Pub Date : 2025-03-20DOI: 10.1177/1356336x251327828
Franziska Heidrich, Stefan Meier
Embracing diversity and the demand for social justice are key concerns in modern societies, and it is imperative for physical education (PE) to address student diversity and promote social justice. However, achieving these goals presents challenges for PE teachers. In this context, social justice pedagogies (SJPs) provide guidance on how to address these demands. Although the concept of SJPs has been extensively theorized, there is a research gap concerning concrete teaching practices related to social justice. Despite a growing literature base, knowledge about specific teaching practices that PE teachers employ in their professional practice remains limited. This study aims to gain a deeper understanding of how SJPs can be realized in PE. Following an exploratory qualitative design, semi-structured interviews were conducted with Austrian secondary school PE teachers ( n = 20) to explore teaching practices aligned with SJPs. Qualitative content analysis, informed by SJPs, was applied to analyze the data. The results reveal various teaching practices related to SJPs, such as considering student diversity when selecting teaching content, making individualized adjustments, and promoting social skills and fairness. These teaching practices include teaching goals, content, didactic-methodical approaches, teacher–student(s) interactions, and grading. Based on the findings, this paper discusses how these teaching practices reflect the theoretical considerations of SJPs. It concludes that the explored teaching practices demonstrate opportunities for enacting SJPs in PE.
{"title":"Exploring social justice pedagogies in physical education in Austria: Teaching practices for diversity and equity","authors":"Franziska Heidrich, Stefan Meier","doi":"10.1177/1356336x251327828","DOIUrl":"https://doi.org/10.1177/1356336x251327828","url":null,"abstract":"Embracing diversity and the demand for social justice are key concerns in modern societies, and it is imperative for physical education (PE) to address student diversity and promote social justice. However, achieving these goals presents challenges for PE teachers. In this context, social justice pedagogies (SJPs) provide guidance on how to address these demands. Although the concept of SJPs has been extensively theorized, there is a research gap concerning concrete teaching practices related to social justice. Despite a growing literature base, knowledge about specific teaching practices that PE teachers employ in their professional practice remains limited. This study aims to gain a deeper understanding of how SJPs can be realized in PE. Following an exploratory qualitative design, semi-structured interviews were conducted with Austrian secondary school PE teachers ( <jats:italic>n</jats:italic> = 20) to explore teaching practices aligned with SJPs. Qualitative content analysis, informed by SJPs, was applied to analyze the data. The results reveal various teaching practices related to SJPs, such as considering student diversity when selecting teaching content, making individualized adjustments, and promoting social skills and fairness. These teaching practices include teaching goals, content, didactic-methodical approaches, teacher–student(s) interactions, and grading. Based on the findings, this paper discusses how these teaching practices reflect the theoretical considerations of SJPs. It concludes that the explored teaching practices demonstrate opportunities for enacting SJPs in PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"27 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143666161","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 : 2025-03-17DOI: 10.1177/1356336x251326481
Matthew J Green, Mark F Mierzwinski
This article provides ethnographic insights from one state-funded secondary school in the north of England detailing gendered differences within changing room procedures and practices when changing attire for physical education (PE). Attained through participant observations, focus groups with pupils and individual interviews with PE teachers, the school's changing rooms were found to encompass multiple spaces, which served dual intended and unintended functions and social consequences. Applying the concepts of figuration ( Elias, 1978 ), [gendered] civilised bodies ( Elias, 2012 ), habitus ( Elias, 1978 ) and emotions ( Elias, 2001 ) as theoretical prisms revealed how PE teacher-informed procedures and expectations were gendered. Furthermore, with age, boys’ and girls’ diverging changing room behaviours and emotional navigations became increasingly gendered. This article demonstrates how changing rooms not only serve practical functions, but also evoke social and emotional processes which impact peer-group dynamics and pupils’ experiences of PE. Given this, participatory action research could be undertaken aimed at creating more equitable, inclusive and effective localised changing room policies, procedures and practices. This study could also be expanded into investigating policies, practices and experiences within other similar spaces, such as toilets and swimming pools.
