Meaningful Physical Education Research Articles

‘Weak’ physical education teacher education practice: co-constructing features of meaningful physical education with pre-service teachers

ABSTRACT While the meaningful physical education approach serves as a unifying and focused framework for both physical education teachers and teacher educators, it is focused on teaching physical education and not how teacher educators can teach pre-service teachers (PSTs) how to teach using meaningful physical education. Consequently, Learning about Meaningful Physical Education (LAMPE) has emerged as a comprehensive pedagogical approach designed to support teacher educators in their decision making to educate PSTs about meaningful physical education. However more work is needed to exemplify PETE practices when enacting the LAMPE pedagogical principles and explain their effectiveness in preparing PSTs to learn about meaningful physical education. This research aims to address the knowledge gap in answering: What are the realities of enacting principle four of the LAMPE principles (i.e. Teacher educators should frame learning activities using features of meaningful participation) in PETE? Rather than providing the already agreed critical features of meaningful physical education (i.e. social interaction, challenge, motor competence, fun, and personally relevant learning), and reproducing what is already known, Dylan engaged in a self-study of teacher education practices (S-STEP) methodology to inductively co-construct a shared language with his PSTs. Data was collected through different sources: (i) Four community of learners meetings; (ii) 11 reflective journal entries; (iii) Critical friends interrogation on such reflections; and (iv) the teaching artefacts. Through data analysis, three categories were constructed: (1) Inductive disruption encouraging co-construction of meaningful physical education features; (2) Tensions in developing a shared language through identification, exploration, experience, and reflection; (3) An uncomfortable space of ‘knowing’ and ‘not knowing’. The inductive analysis led us to make connections to Biesta, G.’s [2014. The Beautiful Risk of Education. Paradigm Publishers] notion of ‘weak education’. Informed by this, this research advocates for ‘weak practice’, the development of a pedagogy of teacher education, and a principle zero.

All the better for it: Exploring one teacher-researcher's evolving efforts to promote meaningful physical education

Drawing on social constructivist learning theory and a conceptual framework for meaningful physical education (MPE), the purpose of this self-study was to present and explore how one teacher-researcher (TR) evolved their approach to implementing pedagogy promoting MPE in an alternative secondary/high school education setting. Utilizing self-study, data were collected before, during, and after twenty 75-minute lessons over 15 weeks. One critical friend interview, 20 post-teaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman and Saldana Framework for Qualitative Data Analysis (2014) was implemented, with thematic analysis then applied. The following themes were constructed: bringing the fun; steering between sparkling and sensitive social interactions; co-creating and reconsidering challenge; monitoring movements toward motor competence; and pursuing personal relevance in physical activity. Findings demonstrate the TR's explicit and intentional efforts to better implement the concept of MPE within their planning and pedagogy to develop a better understanding of what this looked like in practice and the role each feature played in teaching and learning. Utilizing and promoting democratic and reflective practices led the TR to consider and apply these features more frequently and readily to better teach knowledge, attitudes, and skills to their students through the conceptual lens of MPE. The experiences presented and discussed demonstrate the benefit of doing so not just for the TR's evolving approach to teaching and learning in physical education, but indeed for the learning of their students, researchers, and other practitioners too.

Exploring teacher educator pedagogical decision-making about a combined pedagogy of social justice and meaningful physical education

Teacher educators shape curriculum in the pedagogical decisions they make ( Lunenberg et al., 2007 ). Yet, evidence is lacking about how physical education (PE) teacher educators make decisions about what to include in their teacher education pedagogies. Four teacher educators in four different PE teacher education (PETE) programmes collaborated to examine their decision-making as they explored ideas related to Meaningful PE and social justice pedagogies. Insight into how teacher educators make decisions can add nuance to understanding pedagogical decision-making in PETE. A self-study of teacher education practices frame supported collective and individual interrogation of our decision-making processes. Data included planning documentation for each teaching episode ( n = 42), individual reflections ( n = 33), recordings of conversations with critical friends ( n = 15), and recordings of collective meetings ( n = 8). Pedagogical confrontations ( Moran et al., 2019 ) provided a lens for each teacher educator to gain perspective and insight into their decision-making related to Meaningful PE and social justice pedagogies The findings are presented in the form of four individual cases that illustrate the distinct story of each teacher educator’s engagement with Meaningful PE and social justice pedagogies. Teacher educators’ decisions were guided by their purposes and influenced by their contexts. Additionally, peers were an important source of pedagogical confrontations to influence decision-making practices. This research contributes to the understanding of innovation in PETE by illustrating how clarity about priorities promotes deliberate decision-making by teacher educators resulting in adoption or rejection of innovation.

