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Learning in high-performance action sports – insights into new and evolving contexts Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-04-15 E. M. M. Ellmer, S. B. Rynne
ABSTRACT Background and Purpose: Participation rates in many organised sports are stagnating, yet a rapid growth in participation, commercialisation and institutionalisation has been observed in self-organised sports such as surfing, snowboarding skateboarding, BMX racing and rock climbing over the past five decades. These sports are continuously attracting attention both in commercial and academic
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Stakeholder perceptions of physical literacy assessment in primary school children Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-04-15 Hannah R. Goss, Cara Shearer, Zoe R. Knowles, Lynne M. Boddy, Elizabeth J. Durden-Myers, Lawrence Foweather
ABSTRACT Background UNESCO [(2015 United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2015). Quality Physical Education Guidelines for Policymakers. Paris: UNESCO Press. [Google Scholar]). Quality Physical Education Guidelines for Policymakers. Paris: UNESCO Press.] highlighted the importance of developing physical literacy (PL) from childhood, although it remains unclear how
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Exploring the phenomenological meanings of assessment in physical education through primary teachers’ lived experiences Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-04-09 Youngjoon Kim, Okseon Lee
ABSTRACT Background Although assessment in physical education (PE) is a complex pedagogical work that is strongly influenced by primary teachers, few studies have focused on their lived experiences in the continuum between past instances of receiving assessments as PE students and current instances of conducting assessments as primary PE teachers. Purpose This study explored the phenomenological meanings
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Feminists against fad, fizz ed: a poetic commentary exploring the notion of Joe Wicks as physical education Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-04-09 Karen Lambert, Carla Luguetti, Shrehan Lynch
ABSTRACT Introduction: Even though advocacy for poststructural feminist lenses to change/challenge physical education (PE) has grown over the years, there is an evident gap in qualitative research using poetic forms of representation in PE. Purpose: The purpose of this study was to use a poststructural feminist framework to challenge a particular kind of hegemonic reproduction of PE, particularly to
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‘The teacher makes us feel like we are a family’: students from refugee backgrounds’ perceptions of physical education in Swedish schools Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-04-08 Erica Cseplö, Stefan Wagnsson, Carla Luguetti, Ramón Spaaij
ABSTRACT Background: Over the past five decades, the number of people from refugee backgrounds in developed countries has been on the constant rise. Although the field of refugee and forced migration studies in relation to education and sport has grown considerably in recent years, very little is known about refugee-background students’ perceptions of Physical Education (PE). Purpose: The aim of this
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The importance of satisfying children’s basic psychological needs in primary school physical education for PE-motivation, and its relations with fundamental motor and PE-related skills Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-03-30 A.G.M. de Bruijn, R. Mombarg, A.C. Timmermans
ABSTRACT Background: Motivation for physical education (PE) is considered an important factor for the development of children’s physical skills during PE. According to self-determination theory, satisfaction of the psychological needs of autonomy, relatedness, and competence is related to higher levels of autonomous motivation, and lower levels of controlled motivation. To get a better insight into
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Pedagogical support for the Test of Gross Motor Development – 3 for children with neurotypical development and with Autism Spectrum Disorder: validity for an animated mobile application Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-03-26 Fernando Copetti, Nadia C. Valentini, Andréa C. Deslandes, E. Kipling Webster
ABSTRACT Background: Motor skill assessment is time-consuming and some difficulties are inherent in the administration of motor tests, especially in children with neurodevelopment disorders. Purpose: This study aimed to develop and investigate the face, content, and criterion validity of a Motor Skills Sequential Pictures (MSSP) for the Test of Gross Motor Development – 3 (TGMD-3) to be animated and
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Training effects of artificial rules on youth soccer team tactical behavior Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-03-26 Asier Gonzalez-Artetxe, José Pino-Ortega, Markel Rico-González, Asier Los Arcos
ABSTRACT Background and purpose: Historically, sports training methodology, including soccer coaching, has been influenced by the pedagogic tend dominant in each epoch. Of late, the literature has espoused the idea that human learning is individual, nonlinear, and complex. Nonlinear Pedagogy (NLP) takes into account such nonlinearity and complex phenomena and facilitates each person's learning through
