Pub Date : 2026-01-27DOI: 10.1177/1356336x251413438
Margarida Barros, Isabel Mesquita, Carla Valério, Paula Queirós
Understanding how preservice teachers (PSTs) form their epistemological beliefs (EBs) is crucial for seeing how these beliefs influence teaching practices, particularly whether they encourage active learning or mere knowledge transmission. Building on this premise, this study aimed to examine the interplay between student-centred pedagogical strategies used in a 2-year physical education teacher education (PETE) programme and the development of PSTs’ EBs. Data were collected throughout the 2-year PETE programme using a longitudinal case study design, incorporating focus group interviews, reflexive logs, and participant observations with 11 PSTs. Findings revealed a non-linear trajectory across three phases: in the first year, peer-teaching, micro-teaching, questioning, and reflexive practices encouraged the development of more constructivist-aligned understandings. During the transition to school placements, PSTs experienced a ‘reality shock’ that led to temporary regressions towards control-oriented and authority-based beliefs. In the second year, however, PSTs re-engaged with earlier strategies, reconnecting with beliefs that emphasised student autonomy, collaboration, and active learning. These findings suggest that PETE programmes should deliberately design opportunities for autobiographical, experiential, and professional pedagogical strategies, while providing ongoing support to help PSTs navigate setbacks and progressively develop more sophisticated EBs.
{"title":"The interplay between student-centred pedagogical strategies and preservice teachers’ epistemological development in physical education teacher education","authors":"Margarida Barros, Isabel Mesquita, Carla Valério, Paula Queirós","doi":"10.1177/1356336x251413438","DOIUrl":"https://doi.org/10.1177/1356336x251413438","url":null,"abstract":"Understanding how preservice teachers (PSTs) form their epistemological beliefs (EBs) is crucial for seeing how these beliefs influence teaching practices, particularly whether they encourage active learning or mere knowledge transmission. Building on this premise, this study aimed to examine the interplay between student-centred pedagogical strategies used in a 2-year physical education teacher education (PETE) programme and the development of PSTs’ EBs. Data were collected throughout the 2-year PETE programme using a longitudinal case study design, incorporating focus group interviews, reflexive logs, and participant observations with 11 PSTs. Findings revealed a non-linear trajectory across three phases: in the first year, peer-teaching, micro-teaching, questioning, and reflexive practices encouraged the development of more constructivist-aligned understandings. During the transition to school placements, PSTs experienced a ‘reality shock’ that led to temporary regressions towards control-oriented and authority-based beliefs. In the second year, however, PSTs re-engaged with earlier strategies, reconnecting with beliefs that emphasised student autonomy, collaboration, and active learning. These findings suggest that PETE programmes should deliberately design opportunities for autobiographical, experiential, and professional pedagogical strategies, while providing ongoing support to help PSTs navigate setbacks and progressively develop more sophisticated EBs.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"72 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146056134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-27DOI: 10.1177/1356336x261416394
Jan Mustell
This paper focuses on beginning teachers’ reflections on the transformation and use of ball games knowledge in the transition from physical education teacher education (PETE) to physical education (PE) practice. The aim is to provide an understanding of the recontextualisation of ball games as pedagogic discourse in the transition from PETE to PE from the perspective of beginning teachers. Basil Bernstein's concept of pedagogic device comprised the theoretical framework. Semi-structured interviews were conducted with 12 beginning teachers. The participants had graduated from two PETE institutions in Sweden and had between 1 and 3 years’ teaching experience. The findings reveal that recontextualised elements of the pedagogic discourse of ball games were: (1) having a learning purpose with ball games in PE; (2) adapting teaching to all pupils; and (3) varying one's pedagogy based on a technical approach with concepts from game-based approaches. The findings also reveal that the teachers were missing knowledge about how to plan, implement and assess ball games. The findings further illustrate how contextual factors regulated the pedagogic practice of ball games teaching. These factors included: (1) the heterogeneous groups of pupils; (2) pupils’ expectations of specific content; and (3) material conditions and facilities. The conclusion from the study is that while PETE provides beginning teachers with some knowledge that is useful and relevant, other practical knowledge that would be useful is not addressed in PETE and some knowledge that is addressed proves difficult to put into practice.
