Patton Hall 202N
Dr. Stephen Harvey is a former junior international field hockey coach and currently works with organizations such as USA field hockey and the United States Olympic Committee in a coach development and education role. Recently Dr. Harvey has successfully completed international coach educator/developer qualification and was previously a coach educator with England Hockey, the National Governing Body of Field Hockey in England. Dr. Harvey is also an experienced, licensed soccer and badminton coach and has coached both these sports at the collegiate level in England. In addition, he is also a licensed physical education teacher in England.
Dr. Harvey moved to Ohio from West Virginia University (2013-2017) where he was an Associate Professor in Physical Education Teacher Education. He previously completed hi PhD at Oregon State University (2003-2006). In 2016 Dr. Harvey was honored as a Research Fellow by the Society of Health and Physical Educators (SHAPE) America due to his extensive contributions to research in both physical education and sports coaching. His main research interest surrounds game-based approaches to teaching and coaching. However, his work in coaching has additionally been focused on the systematic observation of coaching behavior, and how coaching behavior is tied to coaches' biographies. Dr. Harvey has maintained an interest in educational technology and co-developed an app (Axis Coaching) that a trained observer can use to investigate and record coaches' behavior. Finally, Dr. Harvey's interest in educational technology has led to him researching with and about teachers and coaches social media use.
Most Recent Publications:
Dania, A., & Harvey, S. (2020). Teaching basketball to sampling-year athletes: A game centered and situated learning perspective. Journal of Physical Education and Sport, 20(2), 529-538. DOI:10.7752/jpes.2020.02079
Harvey, S., Gil-Arias, A., & Claver, F. (2020). Effects of teaching games for understanding on tactical knowledge development in middle school physical education. Journal of Physical Education and Sport, 20(3), 1369–1379. DOI: 10.7752/jpes.2020.03189
Harvey, S., Pill, S., Hastie, P., & Wallhead, T. (2020). Physical education teachers’ perceptions of the successes, constraints, and possibilities associated with implementing the sport education model. Physical Education and Sport Pedagogy, 25(5), 555–566. https://doi.org/10.1080/17408989.2020.1752650
Additionally, within the Journal of Teaching in Physical Education October 2020 Monograph (https://journals.humankinetics.com/view/journals/jtpe/39/4/jtpe.39.issue-4.xml?rskey=nE78td&result=6), Dr. Harvey coauthored six chapters:
Carpenter, J. P., & Harvey, S. (2020a). Chapter 2: Perceived benefits and challenges of physical educators’ use of social media for professional development and learning. Journal of Teaching in Physical Education, 39(4), 434–444. https://doi.org/10.1123/jtpe.2020-0002
Carpenter, J. P., & Harvey, S. (2020b). Chapter 8: Research ruminations and new frontiers for social media use for professional development and learning in physical education and sport pedagogy. Journal of Teaching in Physical Education, 39(4), 491–499. https://doi.org/10.1123/jtpe.2020-0006
Harvey, S., Atkinson, O., & Hyndman, B. P. (2020). Chapter 7: An investigation into sports coaches’ Twitter use. Journal of Teaching in Physical Education, 39(4), 481–490. https://doi.org/10.1123/jtpe.2019-0283
Harvey, S., & Carpenter, J. P. (2020). Chapter 3: Genesis and change in physical educators’ use of social media for professional development and learning. Journal of Teaching in Physical Education, 39(4), 445–453. https://doi.org/10.1123/jtpe.2019-0284
Harvey, S., Carpenter, J. P., & Hyndman, B. P. (2020). Chapter 1: Introduction to social media for professional development and learning in physical education and sport pedagogy. Journal of Teaching in Physical Education, 39(4), 425–433. https://doi.org/10.1123/jtpe.2020-0004
Hyndman, B. P., & Harvey, S. (2020). Chapter 6: Preservice teachers’ perceptions of twitter for health and physical education teacher education: A self-determination theoretical approach. Journal of Teaching in Physical Education, 39(4), 472–480. https://doi.org/10.1123/jtpe.2019-0278
Light, R., & Harvey, S. (2019). Positive pedagogy for sport coaching (2nd edition). London: Routledge
Atkinson, O., & Harvey, S. (2017). One youth soccer coach’s maiden implementation of the Tactical Games Model. AGORA for Physical Education and Sport, 19(2–3), 135–157.