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Understanding the complexity of learning through movement Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-03-15 Richard L. Light, Jenny Clarke
ABSTRACT Background: The development of movement capabilities in physical education is closely linked to questions about their educational value. Aims: This article extends the debate about the educational value of developing movement capabilities to include sport practised outside school. It interprets the educational value as a range of positive learning that is possible through the development of
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An ecological dynamics conceptualisation of physical ‘education’: Where we have been and where we could go next Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-03-02 J.R. Rudd, C. Woods, V. Correia, L. Seifert, K. Davids
ABSTRACT Background: In this paper, we explore physical education from a relational worldview. Theoretically guided by an ecological dynamics framework, this perspective calls us to conceptualise ‘education’ in its etymological roots – ex-ducere – meaning ‘to lead’ an individual ‘out’ into the world. In doing so, an educator would employ a ‘softer’ pedagogy, seeking to guide the attention and encourage
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Coaches’ perceptions of sport education: A response to precarity through a pedagogy of affect Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-03-02 Luis Miguel García López, David Kirk
ABSTRACT Purpose The aim of this study was to investigate coaches’ perceptions of using sport education (SE) for the first time with socially vulnerable children in order to explore its suitability for equipping young people living in precarity with the skills they need to take positive action to challenge their socially vulnerable backgrounds. In doing so, we want to explore what experiences of learning
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Introduction to the PESP special issue: ‘Developing movement capability in physical education’ Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-03-02 D. Barker, G. Nyberg, H. Larsson
(2021). Introduction to the PESP special issue: ‘Developing movement capability in physical education’. Physical Education and Sport Pedagogy. Ahead of Print.
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Nonlinear Pedagogy and its implications for practice in the Singapore PE context Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-03-02 Jia Yi Chow, John Komar, Keith Davids, Clara Wee Keat Tan
ABSTRACT Background Nonlinear Pedagogy, underpinned by concepts in ecological dynamics, is a pedagogical framework that advocates an exploratory approach to acquisition of movement skills with an emphasis on individualised movement solutions. Its key principles have been successfully implemented in sports teaching and coaching and are currently being applied to learning designs in PE programmes. Purposes
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Assessed movement competence through the lens of Bourdieu – a longitudinal study of a developed taste for sport, PE and physical activity Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-03-02 Anna Tidén, Gunilla Brun Sundblad, Suzanne Lundvall
ABSTRACT Background The interest for young people’s movement ability has increased. Literature shows that many factors, apart from movement ability, influence the development of and sustained interest in or taste for physical activity and the learning thereof. Purpose This longitudinal study illustrates, through the lens of Bourdieu, whether and how assessed movement ability at the age of 15, together
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Heteronormativity meets queering in physical education: the views of PE teachers and LGBTIQ+ students Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-02-22 Päivi Berg, Marja Kokkonen
ABSTRACT Background and purpose: In school physical education (PE) lessons, gender is often produced heteronormatively. Lesbian, gay, bi, transgender, intersexual, and queer (LGBTIQ+) students have reported experiences of discrimination and obstacles to participation. This study analyzed Finnish PE teachers and LGBTIQ+ students’ talk about discrimination and problematic practices in PE and how equality
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‘We united to defend ourselves and face our struggles’: nurturing a physical education teachers’ community of practice in a precarious context Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-02-22 Luiza Gonçalves, Melissa Parker, Carla Luguetti, Michele Carbinatto
ABSTRACT Background: Physical Education (PE) teachers around the world often struggle with different experiences of precarity such as job insecurity, high workloads, lack of infrastructure in schools, and others. Communities of practice (CoP) are recognised as an important democratic strategy for teachers’ continuing professional development (CPD). A democratic CoP seeks to promote spaces where teachers
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Developing evidence-informed principles for trauma-aware pedagogies in physical education Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-02-22 Thomas Quarmby, Rachel Sandford, Rachael Green, Oliver Hooper, Julie Avery
ABSTRACT Background: More and more children are experiencing what have been termed adverse childhood experiences. An individual's response to these stressful events determines whether or not they are considered traumatic – whereby the experience is so overwhelming that it engulfs their coping mechanisms leading to lasting negative effects on wellbeing. Notably, childhood trauma is now recognised as