{"title":"A figurational analysis of secondary physical education gendered changing room procedures and practices in England","authors":"Matthew J Green, Mark F Mierzwinski","doi":"10.1177/1356336x251326481","DOIUrl":"https://doi.org/10.1177/1356336x251326481","url":null,"abstract":"This article provides ethnographic insights from one state-funded secondary school in the north of England detailing gendered differences within changing room procedures and practices when changing attire for physical education (PE). Attained through participant observations, focus groups with pupils and individual interviews with PE teachers, the school's changing rooms were found to encompass multiple spaces, which served dual intended and unintended functions and social consequences. Applying the concepts of figuration ( <jats:xref ref-type=\"bibr\">Elias, 1978</jats:xref> ), [gendered] civilised bodies ( <jats:xref ref-type=\"bibr\">Elias, 2012</jats:xref> ), habitus ( <jats:xref ref-type=\"bibr\">Elias, 1978</jats:xref> ) and emotions ( <jats:xref ref-type=\"bibr\">Elias, 2001</jats:xref> ) as theoretical prisms revealed how PE teacher-informed procedures and expectations were gendered. Furthermore, with age, boys’ and girls’ diverging changing room behaviours and emotional navigations became increasingly gendered. This article demonstrates how changing rooms not only serve practical functions, but also evoke social and emotional processes which impact peer-group dynamics and pupils’ experiences of PE. Given this, participatory action research could be undertaken aimed at creating more equitable, inclusive and effective localised changing room policies, procedures and practices. This study could also be expanded into investigating policies, practices and experiences within other similar spaces, such as toilets and swimming pools.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"70 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143640739","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 : 2025-03-13DOI: 10.1177/1356336x241309756
Luis Calmeiro, Tiago Paupério, Jamie McCabe, Pedro Teques
The teaching styles physical education (PE) teachers employ may promote or undermine pupils’ motivation. While reproductive styles are thought to rely on the repetition of patterns of movement teachers provide, productive styles aim for students to generate their own solutions to problems. Therefore, productive styles may promote students' basic psychological needs (BPNs), which tend to be associated with the quality of students’ motivation. This mediation model was tested using structural equation models. Group invariance between Portuguese and Scottish subsamples was tested with a multigroup confirmatory factor analysis. A total of 548 secondary school PE pupils from Portugal ( n = 353; 47.3% females) and Scotland ( n = 195; 31.3% females) completed online measures of pupils’ perceptions of teaching styles, motivation and BPNs. The data indicated that the most frequently used styles were from the reproductive cluster. Portuguese students perceived significantly greater use of reproductive styles than Scottish students. The model had an adequate fit to the data for both subsamples. Productive styles were positively associated with BPNs and BPNs were positively associated with autonomous motivation. Productive styles had a direct and indirect effect, through BPNs, on autonomous motivation. Reproductive styles also had a direct positive effect on autonomous motivation in the Portuguese sample and neither a direct nor indirect effect on controlled motivation in both samples. BPNs were positively associated with controlled motivation in the Scottish sample but negatively associated in the Portuguese sample. None of the teaching clusters were directly associated with autonomous motivation in the Scottish sample. Associations of teaching styles with motivation vary according to cultural and situational factors.