Is meaningful physical education and social justice a complimentary combination? A physical education teacher educator collaborative self-study

ABSTRACT Background Physical Education Teacher Education (PETE) programmes are expected to support future teacher learning about contemporary innovations and big ideas for teaching physical education. Teacher educators are challenged to learn about and incorporate contemporary innovations while maintaining programme cohesion. Exploring how teacher educators make sense of and teach about innovations, such as ideas related to meaningfulness, alongside foundational ideas, such as social justice, can provide insight on teacher educator pedagogies and their professional development journeys. Purpose This study explored the concepts of and relationship between Meaningful PE and social justice in our teacher education pedagogies when implemented in combination. We pay particular attention to when ideas of Meaningful PE and social justice were complementary, overlapping and when they were distinctive. Method A self-study of teacher education practices methodology supported four teacher educators to collectively and individually interrogate our evolving understanding, decisions and practices across a 13-month period. [Loughran, J. 2014. “Professionally Developing as a Teacher Educator.” Journal of Teacher Education 65 (4): 271–283] signposts for teacher educator professional development provided theoretical guidance to make sense of our experiences combining the two pedagogies. This paper focuses on the recordings of collective meetings (n = 9, over 12 h) where we shared and analysed experiences, raised questions and formulated developing understandings of the relationship between teaching for meaningfulness and social justice approaches. Data analysis involved thematic analysis methods to review all data and collective identification and refinement of themes through back-and-forth discussion. Findings From the thematic analysis, the following themes were co-created: (a) Meaningful PE can act as social justice but is not social justice per se; and (b) the combination of Meaningful PE and social justice facilitates a dance between ‘the individual’ and ‘the social’ with democratic and reflective practices as the choreography. These features of the relationship provide direction and encouragement to combining Meaningful PE and social justice ideas in teacher education pedagogies. Conclusions Through cycles of experiencing and articulating, we made sense of the relationship between Meaningful PE and social justice. Our story highlights the value of teacher educators engaging with knowledge and practice of teaching about teaching and learning about teaching in the context of innovation.

A rubric for pre-service teachers to evaluate meaningful physical education

This manuscript presents the definition, implementation, and validation of a new rubric for assessing and improving meaningful physical education activities in tertiary education: the Rubric for Meaningful Physical Education Assessment (MEANPE). We present the rubric's validation based on twelve international external experts' appraisals, and on the perception of 250+ pre-service teachers (PST). The manuscript presents the validity, correspondence, formulation and appropriateness of the indicators and their levels. We found that there are statistically significant differences in student scores between the pre- and post-implementation, suggesting that the MEANPE rubric is a valid and reliable instrument with which to assess meaningful physical activities in primary school classes.

Using Collaborative self-study to support professional learning in initial teacher education: developing pedagogy through Meaningful Physical Education

ABSTRACT Collaborative self-study provides teacher educators with opportunities to enhance professional learning. This paper explores how three teacher educators used this approach to support their learning while introducing the pedagogy of Meaningful Physical Education (MPE) to pre-service teachers (PSTs). Thematic analysis of reflections, critical friend feedback and online conversations were used to generate three themes: Collaborative Self-study helped us to learn about our practice; learn how to support student learning; and learn how to introduce pedagogical innovation. Collaboration reinforced resolve and sustained change through sharing experiences, content, resources, and outcomes. While the context for this study was PE, we believe the findings are relevant for all initial teacher educators seeking to develop their practice. Further research into collaborative self-study practice of pedagogical innovation across varied curricular areas could enhance teacher and student learning.

Teachers’ sensemaking in implementation of Meaningful Physical Education

ABSTRACT Background While PE has arguably changed little since the 1960s, there is a rich history of the development of innovations in PE pedagogy. A key challenge lies in the sustained and broad use of these innovations. Researchers have sought to understand how teachers implement these innovations in their classrooms and the factors that lead to their sustained use. The concept of sensemaking offers an avenue for considering the processes by which teachers make sense of innovations in relation to a broad variety of personal and situational factors, which influence teachers’ conceptualizations and implementation of innovations. Much of the research to date on teachers’ sensemaking has centered on the use of innovations which have been mandated through policy and reforms. However, in this research, we take a different approach by beginning with a group of teachers who have voluntarily adopted the Meaningful PE innovation and integrated it into their regular teaching practice for a sustained period of time. The purpose of this research is to understand how these teachers have made sense of Meaningful PE in their local contexts. Methods Six teachers from five countries (Cambodia, Canada, China, Vietnam and USA) participated as collaborators in the study. Data collection methods included (a) individual semi-structured interviews with teachers, (b) teacher-generated artifacts (e.g. blogs and social media posts), and (c) analysis of teachers’ local curriculum documents. An inductive thematic analysis of the data was conducted. Findings Three themes illustrate how each teacher's sensemaking processes influenced their implementation of Meaningful PE, including making sense of Meaningful PE through (a) the attributes of the innovation, (b) teachers’ personal characteristics and beliefs, and (c) local curriculum. Teachers in this study made sense of Meaningful PE through the ways it clearly connected to their beliefs about PE teaching while also helping to resolve ambiguities and uncertainties in their practice. Implementation of Meaningful PE helped teachers bridge the gap between their espoused vision and enacted practice, while supporting more authentic interpretations and implementation of curricular goals and outcomes. Conclusions This research holds important implications for supporting PE teachers’ sustained professional learning about and implementation of innovative practices in PE. Specifically, the reciprocity between teachers’ interpretations of the innovation and their local curriculum points to (a) the importance of situating innovations within teachers’ local contexts and alongside local policy mandates when presenting them to teachers and (b) the potential for implementation of innovative approaches that deal with the how and why of teachers’ practice to help teachers understand and (re)interpret the what (i.e. mandated content and assessment) of their PE teaching in new ways.