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Service-learning experiences for pre-service teachers: cultural competency and behavior management challenges when working with a diverse low-income community Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-02-22 David N. Daum, Risto Marttinen, Dominique Banville
ABSTRACT Background Service-learning is an approach in teacher education to expose pre-service teachers (PSTs) to experiences they will encounter when they enter the profession. During these service-learning experiences, PSTs experience issues related to behavior. K-12 students are increasingly diverse, and teachers and schools must adapt to meet their needs. Purpose This study examined how PSTs described
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Games-based movement education: developing a sense of self, belonging, and community through games Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-02-22 Wayne Smith, Alan Ovens, Rod Philpot
ABSTRACT Background: For many years, skill learning has been an important component of primary school physical education (PE) with most lessons focused on the teaching of fundamental movement skills (FMS) or sports techniques (Kirk 2010 Kirk, D. 2010. Physical Education Futures . New York: Routledge. [Google Scholar]). Increasingly, the generalist primary school teachers who are responsible for delivering
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Pedagogical principles that support the prioritisation of meaningful experiences in physical education: conceptual and practical considerations Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-02-17 Tim Fletcher, Déirdre Ní Chróinín
ABSTRACT Background An emphasis on meaningfulness may facilitate the types of experiences that are more likely to lead children towards a commitment to physical activity participation in ways that enrich the quality of their lives. While several authors have highlighted the importance of prioritising meaningfulness, direction is lacking on how teachers can consistently and intentionally foster meaningful
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Learning in the educational landscapes of juggling, unicycling, and dancing Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-02-17 G. Nyberg, D. Barker, H. Larsson
ABSTRACT Background Movement learning has been thoroughly investigated in the area of motor learning research. Although existing studies have contributed to a substantial understanding of motor learning, many have been criticized for their reliance on experimental designs where learning is decontextualized, simplified, and investigated in laboratory settings. Researchers have claimed that motor learning
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‘Feeling better’: embodied self-knowledge as an aspect of movement capability Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-02-17 Øyvind F. Standal, Judith H. Bratten
ABSTRACT Background The literature on movement capability critiques the traditional content of physical education (i.e. the what of physical education) and the subject’s reliance on teacher-led methods (i.e. the how of physical education). By re-focusing the content as well as the teaching methods of physical education, the literature on movement capabilities as providing a more student-centered approach
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The gendered social representation of physical education and sport science higher education in Spain Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-01-29 Pedrona Serra, Ana Rey-Cao, María José Camacho–Miñano, Susanna Soler-Prat
ABSTRACT Background: In recent decades, Spain has seen a decline in girls’ interest in pursuing the Physical Activity and Sport Science (PASS) degree. For example, in Catalonia (Spain), the number of women enrolled has decreased from 39.3% in the 2000–2001 academic year to 17.3% in the 2014–2015 academic year (Serra, Soler, Vilanova et al. 2019 Serra, Pedrona , SusannaSoler, María JoséCamacho-Miñano
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An analysis of mechanisms underlying social goals in physical education: a comparison between ordinary and special classes Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-01-29 Stéphanie Girard, Jean Lemoyne, Dominique Blais, Jérôme St-Amand
ABSTRACT Background The effect of basic needs and motivational climate has been widely examined in recent years in the field of achievement motivation. Nevertheless, recent studies indicate the need to consider students’ (with or without special needs) social goals (e.g. affiliation, recognition, status and responsibility goals) in order to achieve a better understanding of teenagers’ motivation to
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Massive open online courses (MOOCs) for professional development: meeting the needs and expectations of physical education teachers and youth sport coaches Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-01-24 M.A. Griffiths, V.A. Goodyear, K.M. Armour
ABSTRACT Background: Professional development (PD) in a range of occupations has become increasingly digitised. Numerous digital courses are available, with evidence that social media, blogs and apps are increasingly being used for PD. Yet despite clear benefits, there is little robust evidence on the characteristics of digital PD that impact positively on learning and practice, particularly for physical
