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}
Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating teachers as co-educators who collaborate and share knowledge. This paper explores this school–university partnership by questioning: (a) What were the learning journeys experienced by the cooperating teachers in a school–university partnership? and (b) To what extent did their learning journeys align with the concept of activist teacher educators? Designed as participatory action research (PAR), this project was established between public schools and one university engaged in the Institutional Programme of Teaching Initiation (PIBID) in Brazil. Participants included a university lecturer and two cooperating teachers. Throughout the 18-month duration of the project, data were collected from various sources, including weekly meetings, participants’ diaries, final interviews, and artefacts produced by the group. Through thematic analysis, three themes were developed: (a) creating democratic spaces with PSTs, (b) practitioner inquiry as a means to transform teaching practice, and (c) micro-social changes to improve the profession, demonstrated through activism in new PIBID projects or initiatives with education administration. This study underscores the role of cooperating teachers as activist educators in fostering collaborative and social justice-oriented teacher education processes, contributing to ongoing discourse on reflective practice and collaborative partnerships.
{"title":"Becoming activist teacher educators: The learning journeys of two physical education cooperating teachers in a school–university partnership","authors":"Luiza Lana Gonçalves, Leonardo Liziero, Kamila Santos Silva, Carla Nascimento Luguetti, Melissa Parker","doi":"10.1177/1356336x251333970","DOIUrl":"https://doi.org/10.1177/1356336x251333970","url":null,"abstract":"Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating teachers as co-educators who collaborate and share knowledge. This paper explores this school–university partnership by questioning: (a) What were the learning journeys experienced by the cooperating teachers in a school–university partnership? and (b) To what extent did their learning journeys align with the concept of activist teacher educators? Designed as participatory action research (PAR), this project was established between public schools and one university engaged in the Institutional Programme of Teaching Initiation (PIBID) in Brazil. Participants included a university lecturer and two cooperating teachers. Throughout the 18-month duration of the project, data were collected from various sources, including weekly meetings, participants’ diaries, final interviews, and artefacts produced by the group. Through thematic analysis, three themes were developed: (a) creating democratic spaces with PSTs, (b) practitioner inquiry as a means to transform teaching practice, and (c) micro-social changes to improve the profession, demonstrated through activism in new PIBID projects or initiatives with education administration. This study underscores the role of cooperating teachers as activist educators in fostering collaborative and social justice-oriented teacher education processes, contributing to ongoing discourse on reflective practice and collaborative partnerships.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"8 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143862879","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 : 2025-04-21DOI: 10.1177/1356336x251334547
Christopher Hudson, Riki Lindsay, Luiza Goncalves, Elizabeth McNeil, Josh Ambrosy
While research on rural education has increased over the last decade, the focus on physical education (PE) in this body of knowledge is limited. The purpose of this scoping review was twofold: (1) to offer an overview of the international research on PE in rural schools, and (2) to discuss and analyse the existing body of literature on rural PE. Specifically, we explored the question: what do we know about PE in rural schools? The present review was conducted according to PRISMA-ScR guidelines. A total of 281 articles were screened against inclusion and exclusion criteria in three stages: (1) title screen, (2) abstract screen, and (3) full-text screen. A total of 24 studies underwent two stages of analysis. First, the matrix was analysed inductively to identify characteristics of the publications. Second, the authors developed a ‘living codebook’ to track, refine, debate, and agree on the final analytical codes. Three themes were developed in the analysis: (1) a deficit narrative of rural PE, (2) rural schools as sites of PE intervention, and (3) rural schools leverage partnerships to enhance their capacity to deliver PE. These findings were mainly constrained to the dominant perspectives emanating from Australia and the United States. We conclude the review by suggesting that to further advance knowledge of rural PE, there need to be more strengths-based investigations of how PE is positively enacted in more and different rural schools, especially across broader international contexts.