Cope, E., Harvey, S., & Kirk, D. (2015). Reflections on using visual research methods in sports coaching. Qualitative Research in Sport, Exercise and Health, 7(1), 88–108. https://doi.org/10.1080/2159676x.2013.877959
Cope, E., Partington, M., Cushion, C. J., & Harvey, S. (2016). An investigation of professional top-level youth football coaches’ questioning practice. Qualitative Research in Sport, Exercise and Health, 8(4), 380–393. https://doi.org/10.1080/2159676X.2016.1157829
Cope, E., Partington, M., & Harvey, S. (2017). A review of the use of a systematic observation method in coaching research between 1997 and 2016. Journal of Sports Sciences, 35(20), 2042–2050. https://doi.org/10.1080/02640414.2016.1252463
Cushion, C., Harvey, S., Muir, B., & Nelson, L. (2012). Developing the Coach Analysis and Intervention System (CAIS): Establishing validity and reliability of a computerised systematic observation instrument. Journal of Sports Sciences, 30(2), 201–216. https://doi.org/10.1080/02640414.2011.635310
Gil-Arias, A., Harvey, S., Cárceles, A., Práxedes, A., & Del Villar, F. (2017). Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PLOS ONE, 12(6), e0179876. https://doi.org/10.1371/journal.pone.0179876
Harvey, S., Arias, A. G., Smith, M. L., & Smith, L. R. (2017). Middle and elementary school students’ changes in self-determined motivation in a basketball unit taught using the Tactical Games Model. Journal of Human Kinetics, 59, 39–53. https://doi.org/10.1515/hukin-2017-0146
Harvey, S., Cushion, C., Cope, E., & Muir, B. (2013). A season long investigation into coaching behaviours as a function of practice state: The case of three collegiate coaches. Sports Coaching Review, 2(1), 13–32. https://doi.org/10.1080/21640629.2013.837238
Harvey, S., Cushion, C. J., & Sammon, P. (2015). Dilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review, 21(2), 238–256. https://doi.org/10.1177/1356336x14560773
Harvey, S., Cushion, C., & Massa-Gonzalez, A. (2010). Learning a new method: Teaching Games for Understanding in the coaches’ eyes. Physical Education and Sport Pedagogy, 15(4), 361–382. https://doi.org/10.1080/17408980903535818
Harvey, S., Cushion, C., Wegis, H., & Massa-Gonzalez, A. (2010). Teaching games for understanding in American high-school soccer: A quantitative data analysis using the game performance assessment instrument. Physical Education & Sport Pedagogy, 15(1), 29–54. https://doi.org/10.1080/17408980902729354
Harvey, S., & Garcia Lopez, L. M. (2017). Objectively measured physical activity in different lesson contexts. Journal of Physical Education and Sport, 17(2), 833–838. https://doi.org/10.7752/jpes.2017.02127
Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19(3), 278–300. https://doi.org/10.1080/17408989.2012.754005
Harvey, S., & Light, R. (Eds.). (2012). Ethics in youth sport: policy and pedagogical applications. New York: Routledge.
Harvey, S., & Light, R. L. (2015). Questioning for learning in game-based approaches to teaching and coaching. Asia-Pacific Journal of Health, Sport and Physical Education, 6(2), 175–190.
Harvey, S., Lyle, J. W. B., & Muir, B. (2015). Naturalistic decision making in high performance team sport coaching. International Sport Coaching Journal, 2(2), 152–168. https://doi.org/10.1123/iscj.2014-0118
Harvey, S., & Pill, S. (2016). Comparisons of academic researchers’ and physical education teachers’ perspectives on the utilization of the Tactical Games Model. Journal of Teaching in Physical Education, 35(4), 313–323. https://doi.org/10.1123/jtpe.2016-0085
Harvey, S., Pill, S., & Almond, L. (2017). Old wine in new bottles: a response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework. Physical Education and Sport Pedagogy, 1–15. https://doi.org/10.1080/17408989.2017.1359526
Harvey, S., & Robertson, D. (2017). An investigation into moderate to vigorous and vigorous physical activity accrual during invasion and net-wall game-focused Tactical Games Model lessons. European Journal of Physical Education and Sport Science, 3(6), 1–21.