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The art of the question: the structure of questions posed by youth soccer coaches during training Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-01-24 Donna O’Connor, Paul Larkin, Sam Robertson, Peter Goodyear
ABSTRACT Background: From a sports perspective, pedagogical researchers have suggested questioning is an effective instructional tool and pedagogical strategy for developing critical thinking, problem-solving and decision-making skills. Questions enable coaches to contextualise athlete learning by encouraging and guiding them to identify and explore solutions to game-based problems. While previous
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Level of opposition constrains offensive performance in consecutive game situations. An analysis according to game principles Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-01-24 Alba Práxedes, David Pizarro, Bruno Travassos, Miguel Domínguez, Alberto Moreno
ABSTRACT Background In the last few decades, Nonlinear Pedagogy (NLP) has emerged with the goal to promote a holistic approach through the use of Small-Sided Games (SSG), to optimize specific tactical defensive and offensive behaviours of players. These SSG are designed through the manipulation of relevant task constraints. Specifically, the balance on the number of outfield players is a constraint
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Learning about ‘inclusive’ pedagogies through a special school placement Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-01-19 Anthony J. Maher, Alan Thomson, Samantha Parkinson, Sarah Hunt, Adam Burrows
ABSTRACT Background It is well-established that traditional approaches to initial teacher education do not adequately prepare physical education (PE) teachers for teaching pupils with disabilities. Consequently, pupils with disabilities participate less frequently and in fewer PE activities than their age peers. School-based placements, which form a cornerstone of the professional socialisation phase
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Infusing disability into coach education and development: a critical review and agenda for change Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-01-19 Robert C. Townsend, Tabo D. Huntley, Christopher J. Cushion, Diane Culver
ABSTRACT Background: The training of coaches is considered central to sustaining and improving the quality of sports provision. In Parasport, coaches are recognised at the highest level of international sport policy as performing a central role in achieving important sporting and social outcomes related to disabled people. However, an emerging body of evidence suggests that formal coach education plays
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Taking action for social justice in HPE classrooms through explicit critical pedagogies Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2021-01-08 Rod Philpot, Göran Gerdin, Wayne Smith, Susanne Linnér, Katarina Schenker, Knut Westlie, Kjersti Mordal Moen, Lena Larsson
ABSTRACT Background: A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research of teachers enacting critical pedagogies in HPE
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‘Can we play the real sport?’ Co-creating a student-centered after-school sports club Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-12-31 Oscar Nuñez Enriquez, Kimberly L. Oliver
ABSTRACT Background : For years, physical activity settings had portrayed a discourse that does not allow to add new and different elements in its practice. This discourse established a status quo that has affected in many ways the structure, the pedagogy and practice of physical activity settings. This is the case of out-school programs. Purpose : The purpose of this paper is to understand the process
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Examining the concept of engagement in physical education Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-12-22 Peter A. Hastie, Andy Stringfellow, Jerraco L. Johnson, Cory E. Dixon, Nikki Hollett, Kurt Ward
ABSTRACT Background The concept of engagement is a multidimensional construct that has long been used by researchers as a means of explaining student behaviour in classrooms and schools. However, the research using this construct within physical education has been particularly uneven. Purpose The goal of this paper was to examine the application of the concept of student engagement with the research
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Exploring the changes of physical education in the age of Covid-19 Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-12-22 Valeria Varea, G. González-Calvo, A. García-Monge
ABSTRACT Background Physical education (PE) has been traditionally considered as a practical and ‘hands-on’ subject in schools, where close proximity and physical contact is common, particularly in Spain which has a high proximity culture. Significantly, the delivery of PE has changed because of the Covid-19 pandemic, and this brings significant consequences for preservice PE teachers. Purpose The
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Regulation of tactical learning in team sports – the case of the tactical-decision learning model Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-12-22 Paul Godbout, Jean-Francis Gréhaigne
ABSTRACT Background: Several student-centred and game-based approaches have developed in the last 40 years. Publications intended to describe the underlying theory and/or mechanics of each particular teaching/learning model have usually focused on modalities related to teacher-student interactions, taking into account the particular pedagogical content knowledge pertaining to the activities concerned
