Meaningful Physical Education (PE) is a pedagogical approach to PE instruction designed with the aim of helping teachers explicitly prioritise meaningful experiences for students. The purpose of the current study was to conduct a small-scale implementation of a preliminary version of Meaningful PE with a sample of five primary classroom teachers in Ireland to receive their feedback on the approach and their experiences of implementing it in their classrooms. Qualitative data were collected across an eight-week implementation period. An actor-oriented analysis was used to focus specifically on teachers’ decisions concerning both what and how to implement the approach, as well as the reasons why they implemented Meaningful PE the way they did. Results show teachers were generally supportive of Meaningful PE as they attempted to implement several components of the approach in their classrooms. Teachers’ implementation was highly related to their positive interpretations of the approach, in relation to both their perceptions of beneficial student outcomes and in drawing connections between the approach and prior experiences of and beliefs about teaching. This study adds further support to prior small-scale studies where implementation of Meaningful PE has been assessed and provides insight into how the approach might be introduced to and implemented more broadly by teachers in the future.

有意义的体育（PE）是一种体育教学的教学方法，旨在帮助教师明确优先考虑学生的有意义的体验。当前研究的目的是对爱尔兰的五位小学课堂教师进行小规模的有意义的体育初步版本的实施，以接收他们对该方法的反馈以及他们在课堂上实施该方法的经验。在为期八周的实施期内收集了定性数据。以行动者为导向的分析被用来特别关注教师关于什么和如何实施该方法的决定，以及为什么他们以他们的方式实施了有意义的 PE。结果表明，教师们普遍支持有意义的体育，因为他们试图在课堂上实施该方法的几个组成部分。教师的实施与他们对该方法的积极解释高度相关，既与他们对有益学生成果的看法有关，也与在方法与先前的教学经验和信念之间建立联系有关。本研究进一步支持了先前的小规模研究，其中评估了有意义的体育运动的实施，并提供了对未来教师如何引入和更广泛实施该方法的见解。