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Antecedents of primary school teachers’ need-supportive and need-thwarting styles in physical education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-04-19 Géraldine Escriva-Boulley, Leen Haerens, Damien Tessier, Philippe Sarrazin
It is widely acknowledged that teachers’ (de)motivating style (what they say, do and how they act) affects students’ learning. Understanding what leads teachers to adopt a (de)motivating style is necessary to develop effective training programmes. The current study aimed to identify antecedents of teachers’ motivating (i.e. need-supportive) and demotivating (i.e. need-thwarting) styles by (a) examining
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The effects of service-learning on physical education teacher education: A case study on the border between Africa and Europe Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-04-15 Oscar Chiva-Bartoll, Pedro Jesús Ruiz-Montero, Juan José Leiva Olivencia, Henrietta Grönlund
Recent studies, supported by the European project Europe Engage – Developing a Culture of Civic Engagement through Service-Learning within Higher Education in Europe, suggest that service-learning (SL) is an effective approach to develop personal and social learning linked to real contexts. This particular case study analyses the perceived effects of an SL programme implemented in Melilla (on the border
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Under a growth-centered accountability system: A job demand and resource perspective for physical educators Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-04-12 Tan Zhang
The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student
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The effects of a tactical games model unit on students’ volleyball performances in elementary school Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-04-08 Francesco Sgrò, Roberto Coppola, Rosaria Schembri, Mario Lipoma
The purpose of this study was to examine the effects of a tactical games model instructional plan on game-play volleyball performances of elementary school students, taking into account their skill level. In total, 39 fourth-grade students (average age: 8.9 years) participated in a 13-week unit, in which each lesson exaggerated the use of small-sided games. In-game performances were assessed via the
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A reexamination of pre-service physical education teacher attitudes toward school-based health-related fitness testing in the USA Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-04-07 Xiaolu Liu, Xiaofen D. Keating
Pre-service physical education teachers (PPETs) may be implementing health-related fitness testing (HRFT) in schools in the future. Thus, exploring their attitudes toward HRFT would help us understand physical education (PE) teachers’ attitudes toward HRFT. This study investigated PPET attitudes toward HRFT in the USA and the effects of teacher characteristics (i.e. gender, ethnicity, year in university
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Teachers’ perceptions of a lesson study intervention as professional development in physical education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-04-01 Menno Slingerland, Lars Borghouts, Sara Laurijssens, Bregje van Dijk-van Eijck, Teun Remmers, Gwen Weeldenburg
Although continuous professional development (CPD) is a key strategy for physical education (PE) teachers to update skills and knowledge in order to provide the best possible education to students, various concerns have been voiced regarding the effectiveness and feasibility of CPD in the context of PE. One approach to CPD that seems promising in this respect is lesson study, which is a form of collaborative
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Students’ experiences and learning of social inclusion in team activities in physical education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-03-29 Dag Ove G Hovdal, Tommy Haugen, Inger Beate Larsen, Bjørn Tore Johansen
Physical education (PE) can be a context in which students are ‘educated through the physical’, which includes the possibility to learn social inclusion as an important life skill and contributor to the greater good of society. A key goal in the Norwegian educational system is that such positive life skills become internalised in students. The aims of this study were to understand students’ experiences
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Examination of elementary students’ emotions and personal and social responsibility in physical education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-03-26 Kelly L. Simonton, Victoria N. Shiver
This study examined the relationships between student emotions in elementary physical education (PE) and their self-reported personal and social behaviors. Additionally, self-reported emotion and personal and social behavior differences were tested between students receiving a traditional multiactivity and games PE curriculum and those experiencing a Teaching Personal and Social Responsibility (TPSR)
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The influence of a teacher-designed and -implemented disability awareness programme on the attitudes of students toward inclusion Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-03-24 Raul Reina, Justin A. Haegele, Alberto Pérez-Torralba, Laura Carbonell-Hernández, Alba Roldan
This study aimed to examine: (1) the influence of a disability awareness programme, designed and implemented by attendees of the Incluye-T programme and implemented in real educational settings, on the attitudes of their students toward the inclusion of peers with disabilities; (2) the differential effects of the disability awareness activities between classes in which physical impairment, visual impairment
