Pub Date : 2025-07-14DOI: 10.1177/1356336x251350844
Mats Hordvik, Stephanie Beni, Mikael Quennerstedt
Researchers have highlighted the urgent need for large-scale international collaborative research projects between teacher education and school physical education (PE) to develop practices and understandings that address the grand challenges facing the field ( MacPhail and Lawson, 2021 ). In response, this article outlines and illustrates the design and methodology of an international project built on collaboration among PE teacher educators, in-service teachers, and pre-service teachers (PSTs). This collaborative work aimed to explore the development and use of signature pedagogies as collective action across diverse PE teacher education contexts, including both initial teacher education and continuous professional development in five European countries. This article serves two purposes. First, it presents a design for international collaborative research between school PE and teacher education, with a specific focus on signature pedagogies in PE teacher education. Second, it illustrates the methodological approach, detailing the research methods used to explore signature pedagogies across varied international contexts. In so doing, the article contributes to the field by offering a framework for designing international research that engages with collective action and pedagogical innovation. We advocate for research designs that employ robust methodologies, clearly defined analytical frameworks, and transparent procedures. Such designs are essential for conducting large-scale international collective action projects involving teacher educators, in-service teachers, and PSTs from diverse PE teacher education contexts. We argue that these elements are critical for scaling up research in the field and for supporting the development, adaptation, and use of signature pedagogies across educational settings.
{"title":"Exploring collective action in becoming a teacher in physical education: Understanding the development and use of signature pedagogies across teacher education contexts","authors":"Mats Hordvik, Stephanie Beni, Mikael Quennerstedt","doi":"10.1177/1356336x251350844","DOIUrl":"https://doi.org/10.1177/1356336x251350844","url":null,"abstract":"Researchers have highlighted the urgent need for large-scale international collaborative research projects between teacher education and school physical education (PE) to develop practices and understandings that address the grand challenges facing the field ( <jats:xref ref-type=\"bibr\">MacPhail and Lawson, 2021</jats:xref> ). In response, this article outlines and illustrates the design and methodology of an international project built on collaboration among PE teacher educators, in-service teachers, and pre-service teachers (PSTs). This collaborative work aimed to explore the development and use of signature pedagogies as collective action across diverse PE teacher education contexts, including both initial teacher education and continuous professional development in five European countries. This article serves two purposes. First, it presents a design for international collaborative research between school PE and teacher education, with a specific focus on signature pedagogies in PE teacher education. Second, it illustrates the methodological approach, detailing the research methods used to explore signature pedagogies across varied international contexts. In so doing, the article contributes to the field by offering a framework for designing international research that engages with collective action and pedagogical innovation. We advocate for research designs that employ robust methodologies, clearly defined analytical frameworks, and transparent procedures. Such designs are essential for conducting large-scale international collective action projects involving teacher educators, in-service teachers, and PSTs from diverse PE teacher education contexts. We argue that these elements are critical for scaling up research in the field and for supporting the development, adaptation, and use of signature pedagogies across educational settings.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"668 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144622388","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}
The transition from kindergarten to primary school is a significant event in children's education, garnering increasing political and social attention in Norway and globally. With the growing focus on educational transitions and continuity, this study examines the role of physical education (PE) in facilitating students’ transition into primary school in Norway. The study was conducted across four Norwegian primary schools, utilising semi-structured interviews with 16 first- to fourth-grade teachers, observations of PE lessons and school environments, and field notes from school visits. A reflexive methodology and an abductive approach were employed to analyse the data, drawing on the concepts of continuity and discontinuity ( Dewey, 1938 ; Hogsnes and Moser, 2014 ). The findings indicate that PE in the early school years can play a supportive role in students’ transition from kindergarten to primary school through socialisation processes and bridging approaches in PE, thereby enhancing continuity in the transition process. Based on these findings, we argue that primary PE's emphasis on movement, play and social interaction offers valuable opportunities to support young students during this transition. To conclude, we suggest that PE can contribute meaningfully to students’ adjustment to school by balancing both stability and adaptation in the shift to formal schooling.