{"title":"Students’ perceptions of teaching styles use and motivation to participate in PE: A multigroup analysis of the mediating role of basic psychological needs","authors":"Luis Calmeiro, Tiago Paupério, Jamie McCabe, Pedro Teques","doi":"10.1177/1356336x241309756","DOIUrl":"https://doi.org/10.1177/1356336x241309756","url":null,"abstract":"The teaching styles physical education (PE) teachers employ may promote or undermine pupils’ motivation. While reproductive styles are thought to rely on the repetition of patterns of movement teachers provide, productive styles aim for students to generate their own solutions to problems. Therefore, productive styles may promote students' basic psychological needs (BPNs), which tend to be associated with the quality of students’ motivation. This mediation model was tested using structural equation models. Group invariance between Portuguese and Scottish subsamples was tested with a multigroup confirmatory factor analysis. A total of 548 secondary school PE pupils from Portugal ( <jats:italic>n</jats:italic> = 353; 47.3% females) and Scotland ( <jats:italic>n</jats:italic> = 195; 31.3% females) completed online measures of pupils’ perceptions of teaching styles, motivation and BPNs. The data indicated that the most frequently used styles were from the reproductive cluster. Portuguese students perceived significantly greater use of reproductive styles than Scottish students. The model had an adequate fit to the data for both subsamples. Productive styles were positively associated with BPNs and BPNs were positively associated with autonomous motivation. Productive styles had a direct and indirect effect, through BPNs, on autonomous motivation. Reproductive styles also had a direct positive effect on autonomous motivation in the Portuguese sample and neither a direct nor indirect effect on controlled motivation in both samples. BPNs were positively associated with controlled motivation in the Scottish sample but negatively associated in the Portuguese sample. None of the teaching clusters were directly associated with autonomous motivation in the Scottish sample. Associations of teaching styles with motivation vary according to cultural and situational factors.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"68 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143618546","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 : 2025-03-13DOI: 10.1177/1356336x251326023
Xiaoping Fan, Jaimie M McMullen
Stakeholders’ perceptions may shape the direction of physical education practice and policy. However, there is a lack of comprehensive investigation into the perceptions of K-12 physical education from diverse groups of stakeholders within a single study. Therefore, the purpose of this study was to explore the perceptions of students, classroom teachers, administrators, and parents on the purpose and impact of physical education. Using the social ecological model as a theoretical framework, this study included 28 participants from three schools in the Mountain West United States, consisting of students ( n = 8), classroom teachers ( n = 9), parents ( n = 8), and administrators ( n = 3). Paired/group interviews were conducted with students, classroom teachers, and parents, while individual interviews were held with administrators. Each group of stakeholders’ responses to interview questions were analyzed inductively using thematic analysis. The results of this study are presented based on the perceptions of the four groups of stakeholders, focusing on two aspects: the purpose of physical education (the “what”) and its perceived impact on children and youth (the “why”). The results indicated that stakeholders’ understanding of the purpose of physical education is closely tied to the concept of health, while their perceptions of its impact vary. This study highlights the dynamic relationships between physical education and various layers of the social ecological model, including students, classroom teachers, school administrators, and parents. By exploring these interactions, the study provides insights into enhancing the implementation and advocacy of physical education.
{"title":"The “what” and “why” of physical education: Exploring K-12 stakeholders’ perceptions","authors":"Xiaoping Fan, Jaimie M McMullen","doi":"10.1177/1356336x251326023","DOIUrl":"https://doi.org/10.1177/1356336x251326023","url":null,"abstract":"Stakeholders’ perceptions may shape the direction of physical education practice and policy. However, there is a lack of comprehensive investigation into the perceptions of K-12 physical education from diverse groups of stakeholders within a single study. Therefore, the purpose of this study was to explore the perceptions of students, classroom teachers, administrators, and parents on the purpose and impact of physical education. Using the social ecological model as a theoretical framework, this study included 28 participants from three schools in the Mountain West United States, consisting of students ( <jats:italic>n </jats:italic> = 8), classroom teachers ( <jats:italic>n </jats:italic> = 9), parents ( <jats:italic>n </jats:italic> = 8), and administrators ( <jats:italic>n </jats:italic> = 3). Paired/group interviews were conducted with students, classroom teachers, and parents, while individual interviews were held with administrators. Each group of stakeholders’ responses to interview questions were analyzed inductively using thematic analysis. The results of this study are presented based on the perceptions of the four groups of stakeholders, focusing on two aspects: the purpose of physical education (the “what”) and its perceived impact on children and youth (the “why”). The results indicated that stakeholders’ understanding of the purpose of physical education is closely tied to the concept of health, while their perceptions of its impact vary. This study highlights the dynamic relationships between physical education and various layers of the social ecological model, including students, classroom teachers, school administrators, and parents. By exploring these interactions, the study provides insights into enhancing the implementation and advocacy of physical education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"16 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143618545","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 : 2025-02-24DOI: 10.1177/1356336x251316761
Denis Schulz, Karen L Gaudreault, Kelly L Simonton, Victoria N Shiver, Kevin Andrew Richards
Physical education (PE) teachers often experience frustration and struggle to be taken seriously within their profession. When these negative feelings are internalized, PE teachers may withdraw from using best practices and question their importance within the school. Perceived mattering can help navigate marginalization and the negative feelings associated with it. Grounded in the teacher career cycle framework and the psychological construct of perceived mattering, this study aimed to investigate the feelings of mattering among PE teachers at different career stages in the United States. Data were collected via semi-structured interviews with 19 participants and analyzed using inductive guidelines. Data analysis led to the construction of the following three themes: (1) increased feelings of mattering are tied to the competency building and enthusiasm and growth career stages, (2) perceptions of mattering grow over time through intentional relationship building, and (3) feelings of enthusiasm are grounded in intrinsic motivation. Teachers in the competency building and enthusiasm and growth stages reported having increased feelings of mattering through community participation. Teachers also shared that support from school administration promotes a sense of importance, which showcases the essential role relationships have in teacher well-being and mitigating negative emotions associated with the sociopolitical pressures of the profession. Findings indicate that perceptions of mattering are tied to increased engagement with others, allowing PE teachers to be more central in the educational network, though advocacy for and tenure in the field is also required.
