-
What factors are associated with physical education teachers’ (de)motivating teaching style? A circumplex approach Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-04-25 Javier García-Cazorla, Luis García-González, Rafael Burgueño, Sergio Diloy-Peña, Ángel Abós
Building upon the circumplex approach to (de)motivating styles defined by self-determination theory, this research aimed: (a) to analyse the extent to which physical education (PE) teachers’ (de)motivating teaching approaches differ across gender, school level, and years of teaching experience, and (b) to test paths from PE teachers’ need-based experiences to their (de)motivating teaching approaches
-
Fitting in or standing out? The organisational socialisation of early career physical education specialism graduates through a micropolitical lens Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-04-23 Cillian Brennan, Richard Bowles, Elaine Murtagh
The recent emergence of primary school generalist teachers with physical education (PE) expertise has addressed calls for some form of specialisation in primary PE provision in Ireland ( Marron et al., 2018 ). It was hoped that these teachers could advance the quality of PE taught within schools, through their own teaching and by supporting colleagues ( Ní Chróinín, 2018 ). Despite PE specialism graduates
-
All the better for it: Exploring one teacher-researcher's evolving efforts to promote meaningful physical education Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-04-22 Donal Howley, Ben Dyson, Seunghyun Baek
Drawing on social constructivist learning theory and a conceptual framework for meaningful physical education (MPE), the purpose of this self-study was to present and explore how one teacher-researcher (TR) evolved their approach to implementing pedagogy promoting MPE in an alternative secondary/high school education setting. Utilizing self-study, data were collected before, during, and after twenty
-
Swimming competence of 9–10-year-old Norwegian primary school children: A cross-sectional study of physical education Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-04-13 Jon Sundan, Monika Haga, Håvard Lorås
Swimming is a profound source of joy in life. The impact of swimming competence extends beyond leisure, encompassing aquatic skills crucial for the prevention of drowning incidents. The World Health Organization (WHO) strongly advocates for the proactive initiative of teaching basic swimming and water safety skills to school-aged children, which is recognized as a direct and effective measure in mitigating
-
The effect of game-based approaches on decision-making, knowledge, and motor skill: A systematic review and a multilevel meta-analysis Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-04-09 Mika Manninen, Eric Magrum, Sara Campbell, Sarahjane Belton
This study aimed to compare the effect between game-based approaches (GBAs) and traditional skill approaches on decision-making, knowledge and motor skill in physical education students and athletes. A systematic review and meta-analysis of experimental studies available before October 2023 was conducted. The initial search yielded 8431 articles, with 28 articles ( n = 1600) meeting the inclusion criteria
-
Beginning, rise, fall, and comeback: Exploring the journey of a physical education teacher community in South Korea Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-04-05 Yongjin Lee, Wonhee Lee, Hyungsik Min, Youngjoon Kim
Physical education teacher communities have been studied and implemented as a successful approach to teacher professional development. Despite a wealth of literature, less is known about three aspects: sustained nature of a community over time, power relations among community members, and a comprehensive case study. This study aimed to address these gaps in the literature by investigating the journey
-
Developing adaptive teaching competence in preservice physical education teachers Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-04-01 Kyuil Cho, Emi Tsuda, Phillip Ward
This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed
-
Associations between physical educators’ appearance and sex and high school pupils’ cognitive performance and perceptions of teacher characteristics Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-03-27 YuChun Chen, Brian Myers
The importance of physical educators obtaining a discipline-specific appearance as role models is documented in the literature. Previous research has examined the influence of physical education teachers’ body fatness, (dis)ability, and age on pupils’ learning and perceptions of the teachers. To expand the research line, this study focused on teachers’ formal/informal appearance and their sex. Four
-
Exploring teacher educator pedagogical decision-making about a combined pedagogy of social justice and meaningful physical education Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-03-26 Déirdre Ní Chróinín, Cassandra Iannucci, Carla Luguetti, Declan Hamblin
Teacher educators shape curriculum in the pedagogical decisions they make ( Lunenberg et al., 2007 ). Yet, evidence is lacking about how physical education (PE) teacher educators make decisions about what to include in their teacher education pedagogies. Four teacher educators in four different PE teacher education (PETE) programmes collaborated to examine their decision-making as they explored ideas
-
The purpose of primary physical education: The views of teacher educators Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-03-21 Mike Jess, Melissa Parker, Nicola Carse, Andrew Douglass, Jeanne Keay, Lucio Martinez Alvarez, Alison Murray, Julie Pearson, Vicky Randall, Tony Sweeney
This paper reports on the first phase of a longitudinal project investigating the perceived purposes that different stakeholders have for primary physical education (PE). In the study, the views of 19 teacher educators from seven countries across Europe were sought. While teacher educators may have some influence across the layers of an education system, little is known about this stakeholder group