{"title":"Beginning teachers’ reflections on the reproduction of ball games knowledge in Swedish physical education","authors":"Jan Mustell","doi":"10.1177/1356336x261416394","DOIUrl":"https://doi.org/10.1177/1356336x261416394","url":null,"abstract":"This paper focuses on beginning teachers’ reflections on the transformation and use of ball games knowledge in the transition from physical education teacher education (PETE) to physical education (PE) practice. The aim is to provide an understanding of the recontextualisation of ball games as pedagogic discourse in the transition from PETE to PE from the perspective of beginning teachers. Basil Bernstein's concept of pedagogic device comprised the theoretical framework. Semi-structured interviews were conducted with 12 beginning teachers. The participants had graduated from two PETE institutions in Sweden and had between 1 and 3 years’ teaching experience. The findings reveal that recontextualised elements of the pedagogic discourse of ball games were: (1) having a learning purpose with ball games in PE; (2) adapting teaching to all pupils; and (3) varying one's pedagogy based on a technical approach with concepts from game-based approaches. The findings also reveal that the teachers were missing knowledge about how to plan, implement and assess ball games. The findings further illustrate how contextual factors regulated the pedagogic practice of ball games teaching. These factors included: (1) the heterogeneous groups of pupils; (2) pupils’ expectations of specific content; and (3) material conditions and facilities. The conclusion from the study is that while PETE provides beginning teachers with some knowledge that is useful and relevant, other practical knowledge that would be useful is not addressed in PETE and some knowledge that is addressed proves difficult to put into practice.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"88 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146056135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-17DOI: 10.1177/1356336x251399869
Joaquim Teixeira, Isabel Mesquita, Cláudio Farias
In physical education teacher education (PETE), supporting preservice teachers’ (PSTs') immersion into school communities is critical to fostering their professional learning. However, this socially situated process, where PSTs must gain legitimacy, engage with institutional practices, and navigate professional identities, remains underexplored in the PETE literature. Drawing on social learning theories, this representative case study investigated how experienced cooperating teachers (CTs) enacted facilitation strategies to mediate PSTs’ immersion into the educational community. The study was framed by the concepts of legitimate peripheral participation, landscapes of practice, and the developmental stages of communities of practice (CoPs), including the PSTs-CT CoP and other CoPs within the broader school landscape. Participants included 15 PSTs placed in five schools, five CTs, one university supervisor, and one participant-observer. Data were collected over a full academic year through focus group interviews, the university supervisor's yearlong log, and field notes from the participant-observer. Findings suggest that CTs employed a phased and intentional approach to facilitation, aligned with the evolution of CoPs. Key strategies included (i) presenting the landscape, (ii) legitimising participation and creating perceived value, (iii) gradually expanding leadership roles, and (iv) supporting contributions that ‘give back’ to the school community. This study highlights how CTs’ facilitation supported not only immersion but also the development of PSTs’ knowledgeability (i.e. their capacity to be recognised across multiple professional contexts), thus reinforcing the CoP's role and visibility within the educational community.
{"title":"Cooperating teachers as facilitators of preservice teachers’ immersion in the educational community: A physical education teacher education case study","authors":"Joaquim Teixeira, Isabel Mesquita, Cláudio Farias","doi":"10.1177/1356336x251399869","DOIUrl":"https://doi.org/10.1177/1356336x251399869","url":null,"abstract":"In physical education teacher education (PETE), supporting preservice teachers’ (PSTs') immersion into school communities is critical to fostering their professional learning. However, this socially situated process, where PSTs must gain legitimacy, engage with institutional practices, and navigate professional identities, remains underexplored in the PETE literature. Drawing on social learning theories, this representative case study investigated how experienced cooperating teachers (CTs) enacted facilitation strategies to mediate PSTs’ immersion into the educational community. The study was framed by the concepts of legitimate peripheral participation, landscapes of practice, and the developmental stages of communities of practice (CoPs), including the PSTs-CT CoP and other CoPs within the broader school landscape. Participants included 15 PSTs placed in five schools, five CTs, one university supervisor, and one participant-observer. Data were collected over a full academic year through focus group interviews, the university supervisor's yearlong log, and field notes from the participant-observer. Findings suggest that CTs employed a phased and intentional approach to facilitation, aligned with the evolution of CoPs. Key strategies included (i) presenting the landscape, (ii) legitimising participation and creating perceived value, (iii) gradually expanding leadership roles, and (iv) supporting contributions that ‘give back’ to the school community. This study highlights how CTs’ facilitation supported not only immersion but also the development of PSTs’ knowledgeability (i.e. their capacity to be recognised across multiple professional contexts), thus reinforcing the CoP's role and visibility within the educational community.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"111 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-18DOI: 10.1177/1356336x251388626
Katie Fitton Davies, Emma Ball, Farid Bardid, Lawrence Foweather, James R Rudd, Zoe Knowles
Although young children generally enjoy physical education (PE), little is known about what they enjoy and why. The aim of this study was to qualitatively explore what 5- to 6-year-old children like and dislike about PE. Seventy-seven children drew pictures of what they both liked and disliked about PE and were then interviewed to explore their reasons. Content analysis of the drawings and reflexive thematic analysis of their transcript data revealed common themes across both positive and negative perspectives, including movement skills, sports, playground-based games, use of equipment, and social interactions. Differences emerged in the sub-themes; for example, under the theme of sport, children expressed liking both individual and team sports, citing fun and perceived benefits, while team sport was only disliked most prevalently due to lack of competency. Children provided explanations of their likes and dislikes in PE, along with the reasons behind them, resulting in five recommendations for practice: (1) clearly and consistently outline the benefits of PE to children, (2) ensure activities provide an optimal level of challenge, (3) foster socially safe environments, (4) incorporate equipment within activities wherever possible, and (5) shift the focus away from sport and knock-out games to more inclusive and fundamental movement skill activities. Children's voices around their PE experiences revealed perceived facilitators and barriers to their enjoyment. A deeper understanding of young children's enjoyment in PE offers valuable guidance for researchers and practitioners to design high-quality, meaningful PE programmes that prioritise enjoyment and positive experiences to foster beneficial outcomes.