{"title":"Physical education in rural schools: A scoping review","authors":"Christopher Hudson, Riki Lindsay, Luiza Goncalves, Elizabeth McNeil, Josh Ambrosy","doi":"10.1177/1356336x251334547","DOIUrl":"https://doi.org/10.1177/1356336x251334547","url":null,"abstract":"While research on rural education has increased over the last decade, the focus on physical education (PE) in this body of knowledge is limited. The purpose of this scoping review was twofold: (1) to offer an overview of the international research on PE in rural schools, and (2) to discuss and analyse the existing body of literature on rural PE. Specifically, we explored the question: what do we know about PE in rural schools? The present review was conducted according to PRISMA-ScR guidelines. A total of 281 articles were screened against inclusion and exclusion criteria in three stages: (1) title screen, (2) abstract screen, and (3) full-text screen. A total of 24 studies underwent two stages of analysis. First, the matrix was analysed inductively to identify characteristics of the publications. Second, the authors developed a ‘living codebook’ to track, refine, debate, and agree on the final analytical codes. Three themes were developed in the analysis: (1) a deficit narrative of rural PE, (2) rural schools as sites of PE intervention, and (3) rural schools leverage partnerships to enhance their capacity to deliver PE. These findings were mainly constrained to the dominant perspectives emanating from Australia and the United States. We conclude the review by suggesting that to further advance knowledge of rural PE, there need to be more strengths-based investigations of how PE is positively enacted in more and different rural schools, especially across broader international contexts.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"32 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143857535","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 : 2025-04-14DOI: 10.1177/1356336x251332169
Kevin Andrew Richards, John Williams, Tanner Wheat
Teacher education faculty members are disciplinary stewards who have a responsibility for advancing their field through research, teaching, and engagement activities. Engagement can include working in schools with inservice teachers as facilitators of professional development (PD). Not all teacher educators spent time teaching in schools before assuming faculty roles, however, and those without teaching experience may feel a sense of imposter syndrome relative to engaging with practicing teachers. In this investigation, we adopt self-study of teacher education practice to examine the experiences of Kevin, a physical education teacher educator without inservice teaching experience who facilitated PD among three groups of teachers in Canberra, Australia. Teaching personal and social responsibility provided the focus of the PD. Kevin examined how engaging in the experience influenced his understanding of PD and feelings of imposter syndrome. This was done through regular reflective journaling and the support of his critical friend, John. Data were analyzed using an interpretive approach with the goal of identifying turning points in Kevin's development. Results suggested that through deep engagement with the teachers, Kevin increased his confidence and competence. Our three themes were: (a) engaging in and reflecting on PD challenged imposter syndrome; (b) prioritizing relationship building, mutual respect, and champion recognition; and (c) PD as emergent, context-specific, and needs-responsive. The main study implications include a strong reminder that as teacher educators, we need to prioritize time in schools, recognizing that building relationships with inservice teachers is central to our work.
