In order to make sustainable change efforts that better meet the diverse needs and interests of students, there has been increased advocacy for and implementation of a variety of pedagogical approaches in physical education. Many of these approaches take the form of models, such as Sport Education
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An Actor-Oriented Perspective on Implementing a Pedagogical Innovation in a Cycling Unit
Andy Vasily, Tim Fletcher, Doug Gleddie, and Déirdre Ní Chróinín
Pedagogical Innovations for the Millennial Sport Management Student: Socrative and Twitter
R. Douglas Manning, Margaret C. Keiper, and Seth E. Jenny
Pedagogical innovation involving smartphone technology paired with complementary applications may offer sport management faculty the opportunity to create an environment of engaging instruction. Technologically enhanced and innovative assignments have the potential to stimulate student interest and critical-thinking skills by presenting new experiences and active learning opportunities via participatory education. Through the discussion of technology integration and pedagogical innovation when teaching millennial students, the purpose of this paper is to provide a conceptual framework—namely, the concerns-based adoption model (CBAM)—to introduce mobile technologies, such as Socrative and Twitter, into the sport management classroom.
From the Physical to the Social: Twitter as a Pedagogical Innovation in the Sport Communication and Sport Management Classroom
Jimmy Sanderson and Blair Browning
This essay discusses how Twitter can be used as a pedagogical tool for sport communication and sport management courses. Given the prevalence with which Twitter has penetrated the sport industry and the frequency with which college students use social media, Twitter is a complementary and viable classroom component. The essay provides ways in which Twitter can be used for formal assignments in the sport communication and sport management classroom. The essay concludes by discussing some challenges to using Twitter in the classroom, describing strategies for overcoming these barriers, and encouraging sport communication and sport management educators to embrace the culture of convergence that Twitter affords. The appendix offers detailed guidelines for the assignments discussed in the essay.
Service-Learning and Physical Education in Preservice Teacher Training: Toward the Development of Civic Skills and Attitudes
María Maravé-Vivas, Jesús Gil-Gómez, Odet Moliner García, and Carlos Capella-Peris
( 2021 ) argued that civic learning is one of those essential elements of SL, noting that this is reflected in most definitions, explicitly naming civic learning as one of the categories of learning outcomes that pedagogy can and should generate. This conceptual framework underpins the present research
Stepping Back, Stepping Up, and Stepping Forward: Exploring One Teacher’s Evolving Approach to Teaching Social and Emotional Learning in High School Physical Education
Donal Howley, Ben Dyson, and Seunghyun Baek
reviews affirm how best practices in the field are in some way contributing to the accomplishment of SEL in K–12 settings ( Bessa et al., 2019 ; Opstoel et al., 2020 ; Teraoka et al., 2020 ). Considering this, rather than the need to introduce and develop more innovative pedagogies in secondary PE
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
cooperative learning (CL) ( Ennis, 2014 ). SE is a pedagogical model with the goal of creating competent, literate, and enthusiastic students through a meaningful sporting experience ( Siedentop et al., 2020 ). In SE, learning outcomes emerge as result of a cooperative and interactive construction of shared
Journaling as Contemplative Practice for Sport Management Education
Samuel M. Clevenger and Jaime R. DeLuca
practice for the university classroom, most research on its pedagogical value in sport management is relatively new and generally relates to either research methodology or its usefulness in data collection. For the latter, researchers have used reflective journaling as a tool for gathering data for studies
Physical Education Teachers’ Use of Digital Game Design Principles
Shane Pill, Brendon Hyndman, Brendan SueSee, and John Williams
There have been many critiques of physical education (PE; e.g., Evans & Davies, 2010 ; Green, 2014 ; Kirk, 2010 ; Pill, 2016a ). Overall, it is claimed that there is questionable pedagogy, curriculum design, content relevance, low levels of physical activity in PE, struggles to maintain student
How the Lack of Content Validity in the Canadian Assessment of Physical Literacy Is Undermining Quality Physical Education
Dean Dudley and John Cairney
Physical literacy (PL) has become a construct of increased interest in education over the last 20 years. United Nations Education, Scientific and Cultural Organization (UNESCO) recognized it as a fundamental principle of quality physical education in 2015 largely because of the pedagogical reform
“Wow! They’re Teaching Each Other”: Primary Teachers’ Perspectives of Implementing Cooperative Learning to Accomplish Social and Emotional Learning in Aotearoa New Zealand Physical Education
Ben Dyson, Donal Howley, and Yanhua Shen
. Regardless of terminology, evidence-based research and recent systematic and scoping reviews affirm that when contemporary pedagogies are implemented appropriately in PE, it can lead to the accomplishment of affective outcomes aligning with SEL competencies ( Opstoel et al., 2020 ; Teraoka et al., 2020