{"title":"Exploring perceived mattering in physical educators across the teacher career cycle: A focus on two stages","authors":"Denis Schulz, Karen L Gaudreault, Kelly L Simonton, Victoria N Shiver, Kevin Andrew Richards","doi":"10.1177/1356336x251316761","DOIUrl":"https://doi.org/10.1177/1356336x251316761","url":null,"abstract":"Physical education (PE) teachers often experience frustration and struggle to be taken seriously within their profession. When these negative feelings are internalized, PE teachers may withdraw from using best practices and question their importance within the school. Perceived mattering can help navigate marginalization and the negative feelings associated with it. Grounded in the teacher career cycle framework and the psychological construct of perceived mattering, this study aimed to investigate the feelings of mattering among PE teachers at different career stages in the United States. Data were collected via semi-structured interviews with 19 participants and analyzed using inductive guidelines. Data analysis led to the construction of the following three themes: (1) increased feelings of mattering are tied to the competency building and enthusiasm and growth career stages, (2) perceptions of mattering grow over time through intentional relationship building, and (3) feelings of enthusiasm are grounded in intrinsic motivation. Teachers in the competency building and enthusiasm and growth stages reported having increased feelings of mattering through community participation. Teachers also shared that support from school administration promotes a sense of importance, which showcases the essential role relationships have in teacher well-being and mitigating negative emotions associated with the sociopolitical pressures of the profession. Findings indicate that perceptions of mattering are tied to increased engagement with others, allowing PE teachers to be more central in the educational network, though advocacy for and tenure in the field is also required.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"55 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143485729","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 : 2025-01-30DOI: 10.1177/1356336x241312088
Youngjoon Kim, Kelly L. Simonton, Kevin Mercier, Karen Lux Gaudreault, Kevin Andrew Richards
Teacher identities, shaped within teacher education programs, are linked to professional commitment, career longevity, teaching effectiveness, and student learning. The purpose of this study was to examine the relationships among teacher beliefs, emotions during student teaching, and professional identity in physical education (PE) preservice teachers (PSTs). The PE PSTs ( N = 268), who were in the final weeks of completing their semester-long student teaching in the USA, completed a survey that measured teacher beliefs, emotions, and professional identity. Confirmatory factor analysis and structural equation modeling were used to evaluate the data and hypothesized relationships. The results confirmed that PE PST beliefs were related to positive and negative emotions during student teaching and that both beliefs and emotions were related to teacher identity. The emotions experienced in student teaching support indirect relations between beliefs and identities. The study highlights the importance of teacher education that fosters strong and professional teacher beliefs and provides a meaningful student teaching environment that can generate positive emotions. To ensure the success of PE PSTs, rather than simply their survival, this study advocates for the establishment of supportive and close-knit partnerships between university-based teacher educators, cooperating teachers, and school staff. PE PSTs’ professional identity formation and its influences require more research to establish connections with teacher effectiveness, motivation, and well-being, which are tethered to student learning.
