Student Learning and Motivation in Physical Education

Abstract

In a previous Advocacy in Action article, Richards and Wilson (2012) discussed quality physical education (PE) as a precursor to advocacy. It was argued that, before PE teachers can be effective advocates, they must first develop a high-quality PE program for which to advocate. This article extends the points made by Richards and Wilson by arguing that, in addition to being standards-based, a high-quality PE program should promote a student-centered learning environment.