{"title":"Exploring young children's enjoyment of physical education using the Write, Draw, and Tell method","authors":"Katie Fitton Davies, Emma Ball, Farid Bardid, Lawrence Foweather, James R Rudd, Zoe Knowles","doi":"10.1177/1356336x251388626","DOIUrl":"https://doi.org/10.1177/1356336x251388626","url":null,"abstract":"Although young children generally enjoy physical education (PE), little is known about what they enjoy and why. The aim of this study was to qualitatively explore what 5- to 6-year-old children like and dislike about PE. Seventy-seven children drew pictures of what they both liked and disliked about PE and were then interviewed to explore their reasons. Content analysis of the drawings and reflexive thematic analysis of their transcript data revealed common themes across both positive and negative perspectives, including movement skills, sports, playground-based games, use of equipment, and social interactions. Differences emerged in the sub-themes; for example, under the theme of sport, children expressed liking both individual and team sports, citing fun and perceived benefits, while team sport was only disliked most prevalently due to lack of competency. Children provided explanations of their likes and dislikes in PE, along with the reasons behind them, resulting in five recommendations for practice: (1) clearly and consistently outline the benefits of PE to children, (2) ensure activities provide an optimal level of challenge, (3) foster socially safe environments, (4) incorporate equipment within activities wherever possible, and (5) shift the focus away from sport and knock-out games to more inclusive and fundamental movement skill activities. Children's voices around their PE experiences revealed perceived facilitators and barriers to their enjoyment. A deeper understanding of young children's enjoyment in PE offers valuable guidance for researchers and practitioners to design high-quality, meaningful PE programmes that prioritise enjoyment and positive experiences to foster beneficial outcomes.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"65 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145545676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-06DOI: 10.1177/1356336x251388628
Jenna Rice, Lawrence Foweather, Ceriann Magill, Jonathan Foulkes, An De Meester, Matthieu Lenoir, David Stodden, Katie Fitton Davies
This study evaluated (a) the feasibility and acceptability of a gamified physical education (PE) intervention among 9- to 10-year-old children and (b) intervention effectiveness on emotional intelligence (EI), motor competence (MC), basic psychological needs (BPNs) and motivational regulations. A mixed-method, single-group, pre-post trial was conducted in three primary schools in North West England. Classroom teachers taught a 10-week gamified PE unit (one 60-minute lesson per week). Researcher logs recorded recruitment, retention, adherence and attrition; feasibility and acceptability were assessed via semi-structured teacher interviews ( n = 3) and three focus groups with children ( n = 18). Children completed questionnaires assessing EI, BPNs and motivational regulations. MC was measured with the Körperkoordinationtest für Kinder and the Motor Competence Assessment. Three teachers and 63 children were recruited. Adherence was good (26/30 lessons taught), and participant retention was excellent (0% attrition). Qualitative findings indicated the intervention was feasible and acceptable: lessons were easy to follow, well-structured, inclusive, fun, and promoted teamwork. Challenges were mainly logistical (set-up time and equipment). Improvements were observed from pre- to post-test in EI ( F = 38.02, p < .001), MC ( p< .05), intrinsic motivation in PE ( F = 10.08, p = .002), and identified ( F = 11.84, p < .001) and external regulation ( F = 4.15, p = .046) for physical activity. However, EI outcome measurement posed challenges (child comprehension/scale structure), highlighting the need for child-appropriate tools. Overall, findings support trial feasibility and intervention acceptability, with promising effects, warranting a larger controlled trial.