-
Formative assessment in physical education: teachers’ experiences when designing and implementing formative assessment activities Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-03-18 Menno Slingerland, Gwen Weeldenburg, Lars Borghouts
Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better
-
Children's motivation for moderate-to-vigorous physical activity during the Daily Mile: A theory of planned behaviour perspective Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-03-11 Phillip M. Gray, Andrew L. Evans
Sustained motivation for Daily Mile participation at higher physical activity intensities may contribute to the attainment of children's daily moderate-to-vigorous physical activity (MVPA) targets and long-term health benefits. However, individual variability exists in the amount of MVPA accumulated by children during the Daily Mile. The current study explored children's motivation for participating
-
A scoping review of feedback in physical education: Conceptualisations and the role of teachers and students Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-02-20 Paul Treschman, Michalis Stylianou, Cam Brooks
Given the important role of feedback in student learning, this scoping review investigated how feedback has been conceptualised and examined, and how the teacher and student have been positioned in feedback processes in physical education (PE) research. Following recommended processes for conducting a scoping review, 110 papers were included, and data were extracted and synthesised to address the aim
-
Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-02-20 Sergio Diloy-Peña, Ángel Abós, Javier Sevil-Serrano, Javier García-Cazorla, Luis García-González
Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic
-
Relationships between pre-service teachers’ self-reported physical activity and their perceptions of physical education in early childhood teacher education Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2024-01-19 Anne Soini, Anthony Watt, Arja Sääkslahti
This study aimed to explore the relationships between Finnish early childhood pre-service teachers’ ( N = 274; aged 20–49; 92% female) self-reported physical activity (PA) and perceptions of their own enjoyment of schooltime physical education (PE), self-evaluation of the content of their current PE studies, perceived importance of PE, and perceived competencies in PE. The one-way analysis of variance
-
Finding the place of content and language integrated learning in physical education within the models-based practice framework Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-05-10 Celina Salvador-Garcia, Oscar Chiva-Bartoll, David Hortigüela-Alcalá
Although the educational intentions of content and language integrated learning (CLIL) seem to be perspicuous, how to put them into practice in different subjects is not so clear-cut. In addition, ...
-
The association of children's motivation and physical activity levels with flipped learning during physical education lessons Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-05-08 Pak Kwan Yip, Lee Cheng, Peggy Cheung
Flipped learning is a pedagogical approach that directs instruction from a group to an individual learning space. This approach can stimulate students’ motivation, promote adequate physical activit...
-
The association of perceived mattering and emotions with physical educator teacher resilience Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-04-18 Kelly L. Simonton, Kevin Mercier, K. Andrew R. Richards, Karen L. Gaudreault
The purpose of this study was to examine the relationships among teachers’ perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Pe...
-
‘The teacher could correct me without being there’: Adapting distance education approaches to promote physical activity during lockdown Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-03-29 Thibaut Derigny, Christophe Schnitzler, Olivier Vors, Aurore Huchez, Tanguy Gerard, Séverine Mallet, Joseph Gandrieau, François Potdevin
Despite the impossibility of face-to-face teaching during the covid-19 pandemic lockdown, many physical education teachers used remote activity pedagogical monitoring (PM) to keep students engaged ...
-
Students’ need satisfaction and frustration profiles: Differences in outcomes in physical education and physical activity-related variables Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-03-28 Rafael Burgueño, Luis García-González, Ángel Abós, Javier Sevil-Serrano
Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences...
-
Adolescents’ enjoyment in face-to-face physical education during the COVID-19 pandemic Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-03-20 Carlos Mata, Marcos Onofre, João Costa, Diogo Monteiro, Diogo Teixeira, João Martins
The COVID-19 pandemic has had an impact on the routines of children and adolescents and on their level of involvement in physical activity (PA). The restrictive rules applied in this period affecte...
-
‘Now I think you have been bewitching and bewildering me’: The utilisation of Aporia in Game-Based Approaches as a means of deconstructing and reconstructing power relations Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-03-15 Ruan Jon Jones, Jonathon Thomas Mckeever, David Morley
Work considering the influence of power dynamics and potential confounders such as social status is beginning to receive more attention in physical education literature. While power dynamics deserv...
-
Why modify? Visually impaired students’ views on activity modifications in physical education Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-03-15 Justin A. Haegele, Marina Salerno, Lindsey A. Nowland, Xihe Zhu, M. Ally Keene, Lindsay E. Ball
The purpose of this study was to explore the views of visually impaired youth about teacher-initiated activity modifications during integrated physical education. This experiential qualitative stud...
