaching (Gonçalves et al., 2007; Hebert & Worthy, 2001; Zach et al., 2015).

In a special way, attrition has been present in this result, but burnout did not. Even when not related as a factor to stay or leave profession (Richards, Washburn & Hemphill, 2017), obviously that an exhaustive attrition can converge into a burnout status, emphatically among teachers (Castillo, Álvarez, Estevan, Queralt & Molina-García, 2017; Santos, Teixeira & Queirós, 2018; Skaalvik & Skaalvik, 2011), including universities teachers (Yu, 2017).

Ages and stages of development are not in accordance between teacher's life cycles theories. Some of them organized this cycles on years of teaching (Fessler, 1985; Huberman, 1995; Mäkelä, 2014; Nascimento & Graça, 1998) while the other does it on chronological age (Sikes, 1985). It is possible to use Lindström (1998) career stages classification like early-career (20-34y), mid-career (35-50y) and late-career (50-65y). One of the most convenient division is suggested by Sparkes et al. (1990) classification divided in: student teachers; inductees-probationers (1st year of teaching); early career (2-7y); mid-career (8-19y); late career (20+y and still teaching physical education); and retirement, divided in retired from physical education but employed in schools, retired from career in teaching/school employment and career changes.

Anyway, those cycles express phases that PE teachers perhaps will face but did not express possible paths for development in other areas, with exception of administrative positions. This educational context led to suggest that PE teachers will only teach PE classes, be sports coaches or assume (hardly) administrative school positions during their PE teacher's career. Even if, Coldwell (2017) affirming that professional development contribute for retention in teacher's profession and career progression, schools systems are in several ways, tied in Weber's (1947) bureaucratic model (Hoy & Sweetland, 2000, 2001). Considering this, teacher's career movements will be determined by bureaucratic institutional model as well.

Sports Pedagogy and Training context

Concerned with this context, PE alumni tracking was the major theme emerged in four main barriers: difficult to reach all professionals; express the accurate path; classify their jobs; and guarantee their market insertion (Furtado & Santiago, 2015; Maçãs et al., 2009; Martins & Figueiredo, 2015; Votík, 2009; Yildiz, 2012), especially because PE does not have the same regulations laws in every country (Taks et al., 2003).

Results shown also, that over the years those professionals swap focus from aesthetics performance to health issues related to exercises (Silva et al., 2013).

Academic context

About PE academics, first of all, to attend a high prestige department is a good way to be part of collegiate teacher in high departments of universities (Massengale & Sage, 1982). Also, neoliberalism in universities guiding researches is a main subject that PEP must deal in their academic careers (Alfrey et al., 2017; Casey & Fletcher, 2017; Enright et al., 2017; Kirk, 2014; O'Sullivan & Penney, 2014; Stylianou et al., 2017). Multitask in university chairs is another issue among PETE, like teaching, service, looking for funding sources and research (Berei et al., 2017; Casey & Fletcher, 2017).

However, there is some light in the end of the tunnel. Collaborative plans, collective and networked mentorship, self-efficacy, held high and positive expectations for success and set very specific, clear, and deliberate goals, learning from others and how your institution works are some advices for PETE/ECAs (Alfrey et al., 2017; Enright et al., 2017; Kirk, 2014). Actually, 'that' academics 'phase(s)' are opportunities of experiences that ECAs must experience and enjoy connections with academic/learning groups (MacPhail, 2017).

Business & Administration context

Only Masyagina (2014) discussed PE under this context. It is understandable that in other countries there are specific undergraduate or complementary courses in that area (Maçãs et al., 2009; Taks et al., 2003; Votík, 2009). But it is possible to develop a career in non-educational context as business or administrative works rather private – as health or social clubs, gyms, sports centers, non-governmental organizations (Winand, Scheerder, Vos, & Zintz, 2016) – than public context – as social or health projects under local, state or federal government supervision. Both aspects present possibilities of knowledge development and market insertion.

Possibilities in entrepreneurship in Physical Education and Sports area should be considered in 21st century. Specially because entrepreneurship education in Physical Education provides new skills and knowledge, values, certainty sense regarding career progression, independence, self-sufficiency and self-employment (Ratten & Jones, 2018). This way, competencies, skills and attitudes (Durand, 2006) must be pondered during the development of this professional (Baartman & de Bruijn, 2011), mainly because market opportunity area also makes easier innovation and start-ups as a career (P. Jones, Jones, Williams-Burnett, & Ratten, 2017; Ratten & Jones, 2018).