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Students from refugee backgrounds in physical education: A survey of teachers’ perceptions Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-03-22 Fabienne Bartsch, Ingo Wagner, Bettina Rulofs
Sport and physical education are considered important platforms for introducing people from refugee backgrounds to their new environment. However, studies dealing with the specific role of physical education in this context are scarce, although it is often the first and sometimes only setting in which people from refugee backgrounds come into contact with sport in the host country. To this end, this
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Challenges faced by preservice and novice teachers in implementing student-centred models: A systematic review Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-03-11 Rita Silva, Cláudio Farias, Isabel Mesquita
The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion
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Understanding students’ novelty satisfaction in physical education: Associations with need-supportive teaching style and physical activity intention Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-02-23 Alberto Aibar, Ángel Abós, Luis García-González, David González-Cutre, Javier Sevil-Serrano
Novelty satisfaction has recently been associated with positive outcomes in physical education (PE) lessons. Grounded in self-determination theory, this study aimed to examine the relationships between need-supportive teaching behaviours in PE and students’ satisfaction of basic psychological needs (BPNs), novelty satisfaction, and intention to be physically active. From a final sample of 1118 students
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Using discussion to inform action: Formative research on nature-based physical activity as a means of fostering relatedness for girls in physical and health education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-02-17 Jennifer Gruno, Sandra L Gibbons
The long-standing challenges and issues associated with girls’ disengagement from secondary school physical and health education (PHE) are serious and well documented. This disengagement has provided the incentive for the examination of alternative strategies to facilitate girls’ engagement in PHE. This paper discusses the first phase in a formative research process designed to develop a resource manual
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Primary field experiences: Critical for primary generalist physical education teachers? Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-02-11 Frances Murphy, Susan Marron, Maura Coulter
Generalist primary teachers teach physical education in many countries, and their preparation has been the subject of attention internationally. While they undertake field experiences as part of their preparation to teach, it is unclear how much of their teaching is focused on physical education. Reflective practice is recognised as a significant element of their preparation (Korthagen, 2014) with
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A contingency perspective on learning and instruction in physical education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-02-04 Jonas Wibowo, Ben Dyson
In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners
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Exploring the impact of a student-centred survival swimming programme for primary school students in Australia: the perceptions of parents, children and teachers Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-02-03 Lauren A. Petrass, Kate Simpson, Jenny Blitvich, Rhiannon Birch, Bernadette Matthews
Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness
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Alternative environment activities on both sides of the Atlantic: A Canada-Ireland consideration and comparison Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-02-03 Daniel B Robinson, Nathan Hall, José da Costa, Brent Bradford
Due to the overemphasis of traditional sports at the expense of other movement domains in physical education (PE) programmes, there is a need to consider what factors might enable or limit PE teachers’ incorporation of some of these other domains that can support student learning. The focus of this article is on one such marginalized domain – alternative environment activities (AEAs). AEAs can afford
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The tennis common content knowledge measure validation Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-01-29 Emi Tsuda, Phillip Ward, Junyoung Kim, Yaohui He, Debra Sazama, Ali Brian
The purpose of this study was to develop a valid and reliable common content knowledge (CCK) instrument for pre-service teachers who teach fundamental tennis in secondary schools. The instrument, called the tennis CCK test for pre-service teachers (CCK-Tennis), was administered to 117 undergraduate students who were enrolled in physical education (PE) teacher education programmes at three universities
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Ecological correlates of Spanish preschoolers’ physical activity and sedentary behaviours during structured movement sessions Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-01-27 Sara Lahuerta-Contell, Javier Molina-García, Ana Queralt, María del Mar Bernabé-Villodre, Vladimir E Martínez-Bello
From an ecological perspective that understands health behaviours to be the result of interactions between personal, psychosocial and environmental factors, different authors have described patterns and correlations between physical activity (PA) and sedentary behaviours (SB) in physical education (PE). However, to our knowledge there have been no systematic evaluations of the PA levels and patterns