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Development of a self-report scale to assess children’s perceived physical literacy Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-12-22 Lisa M. Barnett, Emiliano Mazzoli, Melanie Hawkins, Natalie Lander, David R. Lubans, Sallee Caldwell, Pierre Comis, Richard J. Keegan, John Cairney, Dean Dudley, Rebecca L. Stewart, Gareth Long, Natasha Schranz, Trent D. Brown, Jo Salmon
ABSTRACT Background: The construct of physical literacy is gaining traction internationally and yet measurement of physical literacy is in its infancy. This paper describes the development of a pictorial child report scale of perceived physical literacy based on the comprehensive Australian Physical Literacy Framework, which includes 30 elements within four domains (physical, psychological, cognitive
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Challenges in learning aerobic and anaerobic concepts: an interpretative understanding from the cognitive load theory perspective Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-12-09 Anqi Deng, Tan Zhang, Ang Chen
ABSTRACT Purpose: It has been acknowledged in physical education (PE) that knowledge empowers learners to develop a physically active lifestyle In this study, we consider Cognitive Load Theory (CLT) as a valuable extension of the constructivist learning theory to help articulate the role of three pivotal instructional factors, content knowledge, learners, and instructional process, in learning fitness
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Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-11-26 F. M. Leo, A. Mouratidis, J. J. Pulido, M. A. López-Gajardo, D. Sánchez-Oliva
ABSTRACT Background Although several studies that rely on self-determination theory have shown the positive interrelations among perceived need supportive learning environment, needs satisfaction, quality of motivation, and desired outcomes in the context of physical education, only few studies have tested so far the full sequence of relations within a single integrated model. Purpose The main aim
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Fostering pre-service teachers’ knowledge of ‘teaching games for understanding’ via video-based vs. text-based teaching examples Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-11-24 Tim Heemsoth, Leif Boe, Frederik Bükers, Claus Krieger
ABSTRACT Background A topical research question is how pre-service teachers develop professional competencies with regard to game-centered approaches such as ‘Teaching Games for Understanding’ (TGfU). In this context, research on teacher education assumes reflection on teaching examples – including real-life classroom practices – to have positive effects on teachers’ professional development. The role
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Preservice teachers’ enacted pedagogical content knowledge as a function of content knowledge in teaching elementary physical education content Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-11-20 Insook Kim
ABSTRACT Background Over the past decade, there has been empirical evidence that pedagogical content knowledge (PCK) represented by teachers’ observable and measurable teaching behaviors can be enhanced by a well-designed content knowledge intervention which has differentiated between effective and ineffective teaching in physical education [Iserbyt, P., R. Coolkens, J. Loockx, K. Vanluyten, J. Martens
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The use of digital media in primary school PE – student perspectives on product-oriented ways of lesson staging Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-11-20 Steffen Greve, Mareike Thumel, Florian Jastrow, Claus Krieger, Anja Schwedler, Jessica Süßenbach
ABSTRACT Background: There is a controversial debate about the use of digital media in physical education. There are various research results, which mostly do not relate to primary school, however. There are no known studies showing how media educational goals can be integrated into physical education. Our contribution takes this desideratum as its starting point. Taking both current discussion lines
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The relations between students’ causality orientations and teachers’ interpersonal behaviors with students’ basic need satisfaction and frustration, intention to physical activity, and well-being Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-11-18 Behzad Behzadnia
ABSTRACT Background According to self-determination theory [Richard M. Ryan and Edward L. Deci. 2017. Self-determination theory: Basic psychological needs in motivation, development and wellness. New York, NY: Guilford], teachers’ interpersonal behaviors would relate to students’ behavioral outcomes in physical education. Although a body of research in physical education highlights the importance of
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Effects of an 8-week school-based intervention programme on Irish school children's fundamental movement skills Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-10-22 Lisa Kelly, Siobhán O’Connor, Andrew J. Harrison, Niamh J. Ní Chéilleachair
(2020). Effects of an 8-week school-based intervention programme on Irish school children's fundamental movement skills. Physical Education and Sport Pedagogy. Ahead of Print.
