Both of the 6-week training programs could be used to increase throwing accuracy, core stability, and proprioception in baseball.

The purpose of this study was to determine the critical exercise science competencies and associated instructional methods recommended for inclusion in the physical education teacher education curriculum. The two-round modified Delphi procedure involved the repeated circulation of a questionnaire to a small panel of content experts. The Delphi panel members were asked to rate each questionnaire item in terms of theoretical importance and pedagogical relevance. The data collected during the second round of questioning were employed to provide a final measure of consensus regarding the critical strength of each exercise science competency. The Delphi panel members were also asked to complete an addendum survey concerning their recommendations regarding the most effective instructional methods for the delivery of exercise science content. The results of this process provide a conceptual framework upon which physical education teacher educators can make future curricular decisions in the area of exercise science.

Objective: The growing importance of evidence based practice in athletic training is necessitating academics and clinicians to be able to make judgments about the quality or lack of the body of research evidence and peer-reviewed standards pertaining to clinical questions. To assist in the judgment process, consensus methods, namely brainstorming, nominal group technique and the Delphi method can be used. The purpose of this paper is to review the literature related to the Delphi Method and its potential implications for evidence-based practice and peer-reviewed standards in athletic training. Data Sources: We searched PubMed and MEDLINE (1978–2007), CINAHL (1993–2006), Dissertation Abstracts (1979–2006) and Google Scholar (1983–2007) using the terms “Delphi method,” “modified Delphi technique,” “consensus methods,” “Delphi technique,” and combined search terms of “Delphi method AND allied health, AND medicine AND dentistry, AND nursing. Data Synthesis: Textual support for the use of the Delphi Method in athletic training and a brief review of the literature pertaining to the: objectives; advantages; limitations commonly associated with the use of the Delphi Method; and research protocol. Conclusions/Recommendations: The Delphi Method in athletic training has been used to fulfill two objectives; the need for evidence based practice and the need to establish policies and procedures when none are in existence or it is difficult for one individual to make a decision. The Delphi Method and other consensus development methods should not be viewed as a scientific method for creating new knowledge, but rather as processes for making the best use of available information, be that scientific data or the collective wisdom of participants.

As physical education teacher educators experiment with alternative pedagogical approaches to bridge the gap between subdisciplinary theory and professional practice, the need for enhanced multidisciplinary research and communication continues. The purpose of this study was to determine the critical exercise science competencies, and associated instructional methods, that are recommended for inclusion in the physical education teacher education undergraduate curriculum. An initial list of theoretical and applied exercise science competencies was constructed using the knowledge, skills, and abilities recommended by the American College of Sports Medicine for individuals working in the field of exercise science. The two-round, modified Delphi procedure involved the repeated circulation of this questionnaire to a small panel of content experts. Experts in the field of physical education, including exercise science specialists, physical education teacher educators, and physical education teachers, were sampled to determine which theoretical and applied exercise science competencies are critical for the preparation of prospective physical educators. The Delphi panel members were required to rate each questionnaire item in terms of its theoretical importance and pedagogical relevance using a five-point Likert scale. The data collected during the second round of questioning were employed to provide a final measure of consensus regarding the critical strength of each exercise science competency. An item had to meet the following criteria in order to be considered of both critical importance and relevance: (a) the item received a mean rating of at least four or higher in the areas of importance and relevance; and (b) the item received at least 75% of all individual ratings at the four level or higher. Any item that failed to meet these criteria was considered to be non-critical. The Delphi panel members were also asked to complete an addendum survey concerning their recommendations regarding the four most effective instructional methods for the delivery of exercise science to prospective physical education teachers. The results of this scholarly process, which includes a final list of recommended exercise science competencies and instructional methods, have provided a conceptual framework upon which physical education teacher educators can make future curricular decisions in the area of exercise science. iii DEDICATION This manuscript is dedicated to the teachers who inspired me to pursue a career in higher education. Most notably to my mother, Harriett Ann Bulger, whose passion for teaching and creativity is overshadowed only by her uncompromising commitment to the students she serves.

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