{"title":"Examining the relationships among preservice physical education teachers’ beliefs, emotions, and professional identity","authors":"Youngjoon Kim, Kelly L. Simonton, Kevin Mercier, Karen Lux Gaudreault, Kevin Andrew Richards","doi":"10.1177/1356336x241312088","DOIUrl":"https://doi.org/10.1177/1356336x241312088","url":null,"abstract":"Teacher identities, shaped within teacher education programs, are linked to professional commitment, career longevity, teaching effectiveness, and student learning. The purpose of this study was to examine the relationships among teacher beliefs, emotions during student teaching, and professional identity in physical education (PE) preservice teachers (PSTs). The PE PSTs ( N = 268), who were in the final weeks of completing their semester-long student teaching in the USA, completed a survey that measured teacher beliefs, emotions, and professional identity. Confirmatory factor analysis and structural equation modeling were used to evaluate the data and hypothesized relationships. The results confirmed that PE PST beliefs were related to positive and negative emotions during student teaching and that both beliefs and emotions were related to teacher identity. The emotions experienced in student teaching support indirect relations between beliefs and identities. The study highlights the importance of teacher education that fosters strong and professional teacher beliefs and provides a meaningful student teaching environment that can generate positive emotions. To ensure the success of PE PSTs, rather than simply their survival, this study advocates for the establishment of supportive and close-knit partnerships between university-based teacher educators, cooperating teachers, and school staff. PE PSTs’ professional identity formation and its influences require more research to establish connections with teacher effectiveness, motivation, and well-being, which are tethered to student learning.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"13 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071850","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 : 2025-01-17DOI: 10.1177/1356336x241308526
Thomas Quarmby, Anthony J Maher, Oliver Hooper, Vicci Wells, Lucy Slavin
There is currently no literature that considers the practicalities of delivering physical education (PE) in alternative provision schools, nor the challenges that this might entail. As such, this paper offers a unique contribution to knowledge by highlighting the key factors that influence the delivery of PE within alternative provision schools in England from the perspectives of practitioners (i.e. those tasked with delivering it). Following a Freedom of Information request, an online survey was distributed to all alternative provision schools in England ( n = 335, 48 responses). A purposive sample of practitioners ( n = 14) was then invited to take part in online semi-structured interviews. Qualitative responses from the survey (extracted into an Excel spreadsheet), along with the transcripts from the interviews, were analysed using inductive and deductive procedures. The data were subsequently mapped to the socio-ecological model ( McLeroy et al., 1988 ) to identify what influenced delivery at multiple levels. This included factors at the intrapersonal level (e.g. staff confidence and competence, their pedagogical and content knowledge and feelings of isolation), interpersonal level (e.g. pupil needs/abilities, their behaviour and trauma, confidence, negative experiences of mainstream PE and lack of motivation), institutional level (e.g. spatial constraints, the facilities and equipment available and class sizes), community level (e.g. stigma and a lack of engagement with National Governing Bodies), and public policy level (e.g. recruitment of staff, financial constraints and attainment pressures). This paper presents a range of intersecting factors that influence what happens and how in PE in the context of alternative provision schooling.
{"title":"Exploring the factors that influence the delivery of physical education in alternative provision schools in England","authors":"Thomas Quarmby, Anthony J Maher, Oliver Hooper, Vicci Wells, Lucy Slavin","doi":"10.1177/1356336x241308526","DOIUrl":"https://doi.org/10.1177/1356336x241308526","url":null,"abstract":"There is currently no literature that considers the practicalities of delivering physical education (PE) in alternative provision schools, nor the challenges that this might entail. As such, this paper offers a unique contribution to knowledge by highlighting the key factors that influence the delivery of PE within alternative provision schools in England from the perspectives of practitioners (i.e. those tasked with delivering it). Following a Freedom of Information request, an online survey was distributed to all alternative provision schools in England ( n = 335, 48 responses). A purposive sample of practitioners ( n = 14) was then invited to take part in online semi-structured interviews. Qualitative responses from the survey (extracted into an Excel spreadsheet), along with the transcripts from the interviews, were analysed using inductive and deductive procedures. The data were subsequently mapped to the socio-ecological model ( McLeroy et al., 1988 ) to identify what influenced delivery at multiple levels. This included factors at the intrapersonal level (e.g. staff confidence and competence, their pedagogical and content knowledge and feelings of isolation), interpersonal level (e.g. pupil needs/abilities, their behaviour and trauma, confidence, negative experiences of mainstream PE and lack of motivation), institutional level (e.g. spatial constraints, the facilities and equipment available and class sizes), community level (e.g. stigma and a lack of engagement with National Governing Bodies), and public policy level (e.g. recruitment of staff, financial constraints and attainment pressures). This paper presents a range of intersecting factors that influence what happens and how in PE in the context of alternative provision schooling.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"30 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142988774","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 : 2024-12-12DOI: 10.1177/1356336x241301427