本研究评估了游戏化体育教育（PE）干预在9- 10岁儿童中的可行性和可接受性，以及干预在情绪智力（EI）、运动能力（MC）、基本心理需求（BPNs）和动机调节方面的效果。在英格兰西北部的三所小学进行了一项混合方法、单组、前后试验。课堂教师讲授为期10周的游戏化体育单元（每周一节60分钟的课）。研究人员日志记录了招募、保留、坚持和减员；通过半结构化教师访谈（n = 3）和三个儿童焦点小组（n = 18）评估可行性和可接受性。孩子们完成了评估EI、BPNs和动机规则的问卷。MC采用Körperkoordinationtest f r Kinder量表和运动能力量表进行测量。招募了3名教师和63名儿童。依从性很好（26/30节课），参与者保留率很好（0%的流失率）。定性研究结果表明，干预是可行和可接受的：课程易于遵循，结构良好，包容性强，有趣，并促进了团队合作。挑战主要是后勤方面的（设置时间和设备）。从测试前到测试后，观察到EI (F = 38.02, p < 0.001), MC (p < 0.05)，体育运动的内在动机（F = 10.08, p = .002）和身体活动的识别（F = 11.84, p < 0.001）和外部调节（F = 4.15, p = .046）的改善。然而，情商结果测量提出了挑战（儿童理解/量表结构），强调需要适合儿童的工具。总的来说，研究结果支持试验的可行性和干预的可接受性，具有良好的效果，需要进行更大规模的对照试验。
{"title":"Feasibility, acceptability and preliminary effectiveness of a gamified physical education intervention on motor competence and emotional intelligence","authors":"Jenna Rice, Lawrence Foweather, Ceriann Magill, Jonathan Foulkes, An De Meester, Matthieu Lenoir, David Stodden, Katie Fitton Davies","doi":"10.1177/1356336x251388628","DOIUrl":"https://doi.org/10.1177/1356336x251388628","url":null,"abstract":"This study evaluated (a) the feasibility and acceptability of a gamified physical education (PE) intervention among 9- to 10-year-old children and (b) intervention effectiveness on emotional intelligence (EI), motor competence (MC), basic psychological needs (BPNs) and motivational regulations. A mixed-method, single-group, pre-post trial was conducted in three primary schools in North West England. Classroom teachers taught a 10-week gamified PE unit (one 60-minute lesson per week). Researcher logs recorded recruitment, retention, adherence and attrition; feasibility and acceptability were assessed via semi-structured teacher interviews ( <jats:italic toggle=\"yes\">n</jats:italic> = 3) and three focus groups with children ( <jats:italic toggle=\"yes\">n</jats:italic> = 18). Children completed questionnaires assessing EI, BPNs and motivational regulations. MC was measured with the Körperkoordinationtest für Kinder and the Motor Competence Assessment. Three teachers and 63 children were recruited. Adherence was good (26/30 lessons taught), and participant retention was excellent (0% attrition). Qualitative findings indicated the intervention was feasible and acceptable: lessons were easy to follow, well-structured, inclusive, fun, and promoted teamwork. Challenges were mainly logistical (set-up time and equipment). Improvements were observed from pre- to post-test in EI ( <jats:italic toggle=\"yes\">F</jats:italic> = 38.02, <jats:italic toggle=\"yes\">p</jats:italic> < .001), MC ( <jats:italic toggle=\"yes\">p</jats:italic> <jats:italic toggle=\"yes\"><</jats:italic> .05), intrinsic motivation in PE ( <jats:italic toggle=\"yes\">F</jats:italic> = 10.08, <jats:italic toggle=\"yes\">p</jats:italic> = .002), and identified ( <jats:italic toggle=\"yes\">F</jats:italic> = 11.84, <jats:italic toggle=\"yes\">p</jats:italic> < .001) and external regulation ( <jats:italic toggle=\"yes\">F</jats:italic> = 4.15, <jats:italic toggle=\"yes\">p</jats:italic> = .046) for physical activity. However, EI outcome measurement posed challenges (child comprehension/scale structure), highlighting the need for child-appropriate tools. Overall, findings support trial feasibility and intervention acceptability, with promising effects, warranting a larger controlled trial.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"137 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-03DOI: 10.1177/1356336x251387918
Ana Flores-Cidoncha, Alberto Moreno, Alexander Gil-Arias, Miguel A López-Gajardo, Francisco M Leo
Interventions based on pedagogical models have been shown to improve various motivational variables in physical education (PE) students, but to date, need-supportive strategies grounded in self-determination theory (SDT) have not been implemented alongside these models to explore their potential added benefits. This study examines the effect of an educational project based on hybridizing the pedagogical models Sport Education (SE) and Teaching Games for Understanding (TGfU) with need-supportive strategies on PE students. The quasi-experimental design included 151 secondary PE students ( Mage = 13.75, SDage = 0.81, 71 girls and 80 boys), divided into a control group (four classes; n = 74, 33 girls and 41 boys), receiving the SE/TGfU hybridization alone, and an experimental group (four classes; n = 77, 38 girls and 39 boys), receiving the SE/TGfU hybridization alongside need-supportive strategies. These strategies focused on fostering autonomy, competence, relatedness, and novelty. The intervention, conducted over 11 weeks, included 22 PE lessons. Repeated measures multivariate analysis of covariance assessed effects on motivational processes (need support/thwarting, need satisfaction/frustration, and types of motivation), and cognitive (perceived learning), behavioral (engagement and physical activity intentions), and affective (self-esteem) outcomes. Both groups improved significantly in need support, need satisfaction, perceived learning, and reduced need frustration. Moreover, the experimental group showed greater increases in autonomous motivation, emotional engagement, self-esteem, and physical activity intentions, alongside larger decreases in need frustration and amotivation. The combined intervention generated additional benefits compared to the exclusive use of the SE/TGfU hybridization, suggesting that integrating need-supportive strategies can enhance students’ educational outcomes in PE.