从幼儿园到小学的过渡是儿童教育的一个重要事件，在挪威和全球范围内引起了越来越多的政治和社会关注。随着对教育过渡和连续性的日益关注，本研究探讨了体育教育（PE）在促进挪威学生过渡到小学中的作用。这项研究在挪威的四所小学进行，利用对16名一年级到四年级教师的半结构化访谈，对体育课和学校环境的观察，以及对学校访问的实地记录。采用反思性方法和溯因性方法来分析数据，利用连续性和非连续性的概念(Dewey, 1938；Hogsnes and Moser, 2014)。研究结果表明，学前体育可以通过社会化过程和桥接方式在学生从幼儿园到小学的过渡中发挥支持作用，从而增强过渡过程的连续性。基于这些发现，我们认为小学体育对运动、游戏和社会互动的强调为年轻学生在这一转变过程中提供了宝贵的机会。综上所述，我们认为体育可以通过平衡学生向正规学校转变过程中的稳定性和适应性，对学生适应学校做出有意义的贡献。
{"title":"From kindergarten to primary school – Physical education as a support for students’ transition","authors":"Trude Nordli Teksum, Kjersti Mordal Moen, Göran Gerdin","doi":"10.1177/1356336x251353739","DOIUrl":"https://doi.org/10.1177/1356336x251353739","url":null,"abstract":"The transition from kindergarten to primary school is a significant event in children's education, garnering increasing political and social attention in Norway and globally. With the growing focus on educational transitions and continuity, this study examines the role of physical education (PE) in facilitating students’ transition into primary school in Norway. The study was conducted across four Norwegian primary schools, utilising semi-structured interviews with 16 first- to fourth-grade teachers, observations of PE lessons and school environments, and field notes from school visits. A reflexive methodology and an abductive approach were employed to analyse the data, drawing on the concepts of continuity and discontinuity ( <jats:xref ref-type=\"bibr\">Dewey, 1938</jats:xref> ; <jats:xref ref-type=\"bibr\">Hogsnes and Moser, 2014</jats:xref> ). The findings indicate that PE in the early school years can play a supportive role in students’ transition from kindergarten to primary school through socialisation processes and bridging approaches in PE, thereby enhancing continuity in the transition process. Based on these findings, we argue that primary PE's emphasis on movement, play and social interaction offers valuable opportunities to support young students during this transition. To conclude, we suggest that PE can contribute meaningfully to students’ adjustment to school by balancing both stability and adaptation in the shift to formal schooling.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"109 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144594473","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 : 2025-07-09DOI: 10.1177/1356336x251355459
Matthew J Green, Mark F Mierzwinski
This article examines pupils’ and teachers’ perceptions of blurred boundaries between banter and bullying in secondary physical education (PE) in England. Focus on this topic is timely amid policymaker concerns regarding young people's banter escalating into bullying, or bullying being downplayed as banter within educational and sporting environments. Perceptions were gained through 14 focus groups with 49 pupils and nine interviews with PE teachers, which were thematically analysed using the concepts of figuration and power relations ( Elias, 1978 ). Whilst pupils conceptually distinguished banter from bullying, differentiating between the two in practice proved difficult during PE lessons. Difficulty was premised on subjective evaluations of performance-related comments concerning who was involved, the intention behind comments and how they were received, and if comments were considered humorous or harmful. Within the PE figuration, sporting competence proved a key power resource, resulting in humorously framed performance-related comments illuminating and heightening power imbalances between sporty and less sporty pupils. Given these pupil power dynamics and how performance-related comments were construed by some as banter and others as bullying, PE teachers should regularly remind pupils of conceptual differences between banter and bullying, set clear behavioural expectations, and consistently regulate borderline banter.