{"title":"Co-constructing meaning through teaching personal and social responsibility: A self-study in professional development provision","authors":"Kevin Andrew Richards, John Williams, Tanner Wheat","doi":"10.1177/1356336x251332169","DOIUrl":"https://doi.org/10.1177/1356336x251332169","url":null,"abstract":"Teacher education faculty members are disciplinary stewards who have a responsibility for advancing their field through research, teaching, and engagement activities. Engagement can include working in schools with inservice teachers as facilitators of professional development (PD). Not all teacher educators spent time teaching in schools before assuming faculty roles, however, and those without teaching experience may feel a sense of imposter syndrome relative to engaging with practicing teachers. In this investigation, we adopt self-study of teacher education practice to examine the experiences of Kevin, a physical education teacher educator without inservice teaching experience who facilitated PD among three groups of teachers in Canberra, Australia. Teaching personal and social responsibility provided the focus of the PD. Kevin examined how engaging in the experience influenced his understanding of PD and feelings of imposter syndrome. This was done through regular reflective journaling and the support of his critical friend, John. Data were analyzed using an interpretive approach with the goal of identifying turning points in Kevin's development. Results suggested that through deep engagement with the teachers, Kevin increased his confidence and competence. Our three themes were: (a) engaging in and reflecting on PD challenged imposter syndrome; (b) prioritizing relationship building, mutual respect, and champion recognition; and (c) PD as emergent, context-specific, and needs-responsive. The main study implications include a strong reminder that as teacher educators, we need to prioritize time in schools, recognizing that building relationships with inservice teachers is central to our work.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"39 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143827664","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 : 2025-04-04DOI: 10.1177/1356336x251327553
Elly van Hyfte, Eline Coppens, Delphine Sasanguie, Kristine De Martelaer, Leen Haerens, Matthieu Lenoir
Physical education (PE) offers an optimal setting for promoting higher moderate-to-vigorous physical activity (MVPA) and reducing sedentary behaviour (SB). This study examines the MVPA and SB among elementary schoolchildren during an obstacle course-based PE lesson and compares it to a traditional PE lesson, with the same students participating in both conditions. Moreover, it explores how gender, age and intrinsic motivation for PE relate to time spent in MVPA and SB during PE. A sample of 251 children within 24 classes in grades 1, 3 and 5 participated in this study. ActiGraph GT3x accelerometers monitored their PA during PE, while the Behavioral Regulations in Physical Education Questionnaire assessed their motivation for PE. Multi-level regression analyses indicated that MVPA was significantly higher ( p < 0.001) and SB was significantly lower ( p < 0.001) during an obstacle course-based PE lesson compared to the traditional PE lesson. Boys exhibited higher MVPA ( p < 0.001) and lower SB ( p < 0.001) than girls, with no notable grade differences. Intrinsic motivation was positively associated with MVPA ( p = 0.04). These findings suggest that children displayed higher MVPA and lower SB during the obstacle course-based PE lesson when compared to their traditional PE lesson. It could be a practical and effective strategy for improving PA behaviours, though future interventions should explore long-term impact, sustainability, and how class factors such as classroom management and teacher behaviours relate to MVPA and SB.
{"title":"Obstacle course-based versus traditional physical education: Which promotes more physical activity and less sedentary behaviour?","authors":"Elly van Hyfte, Eline Coppens, Delphine Sasanguie, Kristine De Martelaer, Leen Haerens, Matthieu Lenoir","doi":"10.1177/1356336x251327553","DOIUrl":"https://doi.org/10.1177/1356336x251327553","url":null,"abstract":"Physical education (PE) offers an optimal setting for promoting higher moderate-to-vigorous physical activity (MVPA) and reducing sedentary behaviour (SB). This study examines the MVPA and SB among elementary schoolchildren during an obstacle course-based PE lesson and compares it to a traditional PE lesson, with the same students participating in both conditions. Moreover, it explores how gender, age and intrinsic motivation for PE relate to time spent in MVPA and SB during PE. A sample of 251 children within 24 classes in grades 1, 3 and 5 participated in this study. ActiGraph GT3x accelerometers monitored their PA during PE, while the Behavioral Regulations in Physical Education Questionnaire assessed their motivation for PE. Multi-level regression analyses indicated that MVPA was significantly higher ( <jats:italic>p </jats:italic> < 0.001) and SB was significantly lower ( <jats:italic>p </jats:italic> < 0.001) during an obstacle course-based PE lesson compared to the traditional PE lesson. Boys exhibited higher MVPA ( <jats:italic>p </jats:italic> < 0.001) and lower SB ( <jats:italic>p </jats:italic> < 0.001) than girls, with no notable grade differences. Intrinsic motivation was positively associated with MVPA ( <jats:italic>p </jats:italic> = 0.04). These findings suggest that children displayed higher MVPA and lower SB during the obstacle course-based PE lesson when compared to their traditional PE lesson. It could be a practical and effective strategy for improving PA behaviours, though future interventions should explore long-term impact, sustainability, and how class factors such as classroom management and teacher behaviours relate to MVPA and SB.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"108 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782666","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 : 2025-04-04DOI: 10.1177/1356336x251329831
Brendan T. O’Keeffe, Conor Igoe, Padraic Rocliffe
Physical education is now examined as part of the Leaving Certificate in Ireland. The primary aim of this study was to analyse the relationship between preservice physical education teachers’ perceived and assessed Leaving Certificate Physical Education (LCPE) subject-specific knowledge, referred to as common content knowledge (CCK). In total, 30 participants (73% female; undergraduate, n = 15; postgraduate, n = 15) were recruited from one teacher education institute in Ireland. Participants completed a perceived CCK survey followed by an assessment of CCK for all 10 topics on the LCPE specification. Mean perceived CCK was 60.1% (SD = 11.2); however, mean assessed CCK was 24.1% (SD = 7.7). The highest individual assessed CCK score was 51.3%. Over half (53.3%) of participants did not achieve a pass grade. Male teachers’ perceived CCK rating (63.3%, SD = 6.9) was significantly higher than females’ (52.8%, SD = 11.2, p = 0.03). However, female teachers’ assessed CCK (31.0%, SD ± 8.8) was marginally higher than males’ (27.7%, SD ± 11.3; p = 0.41). Postgraduate students’ perceived (58.5%, SD ± 10.27) and assessed CCK (33.1%, SD ± 9.24) did not differ significantly from undergraduates’ perceived (52.7%, SD ± 11.41) and assessed CCK (27.08%, SD ± 9.12) ( p = 0.37). Findings demonstrated deficiencies in preservice physical education teachers’ CCK, despite higher levels of perceived CCK. The introduction of a terminal physical education examination in secondary schools in Ireland may require more emphasis to be placed on CCK in physical education teacher education programmes.
{"title":"Preservice teachers’ perceived and assessed levels of examinable physical education content knowledge","authors":"Brendan T. O’Keeffe, Conor Igoe, Padraic Rocliffe","doi":"10.1177/1356336x251329831","DOIUrl":"https://doi.org/10.1177/1356336x251329831","url":null,"abstract":"Physical education is now examined as part of the Leaving Certificate in Ireland. The primary aim of this study was to analyse the relationship between preservice physical education teachers’ perceived and assessed Leaving Certificate Physical Education (LCPE) subject-specific knowledge, referred to as common content knowledge (CCK). In total, 30 participants (73% female; undergraduate, <jats:italic>n</jats:italic> = 15; postgraduate, <jats:italic>n</jats:italic> = 15) were recruited from one teacher education institute in Ireland. Participants completed a perceived CCK survey followed by an assessment of CCK for all 10 topics on the LCPE specification. Mean perceived CCK was 60.1% (SD = 11.2); however, mean assessed CCK was 24.1% (SD = 7.7). The highest individual assessed CCK score was 51.3%. Over half (53.3%) of participants did not achieve a pass grade. Male teachers’ perceived CCK rating (63.3%, SD = 6.9) was significantly higher than females’ (52.8%, SD = 11.2, <jats:italic>p</jats:italic> = 0.03). However, female teachers’ assessed CCK (31.0%, SD ± 8.8) was marginally higher than males’ (27.7%, SD ± 11.3; <jats:italic>p</jats:italic> = 0.41). Postgraduate students’ perceived (58.5%, SD ± 10.27) and assessed CCK (33.1%, SD ± 9.24) did not differ significantly from undergraduates’ perceived (52.7%, SD ± 11.41) and assessed CCK (27.08%, SD ± 9.12) ( <jats:italic>p</jats:italic> = 0.37). Findings demonstrated deficiencies in preservice physical education teachers’ CCK, despite higher levels of perceived CCK. The introduction of a terminal physical education examination in secondary schools in Ireland may require more emphasis to be placed on CCK in physical education teacher education programmes.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"33 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782664","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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