Selecting (or not) physical education as an elective subject: Spanish high school students’ views

ABSTRACT Background: The interactions between behavior, environment and personal factors are the basis of the Social Cognitive Theory (Bandura, A. 1986. Social Foundations of Thought and Action. NJ: Prentice Halls). Within this theory, students’ behavior and motivation toward an activity is dependent on their feelings, thoughts and beliefs (Lodewyck and Pybus 2013. “Investigating Factors in the Retention of Students in High School Physical Education.” Journal of Teaching in Physical Education 32 (1): 61–77). Physical education can provide attractive contexts to promote students’ learning, but this depends on the teachers’ ability to offer them relevant educational experiences (Bailey, R. 2018. “Sport, Physical Education and Educational Worth.” Educational Review 70 (1): 51–66). Meaningful physical education is a pedagogical approach whose aim is to help teachers design significant experiences for all students (Beni, S., T. Fletcher, and D. Ní Chróinín. 2022. “‘It’s not a Linear Thing; There are a Lot of Intersecting Circles’: Factors Influencing Teachers’ Implementation of Meaningful Physical Education.” Teaching and Teacher Education 117: 103806). Physical education is a compulsory subject in Spain, but it is not included in the final year of high school. In 2018, one autonomous community decided to offer it as an elective subject in this course. Scholars and institutions claim for more hours of physical education. But, what about the students? Do they really want more? Purpose: The goal of the present study was to uncover the reasons why students selected, or not, physical education when it was included as an elective subject in their final year of high school. Participants and settings: A total of 795 year-13 students (17–18 years), enrolled in 13 different high schools participated. 444 (55.8%) had not selected physical education (61.71% females), while 351 (44.2%) did selected it (44.44% females). Convenience sampling was used to include participants, considering the possibilities of the researchers to access them. Research design: The study followed an ex post facto, transversal, prospective research design to gather data in a single time point (Cohen, L., K. Manion, and K. Morrison. 2011. Research Methods in Education. Routledge). Within this framework, a qualitative research design was selected to obtain rich, detailed, and heavily contextualized information from the source (Creswell, J. W. 2013. Qualitative Inquiry and Research Design: Choosing among Five Approaches. Sage). The participants responded to an open-ended question 3–4 weeks after the beginning of the school year to ‘fully explain the reason(s) for (not) selecting physical education in the final year of high school’. The qualitative software package MAXQDA 11 was used to help with data administration. Results: The deep analysis of the participants’ responses produced five themes for not selecting physical education (from strong to weak): academic stress, negative experiences, out-of-school physical activity, timetable, and importance, and four themes for selecting it: grade point average, importance, sport, and positive experiences. Conclusions: Results indicate that many students would eliminate physical education from their timetables if they had the chance. In many cases, it does not provide meaningful experiences, which produces low domain value. If physical education wants to survive as an academic subject in the schools, it must listen to its students, and attend their demands.

Developing a love for playing games: a clarification of why Digital Video Games Approach is not Gamification