-
Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of PETE faculty members Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-03-12 Christopher J. Kinder, Kevin Andrew Richards, Alyssa M. Trad, Amelia Mays Woods, Kim C. Graber
Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this...
-
Planning and assessment practices among Spanish physical education teachers according to experience and teaching level Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-03-12 María-Dolores González-Rivera, Antonio Campos-Izquierdo, Nathan D. Hall, Ana Isabel Villalba-Pérez
The intent of this study was to determine the prevalence of formal lesson plan development as well as examine assessment practices (i.e. frequency of assessment; types of assessment tools most comm...
-
‘Once upon a time’. Exploring the possibilities and limitations for inclusive PE through creative writing: A tale of exclusion, integration and inclusion Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-03-12 Daniel Martos-Garcia, Lorena Lozano-Sufrategui, Kevin J Drew
This article aims to show and make explicit the exclusion sometimes experienced by children with disabilities and obesity in physical activity (PA) and physical education (PE). Using empirical data...
-
Principals’ attitudes and intentions toward supporting adapted physical education Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-03-03 Scott WT McNamara, Terry L Rizzo
Public school administrators in the United States are required to supervise special education services, which include physical education and adapted physical education (APE). Although school admini...
-
Accelerometer-based physical activity in need satisfaction profiles of schoolchildren: A 3-year follow-up Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-02-27 Arto Gråstén, John K. C. Wang, Mikko Huhtiniemi, Timo Jaakkola
This study examined moderate-to-vigorous physical activity (MVPA) trends in physical education (PE) classes and beyond school hours in children's need satisfaction profiles over 3 years. Participan...
-
Teaching about planning in pre-service physical education teacher education: A collaborative self-study Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-02-21 Tim Fletcher, Alex Beckey
Learning how to develop lesson and unit plans is recognised as a priority for teacher education programmes; however, recent empirical research on planning is scarce, particularly in physical educat...
-
Online teaching and learning in physical education teacher education: A mixed studies review of literature Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-02-16 Elaine M Murtagh, Antonio Calderón, Dylan Scanlon, Ann MacPhail
Delivering physical education teacher education (PETE) programmes through online platforms has been proposed as an alternative (or complementary) to traditional in-person modes of learning. Focusin...
-
Searching for the alternative: A scoping review of empirical studies with holistic perspectives on health and implications for teaching physical education Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2023-01-04 Petter Wiklander, Andreas Fröberg, Suzanne Lundvall
Health in physical education (PE) has in recent decades received growing public and political attention. PE is recognized as playing an important role in promoting health and well-being among child...
-
Engaging young people with disabilities in research about their experiences of physical education and sport: A scoping review of methodologies and methods Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-12-27 Meg Clish, Eimear Enright, Leigh Sperka, Sean Tweedy
Young people with disabilities (PWD) have increasingly become part of complex and important conversations surrounding their experiences and engagement in physical education (PE) and sport. Despite ...
-
A figurational analysis of teachers and students as policy actors in policy enactment: ‘Integrated Learning Experiences’ in examinable physical education curriculum Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-11-30 Dylan Scanlon, Ann MacPhail, Antonio Calderón
Examinable physical education (i.e. physical education as a certificate subject in a high-stakes environment) has distinctive forms of practical and theoretical knowledge, and the concept of ‘integ...
-
The relationship between occupational socialization factors and in-service physical educators’ reported use of sport education Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-11-24 Martin Vasquez, Tristan L. Wallhead
Extensive empirical evidence exists for how Sport Education (SE: Siedentop et al., 2020) can deliver valued student educational outcomes, yet there remains a dearth of knowledge of how in-service t...
-
Acute enhancement of executive functions through cognitively challenging physical activity games in elementary physical education Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-11-13 Athanasios Kolovelonis, Marios Goudas
This study examined the effects of cognitively challenging physical activity games on students’ executive functions and situational interest in physical education. Participants were 144 fourth- and...
-
PE teachers’ perceived expertise and professional development requirements in the delivery of muscular fitness activity: PE Teacher EmPOWERment Survey Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-11-08 Ashley Cox, Robert J. Noonan, Stuart J. Fairclough
Muscular fitness (MF) is an important modifiable factor to improve overall health. Schools offer a unique opportunity to deliver MF activity during physical education (PE) and develop competence to...