{"title":"‘It is hard to establish boundaries’: Pupils’ and teachers’ perceptions of blurred lines between banter and bullying in secondary physical education","authors":"Matthew J Green, Mark F Mierzwinski","doi":"10.1177/1356336x251355459","DOIUrl":"https://doi.org/10.1177/1356336x251355459","url":null,"abstract":"This article examines pupils’ and teachers’ perceptions of blurred boundaries between banter and bullying in secondary physical education (PE) in England. Focus on this topic is timely amid policymaker concerns regarding young people's banter escalating into bullying, or bullying being downplayed as banter within educational and sporting environments. Perceptions were gained through 14 focus groups with 49 pupils and nine interviews with PE teachers, which were thematically analysed using the concepts of figuration and power relations ( <jats:xref ref-type=\"bibr\">Elias, 1978</jats:xref> ). Whilst pupils conceptually distinguished banter from bullying, differentiating between the two in practice proved difficult during PE lessons. Difficulty was premised on subjective evaluations of performance-related comments concerning who was involved, the intention behind comments and how they were received, and if comments were considered humorous or harmful. Within the PE figuration, sporting competence proved a key power resource, resulting in humorously framed performance-related comments illuminating and heightening power imbalances between sporty and less sporty pupils. Given these pupil power dynamics and how performance-related comments were construed by some as banter and others as bullying, PE teachers should regularly remind pupils of conceptual differences between banter and bullying, set clear behavioural expectations, and consistently regulate borderline banter.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"51 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144586483","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 : 2025-06-25DOI: 10.1177/1356336x251348397
Kasper Salin, Mikko Huhtiniemi, Anthony Watt, Arja Sääkslahti, Timo Jaakkola
As education systems respond to rapid societal and technological change, physical education (PE) teachers are increasingly expected to adapt their practices to diverse student needs, curricular reforms, and inclusive learning environments. These growing demands highlight the critical role of teaching efficacy in preparing pre-service PE teachers to navigate the complex realities of contemporary classrooms and promote meaningful physical activity experiences for all students. The purpose of this paper was to evaluate the teaching efficacy of pre-service teachers ( N = 221) in PE teacher education (PETE) during the different stages of their program. Results demonstrated that perceived teaching efficacy was higher among students in Years 3–5 than students in Years 1 and 2. Year level of studies and teaching experience were directly associated with most teaching efficacy dimensions: content knowledge, scientific knowledge, instruction, assessment, using technology and accommodating skill differences, but not with special needs. PETE programs should ensure that adequate opportunities for teaching practice are provided due to the positive association with teaching efficacy.
{"title":"The role of teaching experience and year level in shaping pre-service PE teachers’ efficacy","authors":"Kasper Salin, Mikko Huhtiniemi, Anthony Watt, Arja Sääkslahti, Timo Jaakkola","doi":"10.1177/1356336x251348397","DOIUrl":"https://doi.org/10.1177/1356336x251348397","url":null,"abstract":"As education systems respond to rapid societal and technological change, physical education (PE) teachers are increasingly expected to adapt their practices to diverse student needs, curricular reforms, and inclusive learning environments. These growing demands highlight the critical role of teaching efficacy in preparing pre-service PE teachers to navigate the complex realities of contemporary classrooms and promote meaningful physical activity experiences for all students. The purpose of this paper was to evaluate the teaching efficacy of pre-service teachers ( <jats:italic>N</jats:italic> = 221) in PE teacher education (PETE) during the different stages of their program. Results demonstrated that perceived teaching efficacy was higher among students in Years 3–5 than students in Years 1 and 2. Year level of studies and teaching experience were directly associated with most teaching efficacy dimensions: content knowledge, scientific knowledge, instruction, assessment, using technology and accommodating skill differences, but not with special needs. PETE programs should ensure that adequate opportunities for teaching practice are provided due to the positive association with teaching efficacy.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"11 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513341","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 : 2025-06-16DOI: 10.1177/1356336x251345402
Ru Kim Haase, Leefke Brunssen, Valerie Kastrup
Physical education (PE) teachers significantly shape trans*, inter* and non-binary (TIN*) students' experiences in PE, which are often described as negative. This review aimed to examine existing literature on PE teachers’ perspectives on TIN* students in school PE settings, encompassing studies published in English, Spanish and German up to June 2024. We conducted searches across the electronic databases ERIC, MEDLINE, SPORTDiscus, Scopus, Web of Science, BISp SURF and LILACS. Through a multi-stage selection process, articles were chosen based on the following criteria: (a) empirical, qualitative studies only; (b) peer-reviewed articles or defended academic theses only; (c) a focus on the perspectives of pre- or in-service teachers; (d) addressing non-cisgender and/or non-endosex students; (e) situated in the context of PE. Thematic synthesis of the nine selected articles resulted in five analytical themes: (1) the structural context; (2) teachers’ perceptions; (3) teachers’ gender competence; (4) teachers’ experiences; and (5) gender-inclusive teacher education. When discussed in relation to (post-)heteronormativity, the findings indicate that heteronormativity may be reproduced or challenged through teachers’ gender competence gained in teacher education, and influenced by teachers’ experiences of gender and PE, as well as contextual factors. The study highlights a need for specific, sustainable teacher education on gender diversity and inclusion, as part of a broader shift towards inclusivity in schools and teacher education.
体育教师在很大程度上塑造了跨性别、跨性别和非二元学生的体育体验，而这些体验通常被描述为负面的。本综述旨在研究现有的关于体育教师对学校体育环境中TIN*学生的看法的文献，包括截至2024年6月以英语、西班牙语和德语发表的研究。我们对电子数据库ERIC、MEDLINE、SPORTDiscus、Scopus、Web of Science、BISp SURF和LILACS进行了检索。通过多阶段的选择过程，文章是根据以下标准选择的：(a)经验，定性研究；(b)同行评审的文章或辩护的学术论文；(c)关注职前或在职教师的观点；(d)针对非顺性和/或非内性学生；(e)处于PE的背景下。九篇入选文章的主题综合产生了五个分析主题：(1)结构背景；(2)教师认知；(3)教师性别能力；(4)教师经验；(5)性别包容的教师教育。当讨论（后）异性规范时，研究结果表明，异性规范可以通过教师在教师教育中获得的性别能力来复制或挑战，并受到教师性别和体育经验以及情境因素的影响。该研究强调，有必要就性别多样性和包容性开展具体、可持续的教师教育，这是学校和教师教育向包容性转变的一部分。
{"title":"Transgender, intersex and non-binary students in physical education: A systematic review of teachers’ perspectives","authors":"Ru Kim Haase, Leefke Brunssen, Valerie Kastrup","doi":"10.1177/1356336x251345402","DOIUrl":"https://doi.org/10.1177/1356336x251345402","url":null,"abstract":"Physical education (PE) teachers significantly shape trans*, inter* and non-binary (TIN*) students' experiences in PE, which are often described as negative. This review aimed to examine existing literature on PE teachers’ perspectives on TIN* students in school PE settings, encompassing studies published in English, Spanish and German up to June 2024. We conducted searches across the electronic databases ERIC, MEDLINE, SPORTDiscus, Scopus, Web of Science, BISp SURF and LILACS. Through a multi-stage selection process, articles were chosen based on the following criteria: (a) empirical, qualitative studies only; (b) peer-reviewed articles or defended academic theses only; (c) a focus on the perspectives of pre- or in-service teachers; (d) addressing non-cisgender and/or non-endosex students; (e) situated in the context of PE. Thematic synthesis of the nine selected articles resulted in five analytical themes: (1) the structural context; (2) teachers’ perceptions; (3) teachers’ gender competence; (4) teachers’ experiences; and (5) gender-inclusive teacher education. When discussed in relation to (post-)heteronormativity, the findings indicate that heteronormativity may be reproduced or challenged through teachers’ gender competence gained in teacher education, and influenced by teachers’ experiences of gender and PE, as well as contextual factors. The study highlights a need for specific, sustainable teacher education on gender diversity and inclusion, as part of a broader shift towards inclusivity in schools and teacher education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"17 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144304677","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 : 2025-05-21DOI: 10.1177/1356336x251341749
Shirley Gray, Karen Lambert, Lisa Young
For decades, physical education (PE) scholars have called for a change to how PE is conceptualised and enacted, highlighting that its current (and persistent) form and focus – organised around physical activities and sports – are not fit for purpose. Much of this change-oriented discourse highlights what is wrong with PE, leading to suggestions about how PE should change in and for the future, for example, by adopting critical approaches and connecting more to the lives of young people. While we do not disagree with these perspectives and ideas, it is important to note that, in general, they have had little impact on PE curricula or pedagogy. In this paper, we suggest an alternative, strengths-based approach. Drawing from discussions with a range of professionals from the PE community (teachers, undergraduate and postgraduate pre-service teachers and teacher educators) across five national contexts – Canada, England, Ireland, Norway and Scotland – we generated narratives about ‘what's right with PE’. The narratives highlighted that PE can be ‘fit for purpose’ when it connects to the wider school and community, when everyone has a shared understanding of its purpose, and when PE teachers enact a broad, holistic and inclusive curriculum. We present the narratives as a reflective tool, encouraging all professionals within the PE community to consider how they align with (or against) their current experiences. We hope that these reflections facilitate critical thinking and problem solving to ensure that the subject is (and remains) fit for purpose now and in the future.
{"title":"What's right with PE: Exploring positive narratives in physical education","authors":"Shirley Gray, Karen Lambert, Lisa Young","doi":"10.1177/1356336x251341749","DOIUrl":"https://doi.org/10.1177/1356336x251341749","url":null,"abstract":"For decades, physical education (PE) scholars have called for a change to how PE is conceptualised and enacted, highlighting that its current (and persistent) form and focus – organised around physical activities and sports – are not fit for purpose. Much of this change-oriented discourse highlights what is wrong with PE, leading to suggestions about how PE should change in and for the future, for example, by adopting critical approaches and connecting more to the lives of young people. While we do not disagree with these perspectives and ideas, it is important to note that, in general, they have had little impact on PE curricula or pedagogy. In this paper, we suggest an alternative, strengths-based approach. Drawing from discussions with a range of professionals from the PE community (teachers, undergraduate and postgraduate pre-service teachers and teacher educators) across five national contexts – Canada, England, Ireland, Norway and Scotland – we generated narratives about ‘what's right with PE’. The narratives highlighted that PE can be ‘fit for purpose’ when it connects to the wider school and community, when everyone has a shared understanding of its purpose, and when PE teachers enact a broad, holistic and inclusive curriculum. We present the narratives as a reflective tool, encouraging all professionals within the PE community to consider how they align with (or against) their current experiences. We hope that these reflections facilitate critical thinking and problem solving to ensure that the subject is (and remains) fit for purpose now and in the future.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"15 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144113543","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 : 2025-05-15DOI: 10.1177/1356336x251337075
Ágnes Csordás-Makszin, Christopher M. Spray, Tamás Berki, Pál Hamar, István Karsai, István Soós
Promoting autonomy-supportive teachers’ behaviour is important for teaching students to take responsibility for their performance and for increasing their level of enjoyment in physical education (PE). Based on self-determination theory, our research aimed to identify the antecedents of PE teachers’ motivational strategies that can facilitate students’ psychological needs satisfaction and positive outcomes during PE classes. A total of 376 primary and secondary school PE teachers completed our cross-sectional-design questionnaires in four Central European countries (Hungary, Romania, Slovakia, and Serbia). Measures included perceived job pressures, opportunities for professional development, perceptions of students’ self-determination in PE, teachers’ psychological need satisfaction in their job, teachers’ self-determination at work, and teachers’ provision of autonomy support, structure, and involvement strategies. Jamovi software for structural equation modelling and the path analysis method was used for statistical analysis. Following post hoc modification, the hypothesized model showed a good fit to our model (χ 2 (17) = 64.60, p = 0.00; CMIN/ df = 3.80; CFI = 0.92; TLI = 0.81; SRMR = 0.05; RMSEA = 0.08). Results indicated that teachers’ opportunities for professional development had a significant positive relationship with their need satisfaction at work, which was positively linked with their motivation to teach. Job pressure was negatively associated with basic psychological need satisfaction. Teachers’ perception of students’ autonomous motivation was positively linked with their own autonomous and controlled motivation, and was also directly and positively linked to their use of involvement and autonomy-supportive teaching strategies.
{"title":"Antecedents of physical education teachers’ motivational strategies in Central Europe","authors":"Ágnes Csordás-Makszin, Christopher M. Spray, Tamás Berki, Pál Hamar, István Karsai, István Soós","doi":"10.1177/1356336x251337075","DOIUrl":"https://doi.org/10.1177/1356336x251337075","url":null,"abstract":"Promoting autonomy-supportive teachers’ behaviour is important for teaching students to take responsibility for their performance and for increasing their level of enjoyment in physical education (PE). Based on self-determination theory, our research aimed to identify the antecedents of PE teachers’ motivational strategies that can facilitate students’ psychological needs satisfaction and positive outcomes during PE classes. A total of 376 primary and secondary school PE teachers completed our cross-sectional-design questionnaires in four Central European countries (Hungary, Romania, Slovakia, and Serbia). Measures included perceived job pressures, opportunities for professional development, perceptions of students’ self-determination in PE, teachers’ psychological need satisfaction in their job, teachers’ self-determination at work, and teachers’ provision of autonomy support, structure, and involvement strategies. Jamovi software for structural equation modelling and the path analysis method was used for statistical analysis. Following post hoc modification, the hypothesized model showed a good fit to our model (χ <jats:sup>2</jats:sup> (17) = 64.60, <jats:italic>p</jats:italic> = 0.00; CMIN/ <jats:italic>df</jats:italic> = 3.80; CFI = 0.92; TLI = 0.81; SRMR = 0.05; RMSEA = 0.08). Results indicated that teachers’ opportunities for professional development had a significant positive relationship with their need satisfaction at work, which was positively linked with their motivation to teach. Job pressure was negatively associated with basic psychological need satisfaction. Teachers’ perception of students’ autonomous motivation was positively linked with their own autonomous and controlled motivation, and was also directly and positively linked to their use of involvement and autonomy-supportive teaching strategies.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"71 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144066099","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 : 2025-05-07DOI: 10.1177/1356336x251340248
Gunn Nyberg, Mikael Quennerstedt, Björn Tolgfors, Erik Backman
This study explores how newly qualified physical education (PE) teachers experience the meaning of feedback through reflections on their assessment practices. We focus on the use, purpose, and content of feedback in PE practice. Assessment practices in PE have generally been used for grading purposes, often with little connection to the preceding teaching and learning. The educational quality of feedback depends on teachers’ knowledge of what is supposed to be learned and how learners understand what they are supposed to know. Hence, it is important to investigate whether and how PE teacher education (PETE) prepares pre-service teachers for their professional work with feedback in PE. Individual stimulated recall interviews, a focus group interview and individual interviews with eight newly qualified teachers were conducted, and the data was analysed through a phenomenographic approach. The findings reveal that feedback is experienced in various ways, some comprising content that helps students learn what is supposed to be learned. Other ways of experiencing feedback generate content that does not relate to any intended learning goal other than being physically active in the here and now. The findings are discussed in relation to Hattie and Timperley's (2007) model of feedback as well as in relation to PETE and the significance of providing possibilities for future teachers to learn about the ways in which feedback can be educationally worthwhile.
{"title":"Physical education teachers’ experiences of the meaning of feedback in PE","authors":"Gunn Nyberg, Mikael Quennerstedt, Björn Tolgfors, Erik Backman","doi":"10.1177/1356336x251340248","DOIUrl":"https://doi.org/10.1177/1356336x251340248","url":null,"abstract":"This study explores how newly qualified physical education (PE) teachers experience the meaning of feedback through reflections on their assessment practices. We focus on the use, purpose, and content of feedback in PE practice. Assessment practices in PE have generally been used for grading purposes, often with little connection to the preceding teaching and learning. The educational quality of feedback depends on teachers’ knowledge of what is supposed to be learned and how learners understand what they are supposed to know. Hence, it is important to investigate whether and how PE teacher education (PETE) prepares pre-service teachers for their professional work with feedback in PE. Individual stimulated recall interviews, a focus group interview and individual interviews with eight newly qualified teachers were conducted, and the data was analysed through a phenomenographic approach. The findings reveal that feedback is experienced in various ways, some comprising content that helps students learn what is supposed to be learned. Other ways of experiencing feedback generate content that does not relate to any intended learning goal other than being physically active in the here and now. The findings are discussed in relation to <jats:xref ref-type=\"bibr\">Hattie and Timperley's (2007)</jats:xref> model of feedback as well as in relation to PETE and the significance of providing possibilities for future teachers to learn about the ways in which feedback can be educationally worthwhile.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"22 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143916084","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 : 2025-05-07DOI: 10.1177/1356336x251340247
Shaun D. Wilkinson, Annette Stride, Dawn Penney
There is substantial international literature on single- and mixed-sex grouping in physical education (PE), much of which focuses on the relative impact on students’ physical activity levels, perceived self-confidence and/or interactions with teachers and peers. A smaller body of research has explored students’ perspectives on single- and/or mixed-sex grouping in PE. However, much of this research is dated, limited in scope to a relatively small number of students from a small number of schools and/or dominated by binary thinking, with little recognition that students may express preferences for a combination of grouping approaches. This study was designed to extend previous research by generating large-scale data relating to cisgender students’ preferences for single-sex grouping, mixed-sex grouping or a combination of these approaches in secondary school PE. The study used an online survey to generate data from 2073 boys and 2161 girls ( n = 4234) from 47 co-educational secondary schools located throughout England. Analysis of responses revealed that, overall, most boys and girls preferred single- (52.7%, n = 2231) to mixed-sex grouping (23.1%, n = 979) or combined arrangements in PE (24.2%, n = 1024). Further exploration of preferences showed variations by demographic and situational factors, including gender, ability, cultural background, familiarity with a particular approach and/or the nature of the learning situation. Discussion pursues the potential benefits and challenges that schools may face in adopting flexible, situation-specific, gendered grouping practices in PE. The paper affirms the importance of student voice in decisions that powerfully shape learning opportunities and experiences and in potentially assisting in advancing gender equity in PE.
{"title":"Gendered grouping practices in secondary physical education in England: Listening to student voice","authors":"Shaun D. Wilkinson, Annette Stride, Dawn Penney","doi":"10.1177/1356336x251340247","DOIUrl":"https://doi.org/10.1177/1356336x251340247","url":null,"abstract":"There is substantial international literature on single- and mixed-sex grouping in physical education (PE), much of which focuses on the relative impact on students’ physical activity levels, perceived self-confidence and/or interactions with teachers and peers. A smaller body of research has explored students’ perspectives on single- and/or mixed-sex grouping in PE. However, much of this research is dated, limited in scope to a relatively small number of students from a small number of schools and/or dominated by binary thinking, with little recognition that students may express preferences for a combination of grouping approaches. This study was designed to extend previous research by generating large-scale data relating to cisgender students’ preferences for single-sex grouping, mixed-sex grouping or a combination of these approaches in secondary school PE. The study used an online survey to generate data from 2073 boys and 2161 girls ( <jats:italic>n</jats:italic> = 4234) from 47 co-educational secondary schools located throughout England. Analysis of responses revealed that, overall, most boys and girls preferred single- (52.7%, <jats:italic>n</jats:italic> = 2231) to mixed-sex grouping (23.1%, <jats:italic>n</jats:italic> = 979) or combined arrangements in PE (24.2%, <jats:italic>n</jats:italic> = 1024). Further exploration of preferences showed variations by demographic and situational factors, including gender, ability, cultural background, familiarity with a particular approach and/or the nature of the learning situation. Discussion pursues the potential benefits and challenges that schools may face in adopting flexible, situation-specific, gendered grouping practices in PE. The paper affirms the importance of student voice in decisions that powerfully shape learning opportunities and experiences and in potentially assisting in advancing gender equity in PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"74 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143920159","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 : 2025-04-28DOI: 10.1177/1356336x251334556
Amaia Lerga-Fuertes, Javier Rodrigo-Sanjoaquín, Ion Navarro-Amezketa, Miguel Ángel Tapia-Serrano
Scientific literature has shown that Cooperative Learning can benefit physical, cognitive, and social learning. However, the potential benefits for affective learning are less clear to date. This study examined the relationship between a Cooperative Learning model intervention in physical education and the students’ self-perception dimensions. Furthermore, gender differences regarding the study variables were examined as a secondary aim. Thus, a quasi-experimental study was conducted in five primary schools in Spain over a period of 4 months. A final sample of 316 students (40.8% girls) from the fourth, fifth, and sixth grades participated in the study. They were randomly distributed according to previously formed school groups into an intervention group of 196 students ( Mage = 9.97 years), who experienced three consecutive Cooperative Learning units, and a control group of 120 students ( Mage = 10.32 years), who experienced a traditional teaching approach for the same length of time. Students’ perceived dimensions of self-perception were measured using the ‘Self-Perception Profile for Children’ questionnaire. The results showed that students in the intervention group had significantly higher values for scholastic competence, social acceptance, athletic competence, and general self-worth dimensions after the intervention. Gender differences revealed that girls in the intervention group had significantly higher levels of scholastic competence, social acceptance, athletic competence, behaviour conduct, and general self-worth dimensions than boys after the Cooperative Learning sessions. The findings suggest that an intervention based on Cooperative Learning guided by physical education teachers may be related to several improvements of self-perception among primary school boys and girls.
{"title":"Relationships of a Cooperative Learning intervention in physical education with children's self-perception dimensions","authors":"Amaia Lerga-Fuertes, Javier Rodrigo-Sanjoaquín, Ion Navarro-Amezketa, Miguel Ángel Tapia-Serrano","doi":"10.1177/1356336x251334556","DOIUrl":"https://doi.org/10.1177/1356336x251334556","url":null,"abstract":"Scientific literature has shown that Cooperative Learning can benefit physical, cognitive, and social learning. However, the potential benefits for affective learning are less clear to date. This study examined the relationship between a Cooperative Learning model intervention in physical education and the students’ self-perception dimensions. Furthermore, gender differences regarding the study variables were examined as a secondary aim. Thus, a quasi-experimental study was conducted in five primary schools in Spain over a period of 4 months. A final sample of 316 students (40.8% girls) from the fourth, fifth, and sixth grades participated in the study. They were randomly distributed according to previously formed school groups into an intervention group of 196 students ( <jats:italic>M</jats:italic> <jats:sub>age</jats:sub> = 9.97 years), who experienced three consecutive Cooperative Learning units, and a control group of 120 students ( <jats:italic>M</jats:italic> <jats:sub>age</jats:sub> = 10.32 years), who experienced a traditional teaching approach for the same length of time. Students’ perceived dimensions of self-perception were measured using the ‘Self-Perception Profile for Children’ questionnaire. The results showed that students in the intervention group had significantly higher values for scholastic competence, social acceptance, athletic competence, and general self-worth dimensions after the intervention. Gender differences revealed that girls in the intervention group had significantly higher levels of scholastic competence, social acceptance, athletic competence, behaviour conduct, and general self-worth dimensions than boys after the Cooperative Learning sessions. The findings suggest that an intervention based on Cooperative Learning guided by physical education teachers may be related to several improvements of self-perception among primary school boys and girls.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"15 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884307","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}
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