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What physical education becomes when pupils with neurodevelopmental disorders are integrated: a transactional understanding Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-10-20 Anna Thoren, Mikael Quennerstedt, Ninitha Maivorsdotter
ABSTRACT Background Previous research on inclusive physical education (PE) has often focused on pupils with visible physical disabilities and how best to facilitate and adapt PE so that they can play an active role in the educational situation. Many lessons about inclusion have emerged from this important field. However, less is known about more ‘invisible’ variations. In Sweden, many pupils who are
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Aligning the principles of assessment for learning to learning in physical education: A review of literature Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-10-19 André Moura, Amândio Graça, Ann MacPhail, Paula Batista
ABSTRACT Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education & Society 18 (1): 57–76). The authors remarked that while more authentic forms of assessment in physical education have been evidenced
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How do competitiveness and previous contact with people with disabilities impact on attitudes after an awareness intervention in physical education? Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-10-19 C. Ocete, J. Pérez-Tejero, J. Coterón, R. Reina
ABSTRACT In addition to inclusion as an educational philosophy, integrated schooling has emerged worldwide as an influential trend in education over the last few decades; this has increased the number of students with disabilities in classrooms, including in physical education (PE). This state of affairs requires that teachers provide support and resources to ensure that all students, regardless of
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‘I was always made fun of for being fat’: first-hand accounts of bullying in children’s football Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-09-30 Gonzalo Flores Aguilar, Maria Prat Grau, Carles Ventura Vall-Llovera, Xènia Ríos Sisó
ABSTRACT Objetives To explore perceptions of bullying in children’s football (8-13 years) based on the experiences of players, families, and coaches. Method We conducted a multiple case study. Participants from four football clubs and one coaching academy in Catalonia (Spain) were selected to take part in nine focus group sessions (three for each group: players, families and coaches). Data from the
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A Dutch perspective on sexual integrity in sport contexts: definition and meaning for practice Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-09-24 Esther van der Steeg, Nicolette Schipper-Van Veldhoven, Marianne Cense, Tina Bellemans, Kristine de Martelaer
ABSTRACT Introduction: Positive ethics is a trending topic in sports. However, a gap exists when sexuality and gender issues are concerned. This study aimed to explore the concept of sexual integrity as an opportunity for the development of a positive ethics approach of sexuality and gender in sport contexts. Materials and methods: To obtain consensus on definition, operationalization, and competences
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Do goal clarification and process feedback positively affect students’ need-based experiences? A quasi-experimental study grounded in Self-Determination Theory Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-09-24 Christa Krijgsman, Tim Mainhard, Lars Borghouts, Jan van Tartwijk, Leen Haerens
ABSTRACT Background: The importance of clarifying goals and providing process feedback for student learning has been widely acknowledged. From a Self-Determination Theory perspective, it is suggested that motivational and learning gains will be obtained because in well-structured learning environments, when goals and process feedback are provided, students will feel more effective (need for competence)
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Deconstructing health and physical education teacher education: a mapping and analysis of programme structure and content in Australia Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-09-22 Donna Barwood, Lachlan T. Spears, Eibhlish O’Hara, Dawn Penney
ABSTRACT Background: In Australia, Initial Teacher Education Institutions (ITEIs) provide undergraduate Health and Physical (HPE) programmes that meet a number of regulatory requirements, including those of the Australian Institute for Teaching and School Leadership (AITSL) and the Tertiary Education Quality and Standards Agency (TEQSA). In addition, ITEIs must also ensure programme alignment with
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Capturing the moment: understanding embodied interactions in early primary physical education Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-09-22 Cameron Smee, C. Luguetti, R. Spaaij, B. McDonald
ABSTRACT Background: Several studies demonstrate the benefits of understanding explicit and tacit embodied interactions in physical education (PE). However, there is little research that explores the embodied interactions that occur in early primary PE classes (years 1 and 2), where children (are socialized to) embody various body values, attitudes and stigma. We adopted a micro-sociological approach
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Academics’ perspectives on the future of sport education Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-09-21 Tristan L. Wallhead, Peter A. Hastie, Stephen Harvey, Shane Pill
ABSTRACT Background: Sport Education (SE: Siedentop, D. 1994. Sport Education: Quality PE through Positive Sport Experiences. Champaign, IL: Human Kinetics) remains the most researched of all the pedagogical models and thus has the strongest body of evidence that it has the potential to deliver on psychomotor, cognitive and affective student learning outcomes. Despite this evidence, there has been
