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Donal Howley and Mary O’Sullivan

process of three PE teachers in three different schools, attempting to give students voice from their PE lessons in an effort to further understand how this paradox embodies itself at the coalface of classrooms and the wider school setting at a time of curricular reform. Three questions guided this study

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Weidong Li, Xiuye Xie, and Huanyu Li

models in PE is rarely based on a theory of learning. Any curricular reform should be driven by a theory of learning ( Rink, 1999 ). A model-based approach to teach PE could help teachers sustain instruction and help students transfer learning across lessons, units, and grade levels ( Metzler, 2005