{"title":"Do pedagogical models alone have the same impact as integrating need-supportive strategies? An intervention study in secondary physical education","authors":"Ana Flores-Cidoncha, Alberto Moreno, Alexander Gil-Arias, Miguel A López-Gajardo, Francisco M Leo","doi":"10.1177/1356336x251387918","DOIUrl":"https://doi.org/10.1177/1356336x251387918","url":null,"abstract":"Interventions based on pedagogical models have been shown to improve various motivational variables in physical education (PE) students, but to date, need-supportive strategies grounded in self-determination theory (SDT) have not been implemented alongside these models to explore their potential added benefits. This study examines the effect of an educational project based on hybridizing the pedagogical models Sport Education (SE) and Teaching Games for Understanding (TGfU) with need-supportive strategies on PE students. The quasi-experimental design included 151 secondary PE students ( <jats:italic toggle=\"yes\">M</jats:italic> <jats:sub>age</jats:sub> = 13.75, <jats:italic toggle=\"yes\">SD</jats:italic> <jats:sub>age</jats:sub> = 0.81, 71 girls and 80 boys), divided into a control group (four classes; <jats:italic toggle=\"yes\">n</jats:italic> = 74, 33 girls and 41 boys), receiving the SE/TGfU hybridization alone, and an experimental group (four classes; <jats:italic toggle=\"yes\">n</jats:italic> = 77, 38 girls and 39 boys), receiving the SE/TGfU hybridization alongside need-supportive strategies. These strategies focused on fostering autonomy, competence, relatedness, and novelty. The intervention, conducted over 11 weeks, included 22 PE lessons. Repeated measures multivariate analysis of covariance assessed effects on motivational processes (need support/thwarting, need satisfaction/frustration, and types of motivation), and cognitive (perceived learning), behavioral (engagement and physical activity intentions), and affective (self-esteem) outcomes. Both groups improved significantly in need support, need satisfaction, perceived learning, and reduced need frustration. Moreover, the experimental group showed greater increases in autonomous motivation, emotional engagement, self-esteem, and physical activity intentions, alongside larger decreases in need frustration and amotivation. The combined intervention generated additional benefits compared to the exclusive use of the SE/TGfU hybridization, suggesting that integrating need-supportive strategies can enhance students’ educational outcomes in PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145435090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-03DOI: 10.1177/1356336x251385414
Enrique Cano-Cañada, Miguel Ángel Tapia-Serrano, Pablo Saiz-González, Javier Fernandez-Rio, Damián Iglesias
Pedagogical models in physical education (PE) have been shown to support students’ basic psychological needs. However, the role of these models in fostering novelty satisfaction remains unclear. Therefore, this systematic review and meta-analysis aimed to examine the effect of these student-centred approaches on novelty satisfaction in PE students. A systematic search was conducted in five databases (Web of Science, Scopus, SPORTDiscus, ERIC, and PsycINFO) up to November 2024. Studies were included if they: (a) targeted school-aged students, (b) implemented one or more pedagogical models (Sport Education, Teaching Games for Understanding, Cooperative Learning, Teaching Personal and Social Responsibility, or hybrid models), and (c) assessed novelty satisfaction pre- and post-intervention. Risk of bias was evaluated using the Mixed Methods Appraisal Tool. A random-effects meta-analysis was conducted to estimate the effect of pedagogical models on novelty satisfaction. Sixteen studies met the inclusion criteria, of which 10 were included in the meta-analysis. The meta-analysis indicated a significant positive effect of these approaches on novelty satisfaction ( g = 0.59, 95% CI [0.23, 0.96], p < 0.001), although with high heterogeneity ( I2 = 91.52%). Sensitivity analyses confirmed the robustness of results, while publication bias analysis revealed a low risk. Findings suggest that pedagogical models can effectively enhance novelty satisfaction in PE students, potentially improving their motivation and engagement. To maximise these benefits, it is recommended to vary methodologies, promote novel experiences and ensure faithful application of models.
