the students’ physical education and sports classes without the supervision of the classroom teacher. Necessary explanations about the test were given to the children just before the measurements. Then, the skills were demonstrated via a standard video, tablet, and smartphone to avoid causing
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The Relationship Between Actual Motor Competence and Physical Activity in Children: Mediating Roles of Perceived Motor Competence and Physical Activity Enjoyment
Murat Cimen, Semiyha Tuncel, and Fehmi Tuncel
Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education
Stephanie Beni, Tim Fletcher, and Déirdre Ní Chróinín
Traditional forms of teacher-centered physical education (PE) pedagogy are under scrutiny, having been identified as largely ineffective for students in contemporary times ( Armour & Harris, 2013 ). Kirk ( 2010 ) cautioned that without radical change to PE programs and pedagogies, they would either
Assessing Student Ratings of Developmental Experiences in a High School Physical Education Leadership Program
Paul M. Wright, Kevin Andrews Richards, and James D. Ressler
Larson ( 2000 ) has argued that cultivating leadership capacity among adolescents can promote positive development and is an important investment in the future. In addition to school-wide structures for student leadership (e.g., student government), physical education (PE) and sport can provide
Erratum. Is Just Moving Enough for Girls? The Moderation Role of Gross Motor Development Level in the Association Between Physical Activity and Cognition
Journal of Teaching in Physical Education
of gross motor development level in the association between physical activity and cognition. Journal of Teaching in Physical Education. Advance online publication. https://doi.org/10.1123/jtpe.2023-0173 The name listed for the sixth author was incorrect. The author’s name is Juliana Kain
Erratum. Attributes Contributing to the Use of Technology in School-Based Physical Activity Promotion: A Diffusion of Innovations Approach
Journal of Teaching in Physical Education
Teaching in Physical Education. Advance online publication. https://doi.org/10.1123/jtpe.2024-0052 In Figure 1, the Phase I approach to the research design was incorrectly listed as qualitative instead of quantitative. The article was corrected September 25, 2024.
Using Group Concept Mapping to Conceptualize Meaningfulness in Physical Education With Secondary Students
Jodi Harding-Kuriger, Douglas Gleddie, Déirdre Ní Chróinín, and Sean Lessard
Every-body was born to move in their own unique ways. In fact, we want to move ( Kretchmar, 2008 ; Quennerstedt, 2019 ) and youth commonly want to be involved in physical education (PE) and physical activity (PA) at school and in their communities ( Halas, 2011 ; Lodewyk & Pybus, 2012 ). When
Physical Education Curricular Elements in Blended Learning During the COVID-19 Pandemic
Francisco Javier Gil-Espinosa, Iván López-Fernández, Rubén Espejo, and Rafael Burgueño
During the COVID-19 pandemic period, physical education (PE) teachers have had to manage the teaching and learning process to make the experimental, practical, and face-to-face nature of the PE subject compatible with the limitations promulgated by virtual approaches ( O’Brien et al., 2020 ; Varea
Understanding the Teaching and Learning of Fundamental Movement Skills in the Primary Physical Education Setting: A Qualitative Study
Cecilia H.S. Chan, Amy S.C. Ha, Natalie Lander, and Johan Y.Y. Ng
), FMS has been identified as a core element in primary physical education (PE) programs in Hong Kong ( Curriculum Development Council, The Government of Hong Kong Special Administrative Region, 2017 ), and globally, as an avenue to develop students’ confidence and competence for lifelong participation
Philippe Tissié’s Psychopedagogical Conceptions of Physical Education: Franco-Swedish Hybridity (1886–1935)
Pierre-Alban Lebecq, Yves Moralès, Jean Saint-Martin, Yves Travaillot, and Natalia Bazoge
On December 19, 1888, when Philippe Tissié (1852–1935) was 36 and had just graduated from Bordeaux Faculty of Medicine, he decided to create the Ligue Girondine d’Éducation Physique (Physical Education League of the Gironde). He aspired to help the students of educational establishments in the
Encouraging Students to Co-Construct and Co- and Self-Regulate Their Learning Within a Cooperative Learning Environment in Physical Education
André Moura, Ann MacPhail, Amândio Graça, and Paula Batista
It is common in traditional physical education practices that the teaching–learning process is constructed solely (and without the involvement of students) by teachers, that is, teachers plan, define what is taught and assessed, and determine how it is to be delivered. Similarly, classroom