Harvey, S., Smith, M. L., Song, Y., Robertson, D., Brown, R., & Smith, L. R. (2016). Gender and school-level differences in students’ moderate and vigorous physical activity levels when taught basketball through the Tactical Games Model. Journal of Teaching in Physical Education, 35(4), 349–357. https://doi.org/10.1123/jtpe.2016-0089
Harvey, S., Song, Y., Baek, J.-H., & van der Mars, H. (2016). Two sides of the same coin: Student physical activity levels during a game-centred soccer unit. European Physical Education Review, 22(4), 411–429. https://doi.org/10.1177/1356336X15614783
Harvey, S., Voelker, D. K., Cope, E., & Dieffenbach, K. (2017). Navigating the leadership labyrinth: barriers and supports of a woman collegiate coach in a 20-year leadership role. Sports Coaching Review, 1–18. https://doi.org/10.1080/21640629.2017.1353232
Jones, R., Harvey, S., & Kirk, D. (2016). Everything is at stake; yet nothing is at stake: exploring meaning-making in game-centred approaches. Sport, Education and Society, 21(6), 888–906. https://doi.org/10.1080/13573322.2014.965138
Light, R., Evans, J. R., Harvey, S., & Hassanin, R. (2015). Advances in rugby coaching: an holistic approach. London; New York: Routledge.
Light, R., Harvey, S., & Mouchet, A. (2014). Improving “at-action” decision-making in team sports through a holistic coaching approach. Sport, Education and Society, 19(3), 258–275. https://doi.org/10.1080/13573322.2012.665803
Light, R. L., & Harvey, S. (2017). Positive Pedagogy for sport coaching. Sport, Education and Society, 22(2), 271–287. https://doi.org/10.1080/13573322.2015.1015977
Light, R., Quay, J., Harvey, S., & Mooney, A. (Eds.). (2014). Contemporary developments in games teaching. London ; New York: Routledge/Taylor & Francis Group.
Miller, A., Harvey, S., Morley, D., Nemes, R., Janes, M., & Eather, N. (2017). Exposing athletes to playing form activity: outcomes of a randomised control trial among community netball teams using a game-centred approach. Journal of Sports Sciences, 35(18), 1846–1857. https://doi.org/10.1080/02640414.2016.1240371
Mouchet, A., Harvey, S., & Light, R. (2014). A study on in-match rugby coaches’ communications with players: A holistic approach. Physical Education and Sport Pedagogy, 19(3), 320–336. https://doi.org/10.1080/17408989.2012.761683
Partington, M., Cushion, C., & Harvey, S. (2013). An investigation of the effect of athletes’ age on the coaching behaviours of professional top-level youth soccer coaches. Journal of Sports Sciences, 32(5), 403–414. https://doi.org/10.1080/02640414.2013.835063
Partington, M., Cushion, C. J., Cope, E., & Harvey, S. (2015). The impact of video feedback on professional youth football coaches’ reflection and practice behaviour: a longitudinal investigation of behaviour change. Reflective Practice, 16(5), 700–716. https://doi.org/10.1080/14623943.2015.1071707
Pill, S., Harvey, S., & Hyndman, B. (2017). Novel research approaches to gauge global teacher familiarity with game-based teaching in physical education: an exploratory #Twitter analysis. Asia-Pacific Journal of Health, Sport and Physical Education, 8(2), 161–178. https://doi.org/10.1080/18377122.2017.1315953
Reid, P., & Harvey, S. (2014). We’re delivering Game Sense, aren’t we? Sports Coaching Review, 3(1), 80–92. https://doi.org/10.1080/21640629.2014.967519
Smith, L., Harvey, S., Savory, L., Fairclough, S., Kozub, S., & Kerr, C. (2015). Physical activity levels and motivational responses of boys and girls: A comparison of direct instruction and tactical games models of games teaching in physical education. European Physical Education Review, 21(1), 93–113. https://doi.org/10.1177/1356336x14555293