-
Bildung: A German student-centered approach to health and physical education Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-10-22 Jonas Wibowo, Claus Krieger, Christian Gaum, Ben Dyson
Theoretical foundations are fundamental to research in health and physical education. They reflect historical and cultural ideas and values. In this article, we seek to introduce the philosophy of ...
-
Enhancing sport education experiences through service-learning Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-10-20 Luis M. García López, David Gutiérrez, Irene González-Martí, Yessica Segovia, Ann MacPhail
In this study, we explore the extent to which service-learning (SL) can enhance the educational potential of sport education (SE), with a view to contributing to a positive transition for students ...
-
High- versus low-structured cooperative learning in secondary physical education: Impact on prosocial behaviours at different ages Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-10-20 Luis García-González, Mónica Santed, Elena Escolano-Pérez, Javier Fernández-Río
Despite the research exploring the benefits of using cooperative learning in secondary physical education, several research gaps still remain, namely, limited research on its effects on prosocial b...
-
Physical literacy in children: Exploring the construct validity of a multidimensional physical literacy construct Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-10-19 Úna Britton, Sarahjane Belton, Cameron Peers, Johann Issartel, Hannah Goss, Mark Roantree, Stephen Behan
Physical literacy (PL) is highlighted as a construct that can positively impact physical activity (PA). Measurement methods and definitions for PL exist, but vary between research groups. This vari...
-
Providing physical education preservice teachers with opportunities to interrogate their conceptions and practices of assessment Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-10-06 André Moura, Ann MacPhail, Amândio Graça, Paula Batista
This study enacted and supported a scaffolding process to improve preservice teachers’ (PSTs') assessment literacy as they experienced school placement. It is crucial to create opportunities that e...
-
Exploring the co-construction of an action research experience between a teacher educator and pre-service teachers Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-09-19 Deniz Hunuk, Ann MacPhail
The purpose of this study was to explore the co-construction of an action research (AR) experience between a teacher educator and pre-service teachers (PSTs). Participants were six PSTs and a teach...
-
Flipped learning in physical education: A scoping review Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-09-15 Ove Østerlie, Julia Sargent, Chad Killian, Miguel Garcia-Jaen, Salvador García-Martínez, Alberto Ferriz-Valero
The integration of digital technology into educational settings is expanding rapidly. One emerging didactical approach is flipped learning (FL), which leverages digital, internet-based technologies...
-
Self-made material in physical education: Teacher perceptions of the use of an emerging pedagogical model before and during the COVID-19 pandemic Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-08-07 Antonio Méndez-Giménez, Alejandro Carriedo, Javier Fernandez-Rio, José-Antonio Cecchini
The COVID-19 pandemic caused drastic changes in education, which had to adapt to changing scenarios (online, face-to-face, hybrid teaching). Within physical education (PE), strategies such as ‘do n...
-
Professional networks, collegial support, and school leaders: How physical education teachers manage reality shock, marginalization, and isolation in a decentralized school system Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-07-25 Magnus Ferry, Runa Westerlund
There are many factors and duties that novice teachers do not know about when they enter the profession. Isolation, for instance, affects physical education (PE) teachers because the position often...
-
An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-07-25 Niki Tsangaridou, Mikaela Pieroua, Charalambos Y Charalambous
In recent years, attention has been placed on dimensions of instructional quality. One critical element of this quality in preschool physical education (PE) is teachers’ ability to present content ...
-
Moving from physical literacy to co-existing physical literacies: What is the problem? Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-07-19 Lisa Young, Laura Alfrey, Justen O’Connor
This paper explores how various ideological positions or ‘cosmoses’ associated with physical literacy (PL) have come to be and, in doing so, extends scholarship by examining and presenting PL as a ...
-
Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-06-23 Kevin Mercier, Kelly Simonton, Erin Centeio, Jeanne Barcelona, Alex Garn
Schools are focusing more on promoting physical activity (PA) before, during, and after the school day, to combat the risk factors associated with sedentary behaviors. Since attitudes impact decisi...
-
The health and educational impact of removing financial constraints for school sport Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-06-14 Lauren Denise Sulz, Doug Lee Gleddie, Cassidy Kinsella, M. Louise Humbert
Financial barriers often restrict sport participation among children from low-income families. Schools are thought to offer equitable access to programming, including school sport participation. Ho...
-
Public elementary school teachers’ positioning in teaching physical education to Japanese language learners Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-06-12 Yu Furuta, Takahiro Sato, Ryan T Miller, Chie Kataoka, Takafumi Tomura
The purpose of this study was to describe and explain Japanese generalist elementary teachers’ experiences teaching physical education (PE) to Japanese language learner (JLL) children in public sch...
