statistical techniques, the perception of the motivational climate oriented toward mastery was first inserted into the equation, followed by the perception of the motivational climate oriented toward performance, since both variables can influence behavior within the contexts of PE and sport. Results
Search Results
Portuguese Students’ Perceptions About the Motivational Climate in Physical Education
Paulo Pereira, Fernando Santos, and Daniel A. Marinho
Listening to the Body in Physical Education and Sport
Aspasia Dania and Laura Lorenz
may be operationalized or interpreted ( Carlson, 2020 ; Pascoe Leahy, 2022 ). Within the fields of physical education (PE) and sport, researchers advocate for relational forms of inquiry, to address the discursive forces of what bodies “can do” and how such a matter “acts” ( Fullagar, 2017 ) with an
Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of a Teacher Educator and Pre-Service Teachers
Mats M. Hordvik, Ann MacPhail, and Lars T. Ronglan
Purpose:
In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education?
Method:
One PETE faculty member (the first author) and twelve PSTs took part in a university Sport Education unit. Data were collected through the PETE faculty member’s open-ended reflective diary and focus groups with three PST teams.
Results:
The PETE faculty member and PSTs experienced various challenges such as bridging theory and practice when learning about teaching Sport Education and articulating the “what”, “how” and “why” when teaching about teaching Sport Education.
Conclusion:
Sport Education is a complex curriculum and instructional model, encouraging further interrogation of the theoretical implications of the model.
Evaluating the Feasibility of the Education, Movement, and Understanding (EMU) Program: A Primary School-Based Physical Education Program Integrating Indigenous Games Alongside Numeracy and Literacy Skills
Narelle Eather, Nicholas Riley, Mark Babic, Andrew Bennie, John Maynard, and Philip J. Morgan
learning and developing fundamental movement skills, as this is a focus of physical education curricula across the primary school years in Australia and internationally ( Active Healthy Kids Australia, 2022 ), and for providing opportunities to participate in physical activities and sport. Fundamental
A Comparison of Motivation and Physical Activity Levels Between a Sport Education Season and a Hybrid Sport Education and Cooperative Learning Season
Irene Rocamora, Ashley Casey, Sixto González-Víllora, and Natalia María Arias-Palencia
Criticizing the capacity of multiactivity, sport technique-based physical education (PE) to provide for the needs of learners, Kirk ( 2013 ) predicted a future that saw either the radical reform of PE—perhaps in the form of models-based practice (MbP)—or its extinction. Kirk’s advocacy for MbP, and
The Role of the Type of Sport in the Effects of the Jigsaw Method on Students’ Motivation and Moderate to Vigorous Physical Activity in Physical Education
Océane Cochon Drouet, Vanessa Lentillon-Kaestner, Cédric Roure, and Nicolas Margas
al., 2008 ), and by exploring whether this effect depends on the type of sport taught in the PE sequence. The Jigsaw Method The Jigsaw method ( Aronson & Patnoe, 2011 ) is based on the five characteristics of cooperative learning ( Johnson & Johnson, 1989 ): (a) the positive interdependence between members
Teacher and Student’s Perspectives on Their Experiences Within Hybrid Sport Education-Cooperative Learning Pedagogical Model Units in Elementary Physical Education
Alexander Gil-Arias, Stephen Harvey, Óscar M. Morante, Fernando Claver, and Javier Fernández-Río
), Metzler ( 2011 ) proposed a range of models that have the potential to contribute to a wide range of beneficial outcomes across an array of learning domains. Two such second generation models that build on strong statement of democratic and student-centered approach in PE are sport education (SE) and
The Potential of Sport Education to Satisfy the Basic Psychological Needs of Children From Socially Vulnerable Backgrounds
Juan Á. Simón-Piqueras, David González-Cutre, and Luis M. García López
When Daryl Siedentop ( 1994 ) proposed the pedagogical model of sport education (SE), he raised the question of why sport outside school was more motivating than sport in physical education (PE) classes. He suggested that sport in school PE could be considered a poor copy of sport outside school
Chapter 6 Case Study of an Institutionalized Urban Comprehensive School Physical Activity Program
Sarah A. Doolittle and Paul B. Rukavina
This single case study (Yin, 2009) compares an established urban physical education/sport/physical activity program with two models: Comprehensive School Physical Activity Program/CSPAP (AAHPERD, 2013; CDC, 2013); and Lawson’s propositions (2005) for sport, exercise and physical education for empowerment and community development to determine their applicability in urban schools. Data include semistructured interviews, multiple observations, and artifacts collected over two academic years. Triangulation, peer debriefing, and interpretative and member checks were used for trustworthiness. Findings indicate that most aspects of both theories were evident in the program, though goals exceeded those of CSPAP as stated, and Lawson’s concept of “community” was limited. Major themes related to establishing this CSPAP are described, including practical strategies for budget, scheduling and staffing, and qualities of leadership. Stakeholders reported that they valued the program not for student wellness, but for personal, social and academic well being, as well as for contributions to the school culture.
Reproducing Gender? Intergenerational Links and the Male PE Teacher as a Cultural Conduit in Teaching Physical Education
David Brown and John Evans
Drawing on illustrations from a recent life history study that focused on male student teachers as they negotiated their way through a 1-year postgraduate certificate in education (PGCE) physical education teacher training course at a university in England, this paper explores how teachers are implicated in the social construction of gender relations in teaching physical education and school sport. The perspective forwarded is that the embodied gendered dispositions student teachers bring into the profession constitute a powerful influence on their professional behavior, and that the development and legitimation of these dispositions might be traced to key relationships with other physical education and coaching professionals. In so doing, we identify key moments in a process of cultural reproduction and conclude that teachers might be viewed as intergenerational living links or cultural conduits in the construction and transmission of particular gender orientations and practices in the profession. We conclude that future research needs to be intergenerational in focus if we are to better understand how these links act as channels in reproducing gender relations and how we might rupture and challenge them.