Vaughan Cruickshank, Casey Mainsbridge, John Williams, Michael Dunning, Kevin Andrew Richards
This study examined how physical education (PE) teachers in one Australian state approached and implemented their practice following the COVID-19 pandemic. Semi-structured interviews were undertaken with 14 primary and high school PE specialist teachers who participated in our previous COVID-19-focused studies to understand the changes that occurred in their practice over time. Analysing teachers’ experiences as part of the figurations they form with others resulted in the identification of key themes that reflected their perceptions of the ongoing influence of COVID-19 on their practices as PE teachers. These themes relate to blind or unplanned social processes ( Elias, [1987] 2007a ) that contributed to unintended consequences ( Elias, 2009a ) of the teachers’ actions. They were focused on levels of student engagement, equity, planning, online resources, assessment and well-being. The results showed that while there were ongoing issues related to varied student engagement and home environments, participants perceived that the forced move to online learning had what we considered to be unintended consequences for the PE profession and, specifically, PE teachers. These unintended consequences were focused on planning, online resources, assessment and well-being.
{"title":"Looking forwards and backwards: The continuing influence of COVID-19 on the practices of physical education teachers","authors":"Vaughan Cruickshank, Casey Mainsbridge, John Williams, Michael Dunning, Kevin Andrew Richards","doi":"10.1177/1356336x241301427","DOIUrl":"https://doi.org/10.1177/1356336x241301427","url":null,"abstract":"This study examined how physical education (PE) teachers in one Australian state approached and implemented their practice following the COVID-19 pandemic. Semi-structured interviews were undertaken with 14 primary and high school PE specialist teachers who participated in our previous COVID-19-focused studies to understand the changes that occurred in their practice over time. Analysing teachers’ experiences as part of the figurations they form with others resulted in the identification of key themes that reflected their perceptions of the ongoing influence of COVID-19 on their practices as PE teachers. These themes relate to blind or unplanned social processes ( Elias, [1987] 2007a ) that contributed to unintended consequences ( Elias, 2009a ) of the teachers’ actions. They were focused on levels of student engagement, equity, planning, online resources, assessment and well-being. The results showed that while there were ongoing issues related to varied student engagement and home environments, participants perceived that the forced move to online learning had what we considered to be unintended consequences for the PE profession and, specifically, PE teachers. These unintended consequences were focused on planning, online resources, assessment and well-being.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"55 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142815639","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 : 2024-12-06DOI: 10.1177/1356336x241298637
Annette Stride, Jonathan Allen
This scoping review brings together, for the first time, research spanning five decades focusing on Muslim students’ experiences of physical education (PE). In taking stock of this work, it advances knowledge by mapping how understandings of the relationship between religion and PE have developed, whilst identifying new avenues of inquiry. Therefore, this scoping review is a useful resource for pedagogues and other stakeholders to reflect on current PE policy and practice to ensure they are best serving their Muslim students’ needs. Two questions are addressed: ‘How has research developed understandings regarding Muslim students’ experiences of PE?’ and ‘What lessons can be learnt to support more inclusive experiences for Muslim students?’ A six-stage methodological approach was utilised: (1) identifying research question(s); (2) searching for studies; (3) selection; (4) charting data; (5) summarising results; and (6) expert consultation. A systematic literature search using key words (Islam, Muslim, Physical Education) identified 141 outputs. Using inclusion/exclusion criteria, 47 remained. The findings offer (a) a summary of the characteristics of the work reviewed, including growth of the field, research location, contexts, participants and methodological issues, and (b) a critical commentary, identifying a preoccupation with particular identities, the significance of acknowledging heterogeneity, and the problematic positioning of Muslim students. The paper concludes with some future research recommendations, including the need for research exploring Muslim boys' and young men's experiences, adopting alternative theoretical approaches, exploring different contexts and re-orientating how research is undertaken ‘with’ young people.