Although none results brought results related entrepreneurship in Physical Education and Sports, many studies had been discussed this subject (P. Jones et al., 2017; Ratten, 2010, 2011a, 2011b, 2012, 2016; Ratten & Ferreira, 2017; Ratten & Jones, 2018).

Other considerations

Although longitudinal methods have been suggested by several authors (Farias & Nascimento, 2012; Martins & Figueiredo, 2015; Roux-Perez, 2006; Stylianou et al., 2017), two articles of Woods and Lynn (2001, 2014) discussed about teachers characteristics, those who have flexibility, self-esteem, problem solving and communication skills, sense of independence, personal control and power, realistic and healthy expectations for optimistic goals for future and resilience are more successful, despite of the difficult situations that have occurred throughout his career. Also, according to the authors this kind of method allows to understand circumstances and adversity that are imputed in PEP during their career's cycles. As third longitudinal article, Iannucci and MacPhail (2017) found two themes that could impact teachers career trajectories in Ireland, such as "Teaching physical education and another school subject" and "The need for fulfilment through reward and recognition". Consequently, those themes push PE teachers over the years to withdraw from their initial PE identity in exchange for elective subject identity.

About limitations, because of the years and variety of subjects related to PE career, identify real number of participants was not possible. Additionally, in many cases the classification of method and data resources were inconsistently. The language was a huge determinant limitation, once existents Asian documents that could not be analyzed.

From those findings, it is suggested for further researches: focus on different analysis, like specific career for non-pedagogical teachers, coaches or trainers; comparison between PE profession with different professions; longitudinal studies; Asian PE careers' review; and alumni tracking data collection. With no intention of being a final version of Physical Education area/intervention, but as guide those researches in contemporary scenario and new models of Physical Education Careers, it is possible to arrange and discuss career's paths in specific areas as shown on Table 2:

 

 

Conclusion

Career in Physical Education can be divided in four major areas: School, Sports Pedagogy and Training, Academic and Business & Administration. Brazil, USA and UK have been the countries more worried about PE careers. Main subjects related with PE careers is job satisfaction, quality of life, and personal and environmental factor that impact in stay or leave PE career.

There is no consensus about career model for PEP, but school context had been more studied because of initial form of research teachers. In accordance with that, PE professional had in his/her PE training during the graduation "to teach" as action and "Physical Education" as content to be taught (Bracht, 2010; Rangel-Betti & Betti, 1996; Soares, 1996). Otherwise, careers in Business & Administration and Sports Pedagogy and Training must receive attention.

It is also essential to understand market movements and laws in order to take advantages in opportunities of the professional insertion, mainly because neoliberalism and pseudo professionals are taking PE functions of health and educational area (Macdonald, 2011).

 

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Endereço para correspondência:
Programa de Pós-Graduação Stricto Sensu em Psicologia
Avenida John Boyd Dunlop, s/n, Jardim Ipaussurama
13060-904
Campinas, SP - Brasil

Recebido: 25/03/2019
1ª reformulação: 03/03/2021
2ª reformulação: 25/11/2021
Aceito: 01/12/2021

 

 

About the authors:
Daniel Zonzini Voltan is a Regular student of the Master's Program in Psychology at PUC Campinas and member of "Psychology and Work: Experiential Approach" group. Graduated as Physical Educator, specialist in evaluation and prescription of physical exercises for different populations. Has also worked as University Professor, entrepreneur and consultant.
ORCID: https://orcid.org/0000-0001-7772-7767
E-mail: danielzvoltan@gmail.com
João Carlos Caselli Messias is a Professor and Researcher at PUC Campinas where leads "Psychology and Work: Experiential Approach" group. Developed Post-Doctorate, PhD, Master's and Graduation in Psychology and worked as Coordinator of a Psychology Program, an Ethics Research Committee and the Editor of a Psychology South American Journal.
ORCID: https://orcid.org/0000-0002-6487-4407
E-mail: profjoaomessias@gmail.com
Edson Roberto de Paula is a Regular student of the Master's Program in Psychology at PUC Campinas and member of "Psychology and Work: Experiential Approach" group. Graduated in Social Communication, post graduated in Marketing and Occupational Health Psychology, working as Master Coach Trainer, Executive Leader Coach, entrepreneur and consultant.
ORCID: https://orcid.org/0000-0002-4005-1123
E-mail: edsondepaulacoach@gmail.com