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‘It’s how PE should be!’: Classroom teachers’ experiences of implementing Meaningful Physical Education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2021-01-20 Stephanie Beni, Déirdre Ní Chróinín, Tim Fletcher
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
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The relationships among personal accomplishment, resilience and teachers’ experience of teaching multiple school subjects role conflict Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-12-29 Cassandra Iannucci, K Andrew R Richards, Ann MacPhail
This study develops an understanding of the relationships among personal accomplishment, resilience, and teaching multiple school subjects role conflict (TMSS-RC) among Irish post-primary, multi-subject teachers. A theoretically informed conceptual framework was developed to explain the relationships among personal accomplishment, resilience, and the sub-domains of TMSS-RC: status conflict, schedule
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Perceived teachers’ autonomy support, positive behaviour, and misbehaviour in physical education: The roles of advantageous comparison and non-responsibility Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-12-09 Wei-Ting Hsu, I-Wei Shang, Chia-Huei Hsiao
To better investigate why positive behaviour and misbehaviour occur, the study aimed to examine the relationships among teachers’ autonomy support and students’ advantageous comparison, non-responsibility, positive behaviour, and misbehaviour. We also examined the mediating roles of advantageous comparison and non-responsibility in these relations. The participants were 478 students with an average
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Principals’ involvement in comprehensive school physical activity programmes: A social-ecological perspective Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-12-04 Karie Orendorff, Collin A Webster, Diana Mîndrilă, Kathleen MW Cunningham, Panayiotis Doutis, Brian Dauenhauer, David F Stodden
To support school physical education, United States (US) national organizations in medicine, health, and education recommend that schools adopt comprehensive school physical activity programmes (CSPAPs). An important factor in successful CSPAP implementation is the involvement of the school principal. The purpose of this study was to examine relationships between principals’ self-reported CSPAP involvement
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Motivating students for physical activity: What can we learn from student perspectives? Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-11-23 Gwendolijn MM Boonekamp, John AJ Dierx, Erik Jansen
Regular physical activity (PA) contributes to lifelong health and well-being. Adolescents in the Netherlands do not engage in sufficient PA, leading to serious health risks. The purpose of this study is to inform PA-enhancing strategies. This paper offers a unique method for analysing students’ perspectives about opportunities for PA in their school environments. The research method combines two approaches:
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“My mindset has completely shifted from asking what to asking why and how”: Influence of two effective and expert teachers’ value orientations on their curricula and pedagogies Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-11-20 Leah K. May, Matthew D. Curtner-Smith
The purpose of this study was to determine the influence of two effective and expert physical education (PE) teachers’ value orientations on the curricula they delivered and the pedagogies they employed. The specific research questions we attempted to answer were: (a) What were the teachers’ current value orientations? (b) How had these value orientations influenced their curricula and pedagogies?
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The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-11-18 Sarah Danthony, Nicolas Mascret, François Cury
The aim of the present study was to investigate the predictive role of the 3 × 2 achievement goal model on test anxiety in the specific context of Physical Education (PE). Four hundred and eighty-six French students (mean age = 15.83, standard deviation = 1.20) voluntarily and anonymously filled out the Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education scale (RTAR-PE) assessing
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Enacting a new curriculum models-based framework supported by digital technology within a learning community Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-10-21 Antonio Calderón, Deborah Tannehill
Current cutting-edge research conveys that pedagogical change using models-based practice and integration of digital technology (DT) to enable teaching and learning is most successful when supported by a learning community. Overall, the research literature acknowledges that empowering teachers to believe in themselves and their ability to tackle these new curricular and pedagogical practices is key
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Developmental sequences for observing and assessing forceful kicking Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-10-19 Ryan S. Sacko, Till Utesch, Rita Cordovil, An De Meester, Rick Ferkel, Larissa True, Zan Gao, Jacqueline Goodway, Tim S. Bott, David F. Stodden
While football/soccer is the most influential sport in the world, it is surprising that developmental sequences of forceful kicking have not been adequately described and validated in the literature. The purpose of this study was to explore potential developmental sequences for forceful kicking using a prelongitudinal screening method. Data were derived from videotapes of 255 children (girls n = 138
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Understanding disruptive situations in physical education: Teaching style and didactic implications Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-09-29 Dag Ove G. Hovdal, Inger Beate Larsen, Tommy Haugen, Bjørn Tore Johansen