体育教学模式支持学生的基本心理需求。然而，这些模式在促进新奇满意度方面的作用尚不清楚。因此，本系统回顾和荟萃分析旨在检验这些以学生为中心的方法对体育学生新鲜感满意度的影响。系统检索了Web of Science、Scopus、SPORTDiscus、ERIC和PsycINFO 5个数据库，检索时间截止到2024年11月。如果研究：(a)以学龄学生为目标，(b)实施一种或多种教学模式（体育教育，理解教学游戏，合作学习，个人和社会责任教学，或混合模式），以及(c)评估干预前后的新奇满意度，则纳入研究。使用混合方法评估工具评估偏倚风险。随机效应荟萃分析评估了教学模式对新颖性满意度的影响。16项研究符合纳入标准，其中10项纳入meta分析。meta分析显示，这些方法对新颖性满意度有显著的积极影响（g = 0.59, 95% CI [0.23, 0.96], p < 0.001），尽管异质性很高（I 2 = 91.52%）。敏感性分析证实了结果的稳健性，而发表偏倚分析显示风险较低。研究结果表明，教学模式可以有效地提高体育学生的新鲜感满意度，潜在地提高他们的积极性和参与度。为了最大限度地发挥这些效益，建议采用不同的方法，促进新颖的经验，并确保模型的忠实应用。
{"title":"Effect of pedagogical models on novelty satisfaction in physical education: A systematic review and meta-analysis","authors":"Enrique Cano-Cañada, Miguel Ángel Tapia-Serrano, Pablo Saiz-González, Javier Fernandez-Rio, Damián Iglesias","doi":"10.1177/1356336x251385414","DOIUrl":"https://doi.org/10.1177/1356336x251385414","url":null,"abstract":"Pedagogical models in physical education (PE) have been shown to support students’ basic psychological needs. However, the role of these models in fostering novelty satisfaction remains unclear. Therefore, this systematic review and meta-analysis aimed to examine the effect of these student-centred approaches on novelty satisfaction in PE students. A systematic search was conducted in five databases (Web of Science, Scopus, SPORTDiscus, ERIC, and PsycINFO) up to November 2024. Studies were included if they: (a) targeted school-aged students, (b) implemented one or more pedagogical models (Sport Education, Teaching Games for Understanding, Cooperative Learning, Teaching Personal and Social Responsibility, or hybrid models), and (c) assessed novelty satisfaction pre- and post-intervention. Risk of bias was evaluated using the Mixed Methods Appraisal Tool. A random-effects meta-analysis was conducted to estimate the effect of pedagogical models on novelty satisfaction. Sixteen studies met the inclusion criteria, of which 10 were included in the meta-analysis. The meta-analysis indicated a significant positive effect of these approaches on novelty satisfaction ( <jats:italic toggle=\"yes\">g</jats:italic> = 0.59, 95% CI [0.23, 0.96], <jats:italic toggle=\"yes\">p</jats:italic> < 0.001), although with high heterogeneity ( <jats:italic toggle=\"yes\">I</jats:italic> <jats:sup>2</jats:sup> = 91.52%). Sensitivity analyses confirmed the robustness of results, while publication bias analysis revealed a low risk. Findings suggest that pedagogical models can effectively enhance novelty satisfaction in PE students, potentially improving their motivation and engagement. To maximise these benefits, it is recommended to vary methodologies, promote novel experiences and ensure faithful application of models.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"24 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145434945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-03DOI: 10.1177/1356336x251388572
Joanne Hill, Laura Gubby, Olivia Flemons, Hannah Foladi, Mel Bound
This paper reports the co-design of a run/walk programme with adolescent girls, in collaboration with a UK women's running organisation, This Woman Runs. The objective of this participatory inquiry was to create a meaningful programme for adolescent girls to support engaging regularly in running/walking for 30 minutes. The study employed co-design and participatory methodologies (Enright and O’Sullivan, 2012) and an activist approach pedagogical model (Oliver and Kirk, 2016) to listen and respond to girls’ interests and ideas for meaningful physical activity. Sixteen girls (age 11–13), their physical education (PE) teacher, researchers, and representatives from This Woman Runs participated in four workshops. The workshops facilitated a process of inquiry and discussion around the girls’ interests and needs in learning to run, using written and verbal expressions of what the girls found meaningful in running/walking and other physical activity. These materials were mapped, with the girls’ input, to meaningful PE features (Beni et al., 2017; Kretchmar, 2006). Participants then generated ideas about structure, location, frequency, marketing, and curriculum and listened to each other's experiences in co-designing an accessible programme. The paper presents the outcomes of the inquiry, specifically a 12-week run/walk after-school programme that includes physical and curricular activities to support positive social interactions, feelings of competence, and personally relevant learning. We reflect on how the girls’ knowledge and values about running were supported through the co-design process. Listening to respond, by embedding ongoing inquiry with young people, is crucial for the success and meaningfulness of physical activity interventions.