{"title":"Muslim students’ experiences of physical education: A scoping review","authors":"Annette Stride, Jonathan Allen","doi":"10.1177/1356336x241298637","DOIUrl":"https://doi.org/10.1177/1356336x241298637","url":null,"abstract":"This scoping review brings together, for the first time, research spanning five decades focusing on Muslim students’ experiences of physical education (PE). In taking stock of this work, it advances knowledge by mapping how understandings of the relationship between religion and PE have developed, whilst identifying new avenues of inquiry. Therefore, this scoping review is a useful resource for pedagogues and other stakeholders to reflect on current PE policy and practice to ensure they are best serving their Muslim students’ needs. Two questions are addressed: ‘How has research developed understandings regarding Muslim students’ experiences of PE?’ and ‘What lessons can be learnt to support more inclusive experiences for Muslim students?’ A six-stage methodological approach was utilised: (1) identifying research question(s); (2) searching for studies; (3) selection; (4) charting data; (5) summarising results; and (6) expert consultation. A systematic literature search using key words (Islam, Muslim, Physical Education) identified 141 outputs. Using inclusion/exclusion criteria, 47 remained. The findings offer (a) a summary of the characteristics of the work reviewed, including growth of the field, research location, contexts, participants and methodological issues, and (b) a critical commentary, identifying a preoccupation with particular identities, the significance of acknowledging heterogeneity, and the problematic positioning of Muslim students. The paper concludes with some future research recommendations, including the need for research exploring Muslim boys' and young men's experiences, adopting alternative theoretical approaches, exploring different contexts and re-orientating how research is undertaken ‘with’ young people.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"27 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789921","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 : 2024-12-05DOI: 10.1177/1356336x241298629
Robin Lindgren Fjellner, Håkan Larsson, Dean Barker
Various attempts have been made to emphasise the educational purpose of physical education (PE). Ennis (2011 ) has noted that understandings of content shift depending on curriculum. The aim of the paper is to explore what the enacted content becomes when the Practising Model is implemented in PE. Four PE teachers, in two Swedish secondary schools, enacted the Practising Model with five classes for 10–17 lessons. Qualitative data were generated in the form of video recordings of lessons, interviews with students and teachers, and student-produced material. The findings are presented as three main content areas: (a) general-subject content, typically teacher-initiated and involving planning and evaluation; (b) subject-specific content, largely student-initiated and encompassing the adoption, appreciation, exploration, understanding, and grasping of movement qualities; and (c) persona-developing content, focusing on character development through persisting and daring. A discussion of the findings using Categorical Bildung is presented, illustrating the added value the enacted content may bring students in terms of their Bildung. The study highlights the diversity of content engagement and the fluidity between content categories. This diversity also introduces a challenge in the changing relationship between content and teaching. The organising centre for PE and its relation to content are discussed. The paper concludes with suggestions for future research.
{"title":"Exploring the enacted content of the Practising Model: A Bildung theoretical perspective","authors":"Robin Lindgren Fjellner, Håkan Larsson, Dean Barker","doi":"10.1177/1356336x241298629","DOIUrl":"https://doi.org/10.1177/1356336x241298629","url":null,"abstract":"Various attempts have been made to emphasise the educational purpose of physical education (PE). Ennis (2011 ) has noted that understandings of content shift depending on curriculum. The aim of the paper is to explore what the enacted content becomes when the Practising Model is implemented in PE. Four PE teachers, in two Swedish secondary schools, enacted the Practising Model with five classes for 10–17 lessons. Qualitative data were generated in the form of video recordings of lessons, interviews with students and teachers, and student-produced material. The findings are presented as three main content areas: (a) general-subject content, typically teacher-initiated and involving planning and evaluation; (b) subject-specific content, largely student-initiated and encompassing the adoption, appreciation, exploration, understanding, and grasping of movement qualities; and (c) persona-developing content, focusing on character development through persisting and daring. A discussion of the findings using Categorical Bildung is presented, illustrating the added value the enacted content may bring students in terms of their Bildung. The study highlights the diversity of content engagement and the fluidity between content categories. This diversity also introduces a challenge in the changing relationship between content and teaching. The organising centre for PE and its relation to content are discussed. The paper concludes with suggestions for future research.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"9 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789895","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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