Several studies have emphasized the importance of handling disruptive situations in the physical education (PE) learning environment; however, few have investigated complex disruptive situations in PE and included both teacher and student perspectives. The aims of this study, which discusses an alternative teaching style for reducing disruptive situations, were to gain a better understanding of student
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Messy methods: Making sense of participatory research with young people in PE and sport Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-09-25 Hayley Fitzgerald, Annette Stride, Eimear Enright
Participatory research with young people has become an approach increasingly adopted by researchers within PE and sport. In this paper, we draw on our research diaries to collectively reflect on our experiences of attempting to work in participatory ways. Although we each work with different young people and have adopted differing participatory approaches, there are similarities in our research experiences
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A one-year follow-up of basic psychological need satisfactions in physical education and associated in-class and total physical activity Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-09-17 Arto Gråstén, Sami Yli-Piipari, Mikko Huhtiniemi, Kasper Salin, Harto Hakonen, Timo Jaakkola
This study examined basic psychological need satisfactions for competence, autonomy, and social relatedness in physical education (PE) and their contributions to accelerometer-based in-class and total moderate to vigorous physical activity (MVPA) across a one-year follow-up (T1). Participants were 523 students (girls 280, boys 243; mean age = 11.26 ± 0.31) and the data were collected using self-reports
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Including pupils with special educational needs and/or disabilities in mainstream secondary physical education: A revisit study Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-09-10 David Morley, Teresa Banks, Craig Haslingden, Benjamin Kirk, Samatha Parkinson, Thomas Van Rossum, Imogen Morley, Anthony Maher
Our research used an innovative methodological approach by revisiting an original study conducted 15 years previously (Morley et al., 2005). A purposive sample of 31 secondary school teachers in the UK were interviewed to explore their perceptions of including pupils with special educational needs and/or disabilities (SEND) in mainstream secondary physical education (PE). All interviews were transcribed
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Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-09-04 Alexander Gil-Arias, Stephen Harvey, Francisco García-Herreros, Sixto González-Víllora, Alba Práxedes, Alberto Moreno
As an alternative to the direct instructional model, Metzler proposed a range of pedagogical models that include second generation models such as teaching games for understanding (TGfU) and sport education (SE). These pedagogical models have key design features that can promote high levels of autonomous motivation for both boys and girls. Consequently, the purpose of this study was to investigate the
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Students’ ability beliefs about running in physical education: Qualitative findings from longitudinal data Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-09-01 Ping Xiang, Jiling Liu, Weidong Li, Jianmin Guan
Students’ ability beliefs about running activities in physical education/athletics classes were investigated longitudinally from the perspectives of Nicholls’ conceptions of ability and Dweck’s implicit theories of ability. The data for this study were provided by 44 students (20 boys; 24 girls) who participated in a larger longitudinal project on students’ running motivation in schools. They were
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Physical literacy and policy alignment in sport and education in Australia Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-09-01 Joseph J Scott, Susan Hill, Donna Barwood, Dawn Penney
Sport Australia released the Australian Physical Literacy Framework (APLF) in 2019 to advance a national agenda for physical literacy (PL) and specifically, clarify and promote the development of PL in Australian sport and education sectors. For teachers, this policy initiative followed a period of curriculum development guided by the Australian Curriculum for Health and Physical Education (AC: HPE)
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Between ideal teaching and ‘what works’: The transmission and transformation of a content area from university to school placements within physical education teacher education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-08-24 Björn Tolgfors, Erik Backman, Gunn Nyberg, Mikael Quennerstedt
The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) as a particular content area in the transition between a university course and a school placement course within Swedish physical education teacher education (PETE). By combining Basil Bernstein’s pedagogic device and Stephen Ball’s performativity perspective, we alternately ask how AfL is constructed as
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Connections among physical activity, motivation, and depressive symptoms in adolescent girls Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-08-18 Jose A Cecchini, Javier Fernandez-Rio, Antonio Mendez-Gimenez, Beatriz Sanchez-Martinez
Adolescence can be a difficult period of life characterised, among many other things, by a significant increase in depressive symptoms among girls. Recent studies have suggested that sedentary habits and self-determined motivation can be associated with depressive symptoms. The main goal of the present study was to examine the associations between physical activity levels, sedentary behaviours, and