本文报告了与英国妇女跑步组织This Woman Runs合作，为青春期女孩设计的跑步/步行项目。这项参与性调查的目的是为少女制定一个有意义的方案，以支持她们定期进行30分钟的跑步/步行。该研究采用了共同设计和参与式方法（Enright and O’sullivan, 2012）以及积极的教学模式（Oliver and Kirk, 2016）来倾听和回应女孩对有意义的体育活动的兴趣和想法。16名女孩（11-13岁）、她们的体育老师、研究人员和“这个女人跑”的代表参加了四个讲习班。讲习班促进了围绕女孩在学习跑步方面的兴趣和需要进行调查和讨论的过程，使用书面和口头表达女孩在跑步/步行和其他身体活动中发现的有意义的东西。这些材料在女孩的输入下被映射为有意义的PE特征（Beni et al., 2017; Kretchmar, 2006）。然后，参与者就结构、地点、频率、营销和课程产生了想法，并听取了彼此在共同设计无障碍项目方面的经验。论文介绍了调查的结果，特别是一个为期12周的课后跑步/步行计划，包括体育和课程活动，以支持积极的社会互动，能力感和个人相关的学习。我们思考如何通过共同设计过程支持女孩们关于跑步的知识和价值观。倾听年轻人的回应，将持续不断的询问植入年轻人的脑海，对于身体活动干预措施的成功和意义至关重要。
{"title":"Co-designing a running/walking programme with adolescent girls using meaningful physical activity and an activist approach","authors":"Joanne Hill, Laura Gubby, Olivia Flemons, Hannah Foladi, Mel Bound","doi":"10.1177/1356336x251388572","DOIUrl":"https://doi.org/10.1177/1356336x251388572","url":null,"abstract":"This paper reports the co-design of a run/walk programme with adolescent girls, in collaboration with a UK women's running organisation, This Woman Runs. The objective of this participatory inquiry was to create a meaningful programme for adolescent girls to support engaging regularly in running/walking for 30 minutes. The study employed co-design and participatory methodologies (Enright and O’Sullivan, 2012) and an activist approach pedagogical model (Oliver and Kirk, 2016) to listen and respond to girls’ interests and ideas for meaningful physical activity. Sixteen girls (age 11–13), their physical education (PE) teacher, researchers, and representatives from This Woman Runs participated in four workshops. The workshops facilitated a process of inquiry and discussion around the girls’ interests and needs in learning to run, using written and verbal expressions of what the girls found meaningful in running/walking and other physical activity. These materials were mapped, with the girls’ input, to meaningful PE features (Beni et al., 2017; Kretchmar, 2006). Participants then generated ideas about structure, location, frequency, marketing, and curriculum and listened to each other's experiences in co-designing an accessible programme. The paper presents the outcomes of the inquiry, specifically a 12-week run/walk after-school programme that includes physical and curricular activities to support positive social interactions, feelings of competence, and personally relevant learning. We reflect on how the girls’ knowledge and values about running were supported through the co-design process. Listening to respond, by embedding ongoing inquiry with young people, is crucial for the success and meaningfulness of physical activity interventions.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145434946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-28DOI: 10.1177/1356336x251388551
Grace Cardiff, Déirdre Ní Chróinín, Tony Sweeney, Maura Coulter
Despite growing research highlighting the value of student voice practices (SVPs) in enhancing engagement and enriching children's learning experiences, SVPs remain uncommon in primary physical education (PE) ( Iannucci and Parker, 2022a ). The purpose of this research was to gain insight into children's experiences of SVPs in primary PE, offering insight into how SVPs can be integrated into regular PE practice. A multi-site qualitative case study design was adopted. Over a period of five months, seven primary teachers in Ireland were supported in learning about and enacting SVPs in their PE practice. Children in their classes ( n = 120) were actively involved and invited to reflect on their experiences of SVPs throughout the project. Data sources included webinar presentations ( n = 6), a semi-structured interview with teachers ( n = 2 participants), children's workbooks ( n = 120), and blog posts co-authored by teachers and children ( n = 6). A reflexive thematic analysis approach was used to analyse the data ( Braun and Clarke, 2021 ). Findings show how children used SVPs to share their experiences, articulate their preferences, and suggest changes to future PE lessons. Children reportedly valued sharing their voices and recognised the positive influence SVPs had on their participation in PE. Based on their own lived experiences, children came to recommend the wider implementation of SVPs by others. The findings make a compelling case for the adoption of SVPs as part of regular PE practice, while offering practical direction for enactment.
