Convention wisdom: insights from presenting and participating at VAHPERD 75.

Shelton, Steve ; Swope, Nikki

According to Wikipedia (n.d.), a convention is defined as "a gathering of individuals who meet at an arranged place and time in order to discuss or engage in some common interest" (Convention section, para. 1). These professional gatherings "feature keynote speakers, vendor displays, and other information and activities of interest to the event organizers and attendees" (Convention section, para. 1, n.d.). For countless years, the Virginia Association for Health, Physical Education, Recreation, and Dance (VAHPERD), has sponsored such an assembly of teachers and professionals who attend the annual convention to share and gather significant information in an effort to grow professionally.

Educational practitioners cite multiple reasons for attending professional conventions. In 1997, Shaffer and McNinch used a survey questionnaire to gather data regarding teachers' overall experiences at conventions and reported that educators believed "the greatest attraction of professional conferences was the opportunity to learn new skills and techniques that can be used in their daily teaching" (p. 362). The authors also discovered "teachers prefer to attend conferences which provide programs with a large number of simultaneously occurring sessions from which they can choose to attend" (Shaffer & McNinch, 1997, p. 362).

Increasing professional competence, enhancing skillful teaching, and improving command of a pertinent subject matter are also desirable outcomes of convention attendance. Bradley, Drapeau, and DeStephano (2012) noted that competency "is a complex concept that includes not only acquiring adequate knowledge, skills, and abilities, but maintaining these throughout one's career" (p. 32).

Siedentop and Eldar (1989) who studied teaching effectiveness and expertise believed "many physical education teachers can be highly effective with what we would call basic competence in an activity area" (p. 257) and suggested moderate levels of competence in the majority of programmatic activity units can allow educators to teach quite successfully. As it related specifically to physical education teaching, the authors concluded "that lack of subject matter competence is more likely to retard the development of expertise than any other factor" (Siedentop & Eldar, 1989, p. 260).

Convention participants can profit from learning more about current trends, advancements, newer materials, and innovative approaches related to professional practice. Furthermore, enhanced feelings of being valued and supported can result from networking and interacting with colleagues who face similar job-related circumstances and challenges. Hence, experiencing professional development opportunities at a convention can provide an important outlet for participants who wish to move closer to effective and expert performance in a chosen discipline. This year's VAHPERD convention, held at The Hotel Roanoke, attracted the attendance of 397 professionals and 195 undergraduate students from various institutions and schools across the state. Attendees selected from a wide array of concurrent session offerings in the disciplines of dance, recreation, health, and physical education throughout the three day experience. During the 131 individual sessions offered, some with multiple presenters, approximately 200 professionals shared their knowledge, enthusiasm, and expertise with current and future teachers alike (H. Castelvecchi, personal communication, January 4, 2013).

According to VAHPERD executive director, Henry Castelvecchi, planning such an event "takes a lot of people and time to put together" (personal communication, January, 4, 2013). A call for proposals was disseminated in January providing those professionals interested in presenting adequate time to submit proposals before a mid-April deadline. The proposals were collected and divided by division topics and then ranked. Consequently, approved proposals were assigned a date, time, and room for the upcoming event.

In July, all presenters were notified and requested to submit handouts for the VAHPERD website. Presenters who did not initially respond were contacted again before November to confirm they had received their notification. Subsequently, finalized presentation information was sent to the professional in charge of generating the multifaceted convention program (H. Castelvecchi, personal communication, January 4, 2013).

Being chosen as a presenter at the state convention affords practitioners the opportunity to become part of a verbal community of professionals and to share their knowledge and experience with others. Following this year's convention, many presenters commented on how impressed they were with the number of attendees and the level of interest exhibited regarding the subject matter.

One presenter whose session was scheduled for 8:00 am Sunday morning noted how exciting it was to see so many active and engaged participants attending the meeting so early on the final morning of activities. The presenter was also impressed with the beautiful venue selection and the helpful staff employed by The Hotel Roanoke.

In the aforementioned survey of K-12 classroom teachers quantifying convention experiences, Shaffer and McNinch (1997) reported "almost three-quarters of the respondents (73.33%) indicated that the site where a conference is held plays a major role in determining whether they do attend, or do not attend" (p. 362). Though to date there has been no overall comprehensive review of VAHPERD convention surveys, a brief review of this convention indicated many attendees were pleased the event was held in Roanoke (H. Castelvecchi, personal communication, January 4, 2013).

A state-wide convention that is located in close proximity to local colleges and universities can garner increased attendance from undergraduate students who can avoid costly overnight stays and extended travel arrangements. A great deal can be gained by undergraduates who attend multiple sessions at the state convention. Approximately 44 Radford University undergraduates attended the VAHPERD meeting in November. Several Radford University undergraduate teaching majors were assigned the task of paying particular attention to the overall VAHPERD experience and reflecting upon their impressions. Upon arriving at the convention site, many students described a mixture of intimidation and excitement. However, much of that anxiety was dissipated as students were greeted by helpful VAHPERD officials, other convention attendees, and familiar faces from their own school. After checking in and receiving needed convention materials, students eagerly began highlighting sessions of interest.