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‘Even if you don’t care…you do care after all’: ‘Othering’ and physical education in Norway Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-08-18 Linda Røset, Ken Green, Miranda Thurston
In the past decade or more, improving young people’s mental health has been identified as a priority for policy-makers in many countries, including Norway. Physical education, as a setting for physical activity, is increasingly viewed as having a potentially significant role to play in addressing mental health among the young. This paper reports the findings from a study of 148 Norwegian youngsters
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Get(ting) to the Start Line – the evaluation of an innovative intervention to address adolescents’ school-related stress and anxiety Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-08-18 Lorraine Cale, Jo Harris, Oliver Hooper
There are growing concerns over young people’s mental health, the academic pressures they face, and the association between school-related stress and health. Given this, alongside the known benefits of physical activity for psychological health, the need for school-based interventions with a physical activity focus seems justified. This paper reports on findings from the evaluation of a pilot of ‘Get
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Examining mental health literacy, help-seeking behaviours, distress, and wellbeing in UK coaches Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-08-18 Paul Gorczynski, Kass Gibson, Nathan Clarke, Tyrone Mensah, Rory Summers
Although research has explored stress in coaches, little is known about their mental health literacy and how this is associated with their mental health. Their mental health literacy may have an impact on the wellbeing of their young players. This study examined levels of mental health literacy, help-seeking behaviours, distress, and wellbeing, as well as relationships amongst these variables, in coaches
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Social inclusion in multi-ethnic physical education classes: Contextualized understandings of how social relations influence female students’ experiences of inclusion and exclusion Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-08-17 Ingfrid Mattingsdal Thorjussen
Within increasingly diverse societies, school is considered an important arena for social inclusion, as it ensures that all students can participate in social life within and outside the class. The...
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Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-08-04 Justin A Haegele, Wesley J Wilson, Xihe Zhu, Justin J Bueche, Ellie Brady, Chunxiao Li
While movement toward the education of students with disabilities in integrated physical education has now become common internationally, it is not without concerns. Notably, scholars have question...
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Developing young people’s mental health awareness through education and sport: Insights from the Tackling the Blues programme Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-08-01 David Haycock, Jon Jones, Andy Smith
There is growing national and international concern about the mental health of children and young people, and in countries such as England there is now a political and policy commitment to developing whole-school approaches to mental health. This paper presents new evidence on how pupils’ mental health is being addressed in schools using learning activities associated with physical education, sport
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A sport-specific optimization approach to mental wellness for youth in low-income neighborhoods Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-08-01 Bradley Donohue, Elena Gavrilova, Michelle Strong, Daniel N. Allen
Psychiatric disorders, particularly substance use disorders, are an impactful and highly prevalent public health concern in youth from low-income neighborhoods (YLINs). Indeed, prevention and intervention programs for mental health disorders that have evidenced improvements in youth from general population are not well integrated into community resources of YLINs and appear to be a poor fit for YLINs
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Introduction to Special Issue on Mental Health and Mental Illness in Physical Education and Youth Sport Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-08-01 Andy Smith
The idea for this special issue of European Physical Education Review preceded the current global Covid-19 pandemic which has unquestioningly exposed and amplified the deeply entrenched inequalities that characterise many countries around the world, and that were already widening before the beginning of the pandemic (e.g. Marmot et al., 2020; Wilkinson and Pickett, 2018). Worsening social, health and
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Artefacts and influence in curriculum policy enactment: Processes, products and policy work in curriculum reform Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-07-30 Karen Lambert, Laura Alfrey, Justen O’Connor, Dawn Penney
Artefacts are an important part of policy work, and a means of representation, translation, re-negotiation, and resistance of policy. While research has established their integral role in policy en...
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Physical activity levels during a Sport Education season of games from around the world Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-07-28 Federico Puente-Maxera, Antonio Méndez-Giménez, Diego Martínez de Ojeda
Sport Education is a curriculum model designed to provide all students with authentic sport experiences, regardless of their individual characteristics. Research showing the effectiveness of the mo...
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Simplistic policy, skewed consequences: Taking stock of English physical education, school sport and physical activity policy since 2013 Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-07-22 Iain Lindsey, Sarah Metcalfe, Adam Gemar, Josie Alderman, Joe Armstrong
The period from 2013 to 2019 was one of relative continuity in policies for physical education (PE), school sport and physical activity (PESSPA) in England. Starting from the advent of the governme...
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Effect of a six-week dance-based physical education intervention on primary school children’s creativity: A pilot study Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-07-20 Ross D Neville, Kyriaki Makopoulou
There is international consensus that creativity is a fundamental outcome of schooling. Opportunities exist to enhance the creativity of schoolchildren, particularly in movement-based subjects such...
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The potential of Lesson Study in primary physical education: Messages from a longitudinal study in Japan Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-07-08 Seiichiro Kihara, Mike Jess, Paul McMillan, Kazuki Osedo, Kenji Kubo, Hiroshi Nakanishi
This paper presents the view that Lesson Study has the potential to make a significant contribution to future developments in primary physical education. To set the paper in context, we explore the...
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Anti-fat bias in secondary school teachers: Are physical education teachers more biased than mathematics teachers? Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-06-29 José Carmona-Márquez, Ángela Sierra-Robles, Manuel Sánchez-García, Pilar García-Rodríguez, Alicia Muñoz-Silva, Félix Arbinaga, Inmaculada Tornero-Quiñones
It has been suggested that physical education (PE) teachers hold strong anti-fat attitudes and that these can have an impact on the health of their students. In this study, we compare the attitudes...
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Undergraduate students’ experiences with educational podcasts to learn about inclusive and integrated physical education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-06-24 Scott WT McNamara, Justin A Haegele
Currently, there is a dearth of research that has examined how podcasts influence kinesiology students’ learning experience. More specifically, research is needed to better understand how different...
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Continuing professional development for physical education teachers in Europe Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-06-24 Deborah Tannehill, Giyasettin Demirhan, Petra Čaplová, Züleyha Avsar
This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being ...
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Recruitment of undergraduate students in kinesiology: Implications for physical education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-06-18 K Andrew R Richards, Daniel P Gawrisch, Victoria N Shiver, Matthew D Curtner-Smith
Physical education teacher education enrollment numbers are declining with limited empirical understanding. Recruitment into the physical education profession has been passive, although scholars ha...
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The efficacy of using mobile applications in changing adolescent girls’ physical activity behaviour during weekends Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-06-17 Ming Li Carol Seah, Koon Teck Koh
Smartphones are omnipresent and offer real-time information on the go. Predominantly, adolescent girls have been found to be engaged in levels of physical activity (PA) below the daily recommended ...
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Physical literacy in children and adolescents: Definitions, assessments, and interventions Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-06-11 Yang Liu, Senlin Chen
Physical literacy has become a focus in school physical education and youth sports programs. Despite the global attention, physical literacy remains an elusive concept in regards to its definition,...
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A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education: Have we been doing this all along? Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-05-27 Ben Dyson, Donal Howley, Paul M. Wright
The purpose of this scoping review is to critically examine previous research that connects three selected model-based practices (MBPs) to social and emotional learning (SEL) outcomes in K-12 physi...
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Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-05-07 Rod Philpot, Wayne Smith, Göran Gerdin, Lena Larsson, Katarina Schenker, Susanne Linnér, Kjersti Mordal Moen, Knut Westlie
In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice ...
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Students’ attitudes towards and experiences of the Youth-fit health-related fitness test battery Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-04-24 Brendan T. O’Keeffe, Ciaran MacDonncha, Alan E. Donnelly
The aim of this study was to examine secondary school students’ attitudes towards and experiences of a student-centred health-related fitness test battery. A total of 795 adolescents (403 boys, 50....
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Dodgeball: Inadvertently teaching oppression in physical and health education Eur. Phys. Educ. Rev. (IF 2.393) Pub Date : 2020-04-23 Joy Butler, David P Burns, Claire Robson
Though students can learn a great deal about ethics as they play sport, the authors of this article ask what, exactly, they learn from playing dodgeball. As they look beyond the usual arguments off...
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