-
Informal learning contexts in the construction of physical education student teachers’ professional identity Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-06-06 Jukka Virta, Päivi Hökkä, Anneli Eteläpelto, Helena Rasku-Puttonen
This study aimed to investigate the significance of informal learning contexts in physical education (PE) student teachers’ professional identity construction. It addressed two research questions: ...
-
Design of a new movement competence assessment for children aged 8–12: A Delphi poll study Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-06-05 Nathan Gavigan, Sarahjane Belton, Enda Whyte, Siobhan O’Connor, David Morley, Johann Issartel
Assessing children's movement competence (MC) offers numerous benefits for academics, practitioners, clinicians and children, allowing individuals to meet children's developmental needs and improve their MC. Yet, there is concern that currently available assessment tools only provide a single plane (fundamental movement skills) perspective of a child's MC. The aim of this study was to elicit the expert
-
‘Involve me, and I learn’: Effects of social status on students’ physical activity, skill, and knowledge during group work Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-05-30 Nikki Hollett, Sheri J Brock, Brenna Cosgrove, Jessica R Grimes, Peter Hastie, Danielle Wadsworth
The limited amount of research on the influence of social status during group work in physical education has typically focused on interactions and power. What is less understood is whether social status has an impact on various physical education outcomes. The purpose of this study was to examine physical activity, game performance, and knowledge outcomes of high- and low-status fifth-grade students
-
Physical education teachers’ perceptions and operationalisations of personal and social development goals in primary education Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-05-24 Katrijn Opstoel, Frans Prins, Frank Jacobs, Leen Haerens, Jan van Tartwijk, Kristine De Martelaer
Personal and social development constitutes an important goal of physical education (PE) curricula worldwide. Few studies have analysed how PE teachers perceive and operationalise personal and social development goals in their lessons. This study sought to investigate the implemented curriculum of in-service PE teachers, that is, how PE teachers perceive and operationalise personal and social development
-
A systematic review exploring body image programmes and interventions in physical education Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-05-20 Charlotte Kerner, Amy Prescott, Robyn Smith, Michael Owen
Body image has implications for child and adolescent well-being. Schools have been positioned as a suitable site to provide body image education and support the development of body image; however, little is known about the role of physical education in body image education. The aim of this study was to systematically review the evidence on the content and effectiveness of physical education-based body
-
“It's more about building trust”: Physical education teachers’ experiences with trauma-informed practices Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-05-09 Douglas W Ellison, Jennifer Walton-Fisette
In schools today, student trauma and toxic stress may impact students’ ability to learn. Therefore, this inquiry explored the experiences and knowledge of 27 physical education (PE) teachers in the United States related to trauma and trauma-informed practices. Teachers’ experiences were examined through semi-structured interviews informed by the literature. Employing interpretivist philosophical assumptions
-
“I hate that education is a business”: Influence of occupational socialization on sport pedagogy doctoral students’ intended PETE programs Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-04-28 Jamie Jacob Brunsdon, Matthew Curtner-Smith
Research on sport pedagogy doctoral students’ (DSs’) occupational socialization should improve understanding of their beliefs and espoused practices regarding physical education teacher education (PETE), how these beliefs and espoused practices were shaped, and facilitate improvements in graduate education. The purpose of this study, therefore, was to describe the influence of occupational socialization
-
Capturing the multidimensionality of motivation in physical education: A self-organizing maps approach to profiling students Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-04-21 Carmen Peiró-Velert, Xavier García-Massó, Esther Pérez-Gimeno, Jorge Lizandra, Alexandra Valencia-Peris, José Devís-Devís
This study aimed to capture the multidimensionality of adolescents’ motivation in the physical education (PE) setting, within self-determination theory, by employing self-organizing maps (SOM) analysis. Particularly, it examined the topological relationships among students’ basic psychological needs satisfaction, their perception of more or less self-determined motivation and the affective and behavioural
-
Physical activity opportunities for secondary school students: International best practices for whole-of-school physical activity programs Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-04-14 Jaimie M. McMullen, Jouni Kallio, Tuija H. Tammelin
The World Health Organization ([WHO], 2018) encourages schools to engage with a multi-component, whole-of-school approach to physical activity promotion. However, little evidence exists describing the practices of schools that successfully promote a physically active school culture. The purpose of this study was to explore and describe the best practices of “active” secondary schools. Three schools
-
Physical education student teachers’ wellbeing during Covid-19: Resilience resources and challenges from school placement Eur. Phys. Educ. Rev. (IF 3.675) Pub Date : 2022-04-04 Niamh O’ Brien, Wesley O’Brien, João Costa, Manolis Adamakis
The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment