Pub Date : 2025-09-05DOI: 10.1177/1356336x251370270
Daniel B Robinson, Christopher Gilham, Kaitlin Fuller, Lynn Randall, Ellen Carter, Sherra Rogers, Chloe Vukosa
Children and youth around the world are experiencing trauma to the extent that it has been labeled a global health concern ( O’Toole, 2022 ). Physical education (PE) teachers, among others, are attempting to respond to this concern by implementing research-based trauma-informed practices (TIPs). The purpose of this paper was to conduct a scoping review to gather and synthesize the literature on TIPs appropriate for the PE context within the K-12 school system in the Global North. Following the five-stage scoping review protocol outlined by Peters et al. (2020) , the process returned 34 articles that met all inclusion criteria. The majority of the literature (18 articles) was found in practitioner-focused journals and centered on providing knowledge and broad advice for PE teachers. Most of the remaining work included qualitative research and focused on exploring the experiences of PE teachers working with students who had experienced trauma. Only four studies included an intervention. In addition to discussing the available research, this article explores the various conceptions of trauma that have recently appeared in the research as well as the implications of trauma's and TIPs’ infusion into school culture. The review clearly demonstrates a need for continued discussion around trauma, more research in the area of TIPs (specifically related to PE), and continued professional development for teachers.
{"title":"Trauma-informed practices and physical education: A scoping literature review","authors":"Daniel B Robinson, Christopher Gilham, Kaitlin Fuller, Lynn Randall, Ellen Carter, Sherra Rogers, Chloe Vukosa","doi":"10.1177/1356336x251370270","DOIUrl":"https://doi.org/10.1177/1356336x251370270","url":null,"abstract":"Children and youth around the world are experiencing trauma to the extent that it has been labeled a global health concern ( <jats:xref ref-type=\"bibr\">O’Toole, 2022</jats:xref> ). Physical education (PE) teachers, among others, are attempting to respond to this concern by implementing research-based trauma-informed practices (TIPs). The purpose of this paper was to conduct a scoping review to gather and synthesize the literature on TIPs appropriate for the PE context within the K-12 school system in the Global North. Following the five-stage scoping review protocol outlined by <jats:xref ref-type=\"bibr\">Peters et al. (2020)</jats:xref> , the process returned 34 articles that met all inclusion criteria. The majority of the literature (18 articles) was found in practitioner-focused journals and centered on providing knowledge and broad advice for PE teachers. Most of the remaining work included qualitative research and focused on exploring the experiences of PE teachers working with students who had experienced trauma. Only four studies included an intervention. In addition to discussing the available research, this article explores the various conceptions of trauma that have recently appeared in the research as well as the implications of trauma's and TIPs’ infusion into school culture. The review clearly demonstrates a need for continued discussion around trauma, more research in the area of TIPs (specifically related to PE), and continued professional development for teachers.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"33 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145002852","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 : 2025-09-02DOI: 10.1177/1356336x251366155
David Sánchez-Oliva, Héctor Moreno-Casado, Francisco M Leo, Javier Fernández-Río
Most motivational studies related to physical education (PE) have been conducted in contexts where PE was mandatory. This study aims to analyze the significance of motivational processes in predicting the choice of PE as an elective in secondary school. This is a retrospective study involving 1606 students aged 16–27 years ( M = 17.09; SD = 0.68) enrolled in 31 schools in Spain. Participants completed questionnaires to assess their perception of teachers’ support and thwarting of basic psychological needs, as well as their satisfaction with these needs in the PE context of the previous school year. Additionally, participants indicated whether they had chosen PE as an elective in the current academic year. Structural equation modeling was employed to test the proposed model. The hypothesized model showed a good fit to the data (comparative fit index and Tucker–Lewis index > .95; root-mean-square error of approximation and standardized root-mean-square residual < .06). Need satisfaction was positively predicted by perceived need-supportive teaching and negatively predicted by perceived need-thwarting teaching. Also, need satisfaction was positively associated with PE grades. Finally, students with higher need satisfaction in the previous academic year in PE were more likely to choose PE as an elective subject in the following academic year, whereas PE grades were not a significant predictor of the selection. The results of this study highlight the importance of motivational processes as a key factor in explaining the choice (or not) of PE as an elective subject and emphasize the need to promote need satisfaction by creating a need-supportive environment.
{"title":"Motivational processes matter: Understanding the choice of physical education as an elective in secondary school","authors":"David Sánchez-Oliva, Héctor Moreno-Casado, Francisco M Leo, Javier Fernández-Río","doi":"10.1177/1356336x251366155","DOIUrl":"https://doi.org/10.1177/1356336x251366155","url":null,"abstract":"Most motivational studies related to physical education (PE) have been conducted in contexts where PE was mandatory. This study aims to analyze the significance of motivational processes in predicting the choice of PE as an elective in secondary school. This is a retrospective study involving 1606 students aged 16–27 years ( <jats:italic>M</jats:italic> = 17.09; <jats:italic>SD</jats:italic> = 0.68) enrolled in 31 schools in Spain. Participants completed questionnaires to assess their perception of teachers’ support and thwarting of basic psychological needs, as well as their satisfaction with these needs in the PE context of the previous school year. Additionally, participants indicated whether they had chosen PE as an elective in the current academic year. Structural equation modeling was employed to test the proposed model. The hypothesized model showed a good fit to the data (comparative fit index and Tucker–Lewis index > .95; root-mean-square error of approximation and standardized root-mean-square residual < .06). Need satisfaction was positively predicted by perceived need-supportive teaching and negatively predicted by perceived need-thwarting teaching. Also, need satisfaction was positively associated with PE grades. Finally, students with higher need satisfaction in the previous academic year in PE were more likely to choose PE as an elective subject in the following academic year, whereas PE grades were not a significant predictor of the selection. The results of this study highlight the importance of motivational processes as a key factor in explaining the choice (or not) of PE as an elective subject and emphasize the need to promote need satisfaction by creating a need-supportive environment.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"11 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144927825","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 : 2025-08-11DOI: 10.1177/1356336x251362720
Helen Keane
This study critically examines boys’ experiences in primary school dance, drawing on a child-centred qualitative case study conducted across two UK primary schools. Responding to calls for more inclusive and equitable physical education (PE) practices, the research foregrounds pupil voice through an expanded ‘write, draw, show, tell’ (WDST) method, enhanced by the innovative inclusion of emojis, creating the ‘write, draw, show, tell, emoji’ (WDSTE) approach. Data were generated through 14 non-participant observations and three focus group interviews ( n = 18) with Key Stage 2 boys (aged 9–11) over a 7-week unit of work. Thematic analysis of visual and verbal data revealed boys’ preferences for more democratic and collaborative learning experiences, contrasting with the dominant technical and teacher-led delivery observed in their dance lessons. These findings highlight a disconnect between pedagogical practices and what pupils found meaningful, namely, agency, creativity, and social interaction. The study contributes to ongoing conversations about meaningful PE by illustrating how participatory methods can surface often-silenced perspectives and support more inclusive, student-responsive pedagogies. Implications are offered for curriculum design and teacher practice that seek to challenge traditional gendered expectations and foster meaningful engagement for all learners in aesthetic activity areas.
{"title":"Choreographing meaningfulness: Boys’ experiences of dance in primary school","authors":"Helen Keane","doi":"10.1177/1356336x251362720","DOIUrl":"https://doi.org/10.1177/1356336x251362720","url":null,"abstract":"This study critically examines boys’ experiences in primary school dance, drawing on a child-centred qualitative case study conducted across two UK primary schools. Responding to calls for more inclusive and equitable physical education (PE) practices, the research foregrounds pupil voice through an expanded ‘write, draw, show, tell’ (WDST) method, enhanced by the innovative inclusion of emojis, creating the ‘write, draw, show, tell, emoji’ (WDSTE) approach. Data were generated through 14 non-participant observations and three focus group interviews ( <jats:italic>n</jats:italic> = 18) with Key Stage 2 boys (aged 9–11) over a 7-week unit of work. Thematic analysis of visual and verbal data revealed boys’ preferences for more democratic and collaborative learning experiences, contrasting with the dominant technical and teacher-led delivery observed in their dance lessons. These findings highlight a disconnect between pedagogical practices and what pupils found meaningful, namely, agency, creativity, and social interaction. The study contributes to ongoing conversations about meaningful PE by illustrating how participatory methods can surface often-silenced perspectives and support more inclusive, student-responsive pedagogies. Implications are offered for curriculum design and teacher practice that seek to challenge traditional gendered expectations and foster meaningful engagement for all learners in aesthetic activity areas.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"80 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144899027","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 : 2025-08-11DOI: 10.1177/1356336x251364075
David Percival, Rachel Sandford, Julie Stirrup
In England, increasing numbers of pupils are being identified with a severe learning difficulty (SLD). However, limited research has been undertaken to examine these pupils’ perspectives of education broadly and, more specifically, within the context of special school physical education (PE). While current international policy recognises the right of pupils to have a say in matters that affect them, the challenges of facilitating ‘voice’ for pupils with SLDs – particularly those who are non-verbal – can make this difficult to achieve. Key adults within a special school context (e.g. teachers, carers, support workers) play a central role in supporting pupils with SLDs’ engagement and participation in education, yet limited research has focused on the mechanisms by which they facilitate pupil voice. This study highlights the specific contribution that these practitioners can make in facilitating and amplifying the voices of pupils with SLDs. Semi-structured interviews were conducted with adults ( n = 7) who support educational provision for pupils with SLDs. Findings illustrate that pedagogies exist to empower these pupils, but they are often deemed to be tokenistic. Moreover, specialist education is required for practitioners, alongside a more person-centred approach that removes pressures of time and the sole use of physical ‘voice’ to communicate. In summary, this research demonstrates that practitioners working with pupils with SLDs are crucial to them voicing their experiences and informing practice within PE.
{"title":"More than advocates: Exploring the role of school adults in amplifying the physical education voices of pupils with a severe learning difficulty in a special school in England","authors":"David Percival, Rachel Sandford, Julie Stirrup","doi":"10.1177/1356336x251364075","DOIUrl":"https://doi.org/10.1177/1356336x251364075","url":null,"abstract":"In England, increasing numbers of pupils are being identified with a severe learning difficulty (SLD). However, limited research has been undertaken to examine these pupils’ perspectives of education broadly and, more specifically, within the context of special school physical education (PE). While current international policy recognises the right of pupils to have a say in matters that affect them, the challenges of facilitating ‘voice’ for pupils with SLDs – particularly those who are non-verbal – can make this difficult to achieve. Key adults within a special school context (e.g. teachers, carers, support workers) play a central role in supporting pupils with SLDs’ engagement and participation in education, yet limited research has focused on the mechanisms by which they facilitate pupil voice. This study highlights the specific contribution that these practitioners can make in facilitating and amplifying the voices of pupils with SLDs. Semi-structured interviews were conducted with adults ( <jats:italic>n</jats:italic> = 7) who support educational provision for pupils with SLDs. Findings illustrate that pedagogies exist to empower these pupils, but they are often deemed to be tokenistic. Moreover, specialist education is required for practitioners, alongside a more person-centred approach that removes pressures of time and the sole use of physical ‘voice’ to communicate. In summary, this research demonstrates that practitioners working with pupils with SLDs are crucial to them voicing their experiences and informing practice within PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"94 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144899032","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 : 2025-07-18DOI: 10.1177/1356336x251357207
Jonathan Müller, Ingo Wagner
Formative assessment (FA) is widely recognized for enhancing student involvement and learning success. Grounded in the FA approach, which emphasizes continuous feedback and student autonomy, this systematic review explores the use of FA for teaching and learning in physical education (PE), with a focus on the potential of digital tools. This is the first review to systematically examine the intersection of FA and technology within the PE context. The review provides an overview of the use of digital tools for both the FA of students’ motor learning and teacher training modules aimed at improving FA competence. Following PRISMA guidelines, a systematic search was conducted in two databases (Web of Science and SCOPUS) and one meta-database (EBSCOHost), using key terms related to PE, motor learning, digital tools, and assessment. A total of 15 studies published between 2010 and 2025 met the inclusion criteria. Despite differences in contexts and methodologies, the findings consistently show that implementing FA through digital tools enhances both motor learning in students and assessment competence in PE teachers. The included studies highlight the benefits of video analysis tools, such as instant replay and posture analysis, in promoting student engagement and motor learning. Furthermore, digital tools were found to address critical gaps in traditional FA-related teacher education. Overall, the review underscores the transformative potential of digital tools in promoting evidence-based teaching and learning practices in PE. Integrating these tools into FA practices allows educators to move beyond summative assessments, fostering a more individualized and student-centered approach to motor learning.
形成性评估（FA）被广泛认为可以提高学生的参与度和学习成功率。以强调持续反馈和学生自主的FA方法为基础，本系统综述探讨了FA在体育教学（PE）中的应用，重点是数字工具的潜力。这是第一次系统地研究FA和技术在PE背景下的交集。该综述概述了学生运动学习的FA和旨在提高FA能力的教师培训模块的数字工具的使用。遵循PRISMA指南，在两个数据库（Web of Science和SCOPUS）和一个元数据库（EBSCOHost）中进行了系统搜索，使用与体育、运动学习、数字工具和评估相关的关键术语。2010年至2025年间发表的共有15项研究符合纳入标准。尽管背景和方法存在差异，但研究结果一致表明，通过数字工具实施FA既可以提高学生的运动学习能力，也可以提高体育教师的评估能力。包括的研究强调了视频分析工具的好处，例如即时回放和姿势分析，在促进学生参与和运动学习方面。此外，发现数字工具可以解决传统fa相关教师教育中的关键空白。总体而言，该评估强调了数字工具在促进体育循证教学实践方面的变革潜力。将这些工具整合到FA实践中，使教育者能够超越总结性评估，培养一种更加个性化和以学生为中心的运动学习方法。
{"title":"Formative assessment of motor learning through digital tools in physical education: A systematic literature review","authors":"Jonathan Müller, Ingo Wagner","doi":"10.1177/1356336x251357207","DOIUrl":"https://doi.org/10.1177/1356336x251357207","url":null,"abstract":"Formative assessment (FA) is widely recognized for enhancing student involvement and learning success. Grounded in the FA approach, which emphasizes continuous feedback and student autonomy, this systematic review explores the use of FA for teaching and learning in physical education (PE), with a focus on the potential of digital tools. This is the first review to systematically examine the intersection of FA and technology within the PE context. The review provides an overview of the use of digital tools for both the FA of students’ motor learning and teacher training modules aimed at improving FA competence. Following PRISMA guidelines, a systematic search was conducted in two databases (Web of Science and SCOPUS) and one meta-database (EBSCOHost), using key terms related to PE, motor learning, digital tools, and assessment. A total of 15 studies published between 2010 and 2025 met the inclusion criteria. Despite differences in contexts and methodologies, the findings consistently show that implementing FA through digital tools enhances both motor learning in students and assessment competence in PE teachers. The included studies highlight the benefits of video analysis tools, such as instant replay and posture analysis, in promoting student engagement and motor learning. Furthermore, digital tools were found to address critical gaps in traditional FA-related teacher education. Overall, the review underscores the transformative potential of digital tools in promoting evidence-based teaching and learning practices in PE. Integrating these tools into FA practices allows educators to move beyond summative assessments, fostering a more individualized and student-centered approach to motor learning.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"98 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144677350","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 : 2025-07-14DOI: 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}
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