{"title":"Growing voice: Insights from children's experiences of student voice practices in primary PE","authors":"Grace Cardiff, Déirdre Ní Chróinín, Tony Sweeney, Maura Coulter","doi":"10.1177/1356336x251388551","DOIUrl":"https://doi.org/10.1177/1356336x251388551","url":null,"abstract":"Despite growing research highlighting the value of student voice practices (SVPs) in enhancing engagement and enriching children's learning experiences, SVPs remain uncommon in primary physical education (PE) ( <jats:xref ref-type=\"bibr\">Iannucci and Parker, 2022a</jats:xref> ). The purpose of this research was to gain insight into children's experiences of SVPs in primary PE, offering insight into how SVPs can be integrated into regular PE practice. A multi-site qualitative case study design was adopted. Over a period of five months, seven primary teachers in Ireland were supported in learning about and enacting SVPs in their PE practice. Children in their classes ( <jats:italic toggle=\"yes\">n</jats:italic> = 120) were actively involved and invited to reflect on their experiences of SVPs throughout the project. Data sources included webinar presentations ( <jats:italic toggle=\"yes\">n</jats:italic> = 6), a semi-structured interview with teachers ( <jats:italic toggle=\"yes\">n</jats:italic> = 2 participants), children's workbooks ( <jats:italic toggle=\"yes\">n</jats:italic> = 120), and blog posts co-authored by teachers and children ( <jats:italic toggle=\"yes\">n</jats:italic> = 6). A reflexive thematic analysis approach was used to analyse the data ( <jats:xref ref-type=\"bibr\">Braun and Clarke, 2021</jats:xref> ). Findings show how children used SVPs to share their experiences, articulate their preferences, and suggest changes to future PE lessons. Children reportedly valued sharing their voices and recognised the positive influence SVPs had on their participation in PE. Based on their own lived experiences, children came to recommend the wider implementation of SVPs by others. The findings make a compelling case for the adoption of SVPs as part of regular PE practice, while offering practical direction for enactment.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"14 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-15DOI: 10.1177/1356336x251383317
Ana Fernández-Aránegas, María Huertas González-Serrano, Carlos Pérez-Campos, Rómulo J. González-García
This study aimed to examine secondary school students’ perceptions of the ideal physical education (PE) teacher, with a specific focus on how students’ gender is associated with their perceptions. Using a mixed-methods approach combining questionnaires and drawings, we analyzed data from a sample of 349 Spanish secondary school students balanced by gender and age. The findings indicate that both male and female students placed greater emphasis on interpersonal characteristics (such as being pleasant, attentive, friendly, and empathetic) when describing an effective teacher, rather than on physical attributes (such as being fit, active, and capable of demonstrating the skills they teach). However, girls prioritized qualities such as empathy, recognition of effort, and motivation in a PE teacher, while boys placed a higher value on physical fitness, fairness, and humor. Overall, students generally envisioned the ideal PE teacher as male (64.2%), young (63.3%), and physically fit (89.8%). However, differences were observed in the graphical representations created by male and female students regarding their ideal PE teacher. Male students predominantly depicted highly muscular male figures with serious expressions, whereas female students more frequently illustrated either female teachers or teachers of both genders, with cheerful expressions and slim bodies rather than a muscular build. These findings indicate the presence of gender stereotypes related to PE teachers. The study presents several practical implications for addressing gender stereotypes associated with PE.
{"title":"Students’ perspectives on the ideal physical education teacher","authors":"Ana Fernández-Aránegas, María Huertas González-Serrano, Carlos Pérez-Campos, Rómulo J. González-García","doi":"10.1177/1356336x251383317","DOIUrl":"https://doi.org/10.1177/1356336x251383317","url":null,"abstract":"This study aimed to examine secondary school students’ perceptions of the ideal physical education (PE) teacher, with a specific focus on how students’ gender is associated with their perceptions. Using a mixed-methods approach combining questionnaires and drawings, we analyzed data from a sample of 349 Spanish secondary school students balanced by gender and age. The findings indicate that both male and female students placed greater emphasis on interpersonal characteristics (such as being pleasant, attentive, friendly, and empathetic) when describing an effective teacher, rather than on physical attributes (such as being fit, active, and capable of demonstrating the skills they teach). However, girls prioritized qualities such as empathy, recognition of effort, and motivation in a PE teacher, while boys placed a higher value on physical fitness, fairness, and humor. Overall, students generally envisioned the ideal PE teacher as male (64.2%), young (63.3%), and physically fit (89.8%). However, differences were observed in the graphical representations created by male and female students regarding their ideal PE teacher. Male students predominantly depicted highly muscular male figures with serious expressions, whereas female students more frequently illustrated either female teachers or teachers of both genders, with cheerful expressions and slim bodies rather than a muscular build. These findings indicate the presence of gender stereotypes related to PE teachers. The study presents several practical implications for addressing gender stereotypes associated with PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"10 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145295611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：