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Knowledge in the school subject of physical education: a Bernsteinian perspective Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-09-21 Jan-Eric Ekberg
ABSTRACT Purpose: The purpose of this conceptual article is to explore how Bernstein’s concepts can further our understanding of the internal structure of knowledge informing physical education (PE) and the transmission of knowledge from its site of production into the school subject. In the process of constructing a school subject, knowledge is chosen and decontextualised from where it is produced
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Creation of an instructional model in a community of practice and its impact on relationships between members Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-09-21 Keejoon Yoon, Changhyun Lee, Hyunwoo Jung
ABSTRACT Background: Over the last two decades, communities of practice (CoPs) have been regarded as an effective approach for teachers’ professional learning within physical education (PE) literature. There has been increasing academic interest in the instructional model approach as a way to overcome the limitations of traditional PE pedagogies. However, despite PE teachers’ positive attitudes towards
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An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-09-21 Antonio Calderón, Dylan Scanlon, Ann MacPhail, Brigitte Moody
ABSTRACT Background: A plethora of new terms and digital pedagogies have been making recent headlines in higher education with the promise, or threat, that digital technology will revolutionise the way in which universities operate. Blended learning is part of this digital revolution and institutions of higher education worldwide are increasingly adopting it as a new mode of delivery. The exposure
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A collaborative approach to teaching about teaching using models-based practice: developing coherence in one PETE module Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-08-28 Mats Hordvik, Anders Lund Haugen, Berit Engebretsen, Lasse Møller, Tim Fletcher
ABSTRACT Background: The current interest in models-based practice (MBP) as an innovation and framework has necessitated deeper understanding of both what MBP is and how teacher educators teach pre-service teachers about innovative approaches such as MBP. Despite several studies of individual teacher educators enacting MBP, there are few examples of how several teacher educators might go about implementing
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Intervention programme to prevent bullying in adolescents in physical education classes (PREBULLPE): a quasi-experimental study Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-08-24 J. D. Benítez-Sillero, D. Corredor-Corredor, F. Córdoba-Alcaide, J. Calmaestra
ABSTRACT Background: Bullying is a social problem where there is a phenomenon of intentional aggression that occurs in all schools. It has multiple negative consequences for the victim’s psychological health. As school is a context for learning about life in society, strategies to prevent such attitudes and behaviours should be encouraged. Although some studies seem to indicate the potential of the
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Divergent learning experiences in sports enhance cognitive executive functions and creativity in students Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-08-24 Christian Büning, Lara Jürgens, Hedda Lausberg
ABSTRACT Background: Studies have reported positive effects of physical activity on cognitive executive functions, such as inhibitory control and creativity. These studies predominantly compared scenarios of sports participation vs. no sports participation or reduced sports to simple aerobic exercises. However, whether the type or intensity of physical activity matters has not been clarified. Purpose:
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Sport education as a cooperative learning endeavour Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-08-20 Javier Fernandez-Rio, Ashley Casey
ABSTRACT Background: A number of studies have contemplated aspects of cooperative learning that might emerge from a unit of sport education [Dyson, B., L. L. Griffin, and P. Hastie. 2004. “Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations.” Quest 56 (2): 226–240; Dyson, B. P., N. R. Linehan, and P. A. Hastie. 2010. “The Ecology of Cooperative Learning
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Examining early adolescents’ motivation for physical education: associations with actual and perceived motor competence Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-08-17 Isaac Estevan, Farid Bardid, Till Utesch, Cristina Menescardi, Lisa M. Barnett, Isabel Castillo
ABSTRACT Background: The dynamic nature of physical education (PE) requires careful consideration of lesson planning and delivery in order to promote health and wellbeing and to achieve various learning goals. One such goal is promoting personal and social development to support students to value and lead a healthy and active lifestyle, especially during transition into adolescence. In order to design
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Disrupting phonocentricism for teaching Deaf pupils: prospective physical education teachers’ learning about visual pedagogies and non-verbal communication Phys. Educ. Sport. Peda. (IF 2.618) Pub Date : 2020-08-17 Anthony J. Maher
ABSTRACT Background: When compared to their hearing peers, Deaf pupils are likely to experience fewer activities and participate less often in physical education (PE), be less physically active, lag in motor skill development, and are more likely to be overweight or obese. While the reasons for these differences are nuanced and complex, established phonocentric pedagogical practices and (mis)communication
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