The wide variety of meetings available at different times throughout the weekend gave students the same selections as other professionals and even some designed specifically for them. Popular sessions included teaching rugby in schools, playing new and innovative introductory games, preparing for interviews and the student teaching experience, and participating in the "Amazing Race," an activity based on the popular television show. The students reported benefiting greatly from attending many of these sessions.

It is not uncommon during this stage of their development for students to report a desire to learn new games and activities just as veteran teachers search for novel approaches to enhance their practice and shape curricular choices. In some cases, hearing about well-known material from a new voice was impactful. Receiving input from a fresh perspective allowed students to leave the convention rejuvenated and excited to bring new activities back to their school and even helped them complete important course assignments.

Students also expressed a newfound excitement for their future as professional educators. For some undergraduates, the weight of impending interviews and student teaching can feel overwhelming. With the advice and support of several presenters, the attitudes of teacher-candidates reflected a more optimistic view.

Students enjoyed the opportunity to ask many pertinent questions and gain a better understanding on what student teaching, interviewing, and the real-world context of teaching are really like. The students expressed an increased level of confidence in handling everyday situations they may encounter while working in a profession they love.

Not only did the various sessions offered assist students in better understanding their chosen profession, but having the opportunity to meet and converse with other professionals from around the state proved to be very beneficial. During a lunch period, several female students enjoyed speaking with a group of female teachers from various schools to discuss such topics as appropriate attire, differences in curriculum from county to county, and the differences in teaching elementary and secondary students from a female perspective.

Additionally, the undergraduates also appreciated the opportunity to encounter key individuals who might perhaps play a critical role in their futures. Numerous students were able to meet, converse, and exchange email addresses with teachers, supervisors, and VAHPERD members who were from specific areas of the state in which the students wished to pursue future employment.

Students have just as much to gain from the convention experience as active professionals and should be strongly encouraged to attend whenever possible. Such unique exposure to so much relevant information for aspiring professionals might even help to accelerate the important transition from the role of student to that of a teacher.

Another benefit to attending the VAHPERD convention included taking activity ideas and designs observed during the event and using them as a template to enhance programs and activity offerings upon returning home. Based on an activity session presented at the convention, Radford University undergraduate students and their instructor used an "Amazing Race" format during a final examination in the Theory and Practice of Cooperative Games class which consisted of equal parts activity and content knowledge assessment.

It was surmised the health and physical education majors in this particular class were best-suited to model a cooperative/problem-solving adventure activity across the entire campus. Intuitively, the idea of increasing blood flow to the brain especially before an examination scheduled for 8:00 am was appealing. Findings from relevant literature added credence to the instinctive support of this examination design as researchers have reported periods of exercise are believed to improve one's learning state immediately after physical activity with effects lasting up to 60 minutes, depending on the individual (Blaydes, 2001).

Prior to leaving the gymnasium, pairs had one minute to empty the contents of their assignment envelopes, solve destination clues, plan their course across campus, and begin the cooperative challenge. Each group used a stop watch to avoid returning beyond the 30-minute limit and a mobile phone to capture a group picture to document reaching each of eight potential campus locations involved in the test.

The challenge involved an incentive for reaching as many landmarks as possible during the allotted time. Additionally, points were awarded for completing the assignment ahead of other groups. Each group's point total directly affected how many questions students would individually be required to answer on the final paper and pencil examination that consisted of 20 short-answer problems worth one point each upon returning to the gym.

For example, a group reaching five destinations (worth one point each) would only need to answer 15 questions of their choice as they individually took the exam. The potential existed for earning up to 10 points (which would allow for the strategic elimination of as many as 10 questions from the written portion of the exam).

Prior to the challenge, some participants reasoned the most athletic groups would "win." However, it quickly became apparent that the pairs who cooperated well to solve clues, designed their trip across campus strategically, and moved quickly from place to place were the most successful.

This innovative format for a cooperative challenge employed as part of a final examination was a direct outgrowth of one individual session presented at the VAHPERD convention. The activity proved to be an effective way to assess learning and problem-solving in an activity-based class and substantiated one of many potential benefits derived from convention attendance. The byproducts of participating in the convention experience can be meaningful. Professionals and students can maintain and improve requisite skills and abilities. The nature of effectiveness and expertise can be promoted and enhanced. Therefore, attending the annual VAHPERD convention is recognized here as a valuable professional development opportunity that may afford attendees the ability to benefit from and apply a newfound "convention wisdom."

REFERENCES

Blaydes, J. (2001). Advocacy: A case for daily quality physical education. Teaching Elementary Physical Education, 12(3), 9-12.

Bradley, S., Drapeau, M., & DeStephano, J. (2012). The relationship between continuing education and perceived competence, professional support, and professional value among clinical psychologists. Journal of Continuing Education in the Health Professions, 32(1), 31-38.

Convention. (n.d.). In Wikipedia. Retrieved January 1, 2013 from http://en.wikipedia.org/wiki/Convention_(meeting)

Shaffer, G., & McNinch, G. (1997). Professional conferences: Who attends them; who does not; and why? College Student Journal, 31(3), 362.

Siedentop, D., & Eldar, E. (1989). Expertise, experience, and effectiveness. Journal of Teaching in Physical Education, 8(3), 254-260.

Steve Shelton, Instructor, Exercise, Sport, and Health Education, Radford University

Nikki Swope, B.S. Student, Exercise, Sport, and Health Education, Radford University