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Carmen Peiró-Velert, Pere Molina-Alventosa, David Kirk, and José Devís-Devís

This paper examines teachers’ use of printed curriculum materials (PCM) during physical education (PE) instruction in Spanish secondary schools and the role they play in the enacted curriculum and in the construction of pedagogical knowledge. Three hundred and ten participants (mean age: 37.7 ± 8.7) responded to an interview-questionnaire on teachers’ pedagogical roles and tasks linked to PCM in PE. Results indicated that while PCM were used very frequently for registering students’ attendance and recording observational notes from lessons, textbooks were less and infrequently used. Both, ‘materials for data registration’ and ‘student textbook’ showed the highest and lowest level of teachers’ satisfaction, respectively. ‘Student diary’ was the PCM used more by female and less experienced teachers than their counterparts, while textbooks were used more by experienced teachers than those with less years of teaching experience. Over fifty percent of teachers considered PCM to be ‘Quite important’ because they facilitate students to study theoretical knowledge, investigate and be creative. The paper discusses the contribution of teachers’ use of PCM to the enacted curriculum and their participation in the social construction of PE knowledge through Bernstein’s theory of pedagogic device. In particular, it indicates that PE teachers are relatively independent from external agencies in curriculum development and participate in the social construction of pedagogical knowledge. Female and less experienced teachers’ use of PCM facilitated students’ participation in the construction of knowledge, which suggests weaker framing of the teaching-learning process..

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Hongying Wang, Bo Shen, and Jin Bo

connection with curriculum and instruction ( Chen & Ennis, 2009 ), situational interest (SI) and a situationally interesting learning environment have been well investigated (e.g.,  Garn, Cothran, & Jenkins, 2011 ; Hastie, Johnson, & Rudisill, 2018 ; Scott, Shen, Price, & Centeio, 2020 ). However, SI, in

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Chih-Chia Chen, Yonjoong Ryuh, Tony Luczak, and John Lamberth

evidence has compared the effects of different instructions that induced external versus internal focus of attention on motor performance and suggested the superiority of focusing attention on movement effect ( van der Graaff, Hoozemans, Pasteuning, Veeger, & Beek, 2018 ; Wulf, Lauterbach, & Toole, 1999

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Francisco Javier Gil-Espinosa, Iván López-Fernández, Rubén Espejo, and Rafael Burgueño

studies have appeared in relation to the application of instructional strategies in PE, such as gamification ( Fernández-Río et al., 2020 ) and flipped learning ( Cheng et al., 2019 ). It is of interest to discover more about the application of blended learning during the COVID-19 pandemic. The

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Kristen C. Schellhase, Andrew A. McIntosh, Isis I.A. Jennings-Collier, Madison D. Dininny, Richard I. Zraick, and L. Colby Mangum

grade level 4 ; however, there is no known research that has assessed the readability of postconcussion home care instructions in the United States. Therefore, the purpose of this study was to analyze the readability of recommended postconcussion home care instructions. Methods Procedures This study was

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Ben D. Kern, Wesley J. Wilson, Paul Malinowski, and Tristan Wallhead

education (PE; Kirk, 2010 ). To support this mission, teachers are urged to utilize instructional practices that appropriately challenge and engage all students in learning opportunities designed to help them acquire the necessary knowledge and skills for lifelong physical activity ( Rink, 2014

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Tim Fletcher, Ken Lodewyk, Katie Glover, and Sandra Albione

implementation across Ontario. These factors warranted a more concerted and systematic effort to support teachers in using the revised curriculum. In collaboration with curriculum consultants from H&PE and other subject areas, Ophea and the Ministry of Education identified instructional coaching as a promising

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Mey A. van Munster, Laureen J. Lieberman, and Michelle A. Grenier

. Coates and Vickerman ( 2008 ) reviewed a range of strategies for differentiating PE for SWDs and recommended, among other suggestions, curricular adaptation and instructional modifications. Qi and Há ( 2012 ) also encouraged further research into curricular and instructional approaches that can

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Jaehun Jung, Layne Case, Samuel W. Logan, and Joonkoo Yun

Teachers’ instructional practices are positively associated with students’ academic achievements, motivational beliefs, school-wide disciplinary actions, physical activity levels, and student engagement ( Bevans et al., 2010 ; Jin & Yun, 2013 ; Liou & Ho, 2018 ; Scott & Gage, 2020 ). Students

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Thomas G. Almonroeder, Emily Watkins, and Tricia Widenhoefer

behind toes). These results appear to support the recommendation that individuals should limit anterior knee motion when squatting. However, exercise professionals often rely on verbal instruction to alter squat technique (vs physical restrictions). As a result, it is important to explore how verbal