Despite the temperate climate, surrounded by pristine oceans, children in the Maldives do not meet the minimum daily physical activity (PA) requirements. Maldives is a resource inhibited country within the Indian rim. Generalist teachers are required to deliver primary physical education (PE). There is a paucity of information about Maldivian PE, and comprehensive studies of children's engagement in

This study analyses the factors that affect the pedagogical practice and the consideration of the subject of physical education (PE) for a group of students in initial training to become teachers, with the intention of (a) discovering what feelings the COVID-19 pandemic arouses in the future teachers when having to teach physical education virtually, (b) investigating the advantages and disadvantages

The development of a teacher identity (TI) profoundly impacts teacher education program graduates' career intention and teaching practices. Existing studies on pre-service physical education teachers' teacher identity (PPET-TI) have used qualitative methods to focus on the dynamic and reflective features of TI. Quantitative studies that help reveal the universal and stable aspects of TI across contexts

The purpose of this study is to explore students’ perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations (n = 77), individual semi-structured interviews (n = 13) and five focus group interviews (n = 18) with ninth-grade students (ages 14–15 years) from three classes in

While many students participate autonomously in physical education (PE), research shows that students who do not participate in leisure sport are less likely to perceive PE positively. Attempting to optimise the reciprocal student (↔) PE relationship and secure equal opportunities for learning in PE, schools in a Norwegian county developed an ‘Interest-based PE’ programme offering students a choice

Perspectives of peers without disabilities are considered a significant determinant of successful integrated physical education. The purpose of this study was to explore students' perspectives of including students with physical disabilities in physical education in Singapore. Primary and secondary school students (n = 219) provided their perspectives related to the inclusion of students with physical

Discussions on educational policy are shaped by current societal transformations associated with diversity. At the same time, the most recent reform of the Austrian National Curriculum for Physical Education (NCPE) was driven by the desire to stipulate standardised learning outcomes. Building upon Bernstein's framework, this paper explores to what extent issues of diversity are addressed in curricular

Although there have been studies on the use of information and communications technology (ICT) as a pedagogical tool to enhance teaching and learning in physical education (PE), more research is warranted to understand perceived barriers and facilitators to usage. The purpose of the present study was to understand key factors that influence the adoption of ICT in PE perceived by teachers and students

This study aimed to provide a quantitative synthesis on the effect of the Sport Education Model (SEM) on basic need satisfaction, intrinsic motivation, and prosocial attitudes in physical education (PE). We conducted a systematic review and meta-analysis on experimental studies conducted before August 2020. The initial search yielded 6061 articles, with 25 articles (n = 2937) meeting the inclusion

Over the past three decades, a body of research has highlighted the benefits and challenges of what might collectively be referred to as critical pedagogical approaches to Health and Physical Education Teacher Education (HPETE). This research shows that praxis facilitated through critical pedagogies can challenge dominant accountability regimes in HPETE, by animating the discourse of democracy and

This study conducted an innovative quantitative examination of the level of student game-play participation during two, consecutive and ‘naturalistically’ implemented, Sport Education (SE) seasons, while taking into account students’ sex and skill-level and the activity participation context (team practice/competition, handball/football). A total of 24 eighth-grade students (nine girls, 15 boys; Mage12

Since Bailey and Morley (2006) developed a model of talent development (TD) in physical education (PE), several researchers have attempted to understand TD in the PE context. However, the definition of ‘talent’ in PE remains unclear. Currently, identifying refers to using a range of predefined criteria to recognise potential; providing to offering support for those identified; and developing to the

Physical education teachers with a strong sense of purpose are more resilient and maintain high-level performance over time. Therefore, this longitudinal, mixed-methods exploratory case study describes how two teachers’ (Gary and Wayne) sense of purpose in life and well-being has influenced their intent to remain teaching in high-poverty schools. This inquiry followed the two participants over four

This article reports on a dyad model of lesson study aimed at scaffolding the theory and practice of learning to teach physical education. Participants were pre-service teachers (PSTs) completing a 38-week Master’s-level Postgraduate Certificate in Education in eastern England, training to teach the secondary age range (11–18 years). A total of 40 PSTs volunteered to participate in the study during

Polarisation between the least and most active pupils is increasing both in Denmark and worldwide, and the least active pupils often have poorer mental health and low physical self-esteem. However, the least active pupils’ perspectives on physical activity in school are underrepresented in the research. This study explores how the least active pupils describe the purpose of physical activity at school

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

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

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

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

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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:

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?

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

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

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

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

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

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

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

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

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

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)

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

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

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

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

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

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...

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...

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

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

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