Browse

Research exploring motivation has yielded a robust body of evidence to guide efforts to improve teaching and learning in physical education (PE). We begin by defining motivation and achievement within the context of PE. Given the extensive and diverse motivational perspectives, we purposely selected three widely studied theories in PE, achievement goal theory, self-determination theory, and interest theory, as the focus of our review. These theories have guided many investigations and the development of pedagogical practice over the past 3 decades. We elaborate on these theories and then synthesize recently published intervention studies to provide an interpretive analysis of the literature. This analysis has enabled us to identify gaps that need to be addressed in future research and efforts to improve practice. We conclude with the proposition calling for innovative, theory-driven, evidence-based research and practice to foster adaptive student motivation for optimal educational, behavioral, and health outcomes in K–12 PE.

Pedagogical content knowledge is an incredibly useful construct to examine teaching and to design teacher education for preservice and continuing education settings. Although it has been central to discussions of teaching effectiveness since Shulman first proposed it in 1986, pedagogical content knowledge has been subject to considerable criticism and elaboration since then. In this paper, we discuss the research on pedagogical content knowledge in physical education, criticisms, and how it has been shaped by those criticisms. We examine pedagogical content knowledge beyond the traditional focus of pedagogy and content, discussing the role of knowledge of students, context, and curriculum as influences on pedagogical content knowledge. In doing so, we identify the strengths and weaknesses of the literature and propose directions for future research.

In this article, the authors examine the idea of social and emotional learning (SEL) and discuss ways it can contribute to a favorable future for physical education. While physical education has a long history and best practices aligned with this initiative, there is certainly room to improve. Not only can practitioners be more intentional and explicit in the ways SEL is promoted, a favorable future for physical education would involve a transformative approach that helps students develop SEL skills while also addressing institutional and systemic barriers that limit opportunities for social and emotional development. As the authors explain, transformative SEL in physical education would be characterized by student empowerment, culturally responsive teaching, and students applying these lessons in other settings for the betterment of themselves and society. The article concludes with a discussion of what it would take to move in this direction with regard to theory, policy, research, and practice.

This report documents the fifth National Academy of Kinesiology Doctoral Program Evaluation (DPE) for U.S. doctoral programs in kinesiology. Three years (2020–2022) of data were collected and analyzed from doctoral programs at 35 institutions. Eleven faculty indices and six student indices were used to rank doctoral programs. Total T-scores (unadjusted and adjusted for both faculty size and outlying scores) were calculated to create two rankings. Correlations of indices’ T-scores with total T-score were calculated to inform potential refinement of the National Academy of Kinesiology DPE. Participating programs varied widely in title, disciplinary emphasis/Classification of Instructional Program code, and number (5–37) of faculty. The mean number of doctoral faculty and students increased from the fourth DPE cycle. The correlations of most indices with total program T-score had values similar to those reported in the previous DPE cycles. Demographic data are reported and discussed for ranked and some unranked indices for program benchmarking and consideration for refinement of future DPE cycles.