ABSTRACT Background In recent years there has been a growing interest in potential pedagogical tools to be used in Physical Education (PE), and specifically in games. This has involved the exploration of both Gamification and Digital Video Games Approach (DVGA). Both are viable pedagogical tools for any teacher, and each have clearly different intentions for impacting student learning. Unfortunately, and despite several distinctions, they have been misinterpreted. Purposes The first purpose of the study is to offer a clarification of how these tools have emerged in PE and their underpinning mechanisms. This clarification explains their conceptual differences and similarities, with pedagogical implications. The second purpose is to highlight how understanding of this clarification can develop teachers’ Pedagogical Content Knowledge (PCK) and support more optimal usage and better impact positive student outcomes in PE. Key Arguments PE teachers are responsible for delivering high-quality teaching and learning experiences which are informed by well-reasoned decisions of which blend of pedagogical tools to use, when and why. Unless a clarification is provided concerning Gamification and DVGA, these tools will continue to be used sub optimally. In short, we clarify that Gamification is underpinned by increasing motivation in the short term, through improving the attention and engagement of students. In contrast, the underpinning of DVGA is metacognition, and this tool seeks to deepen student understanding; a distinct (we suggest) longer-term agenda. Discussion There is ongoing debate concerning the importance of a meaningful PE curriculum and how to engage students through games using a range of pedagogical tools. Gamification and DVGA are tools which share some commonalities (such as choice, challenge and feedback), but they also have distinct differences (such as planning, assessment and progressions, differentiation and the teacher’s role). Conclusions By improving teachers’ PCK about the purpose and underpinning mechanisms of Gamification and DVGA, they will be better equipped to decipher which pedagogical tool to use, when and why. As a result, teaching is more likely to deliver optimal impact for students to increase potential for developing a love for playing games.

Opening up Neat New Things: Exploring Understandings and Experiences of Social and Emotional Learning and Meaningful Physical Education Utilizing Democratic and Reflective Pedagogies.

When it comes to teaching social and affective outcomes pertaining to health and physical activity within Physical Education (PE) settings, such learning historically has been observed as manifesting itself as hoped-for-by-products rather than intentionally-taught-for curricular outcomes. The purpose of this study was to explore understandings and experiences of Social and Emotional Learning (SEL) and Meaningful Physical Education (MPE) utilizing democratic and reflective pedagogies. A qualitative case study design was implemented in an alternative high school setting in the USA across 10 months. Participants included the Teacher–Researcher (TR), one Physical Education (PE) teacher, a critical friend, two teaching assistants, and 16 ninth-grade alternative high school students aged 14–15 (eight girls/eight boys). Methods involved a TR journal, post–lesson teaching reflections, interviews, and focus groups, with inductive and deductive analysis applied. The following themes were constructed: It really made you think; making movement meaningful; being a better classmate; and doing things differently. Results demonstrate how utilizing democratic and reflective approaches grounded in social constructivist learning theory innovatively promoted SEL and MPE. It allowed students to reflect, interrogate and discuss how movement experiences inside and outside of PE influenced their pursuit of a physically active life. Participants articulated experiencing a more inclusive learning experience that challenged the purpose and subject matter of previous PE and physical activity. Teaching for SEL and MPE using common language and terminology around pre–identified and defined competencies, skills, and features drawn from these conceptual frameworks as demonstrated here, can help contribute to more concrete and uniform learning experiences within and across settings. Doing so led participants to demonstrate more holistic and broader understandings of what constituted participation in PE and physical activity, as well as how to promote and participate in meaningful movement and physical activity within and outside of school to promote healthy living. We call for further embedding of democratic and reflective pedagogies in PE teacher education and professional development that provides teachers and students with the opportunity to do so going forward.

‘It's not a linear thing; there are a lot of intersecting circles': Factors influencing teachers' implementation of Meaningful Physical Education

The purpose of this research was to examine factors that influenced how 12 elementary teachers implemented the Meaningful Physical Education innovation in their classrooms. Qualitative data were collected over 15 months. Analysis was guided conceptually by factors that influence innovation implementation. Results showed that implementation was most strongly influenced by teachers' prior experiences and beliefs, teachers' perceptions of students’ responses to the implementation process, and external organizational pressures. The longitudinal nature of this research offers an important contribution to the literature on implementation of education innovations.

Examining high school student perceptions of physical education

The current case study was designed to seek out incoming high school students’ perceptions of physical education (PE) and how students felt former PE teachers influenced their perceptions. The study was conducted at a high school in the United States and included semi-structured focus group interviews of 25 students. The results indicated that students have a mix of positive and negative perceptions of PE and reported that the purpose of PE was to participate in physical activity (PA) and learn how to live a healthy lifestyle through fun and meaningful experiences (theme 1). A fun and meaningful PE experience included learning how to live a healthy lifestyle, experiencing success in a variety of physical activities, and engaging socially with other peers (theme 2). The majority of students stated that their teachers controlled the factors that influenced their level of enjoyment in PE (theme 3). Students recognized that these activities and their teachers’ actions influenced their interpretations of their PA experiences in PE. Students reported that these perceptions could influence their future participation in PA. Based on the results of the study, PE has the potential to provide students with positive experiences with PA that encourage individual competence over social comparison. This, combined with meaningful content that is based on PE standards and students’ personal interests, can help to develop positive student perceptions of PE and increase students’ participation in PA.

"This Is Not Gym": Enacting Student Voice Pedagogies to Promote Social and Emotional Learning and Meaningful Physical Education.

The purpose of this study was to explore learners' experiences enacting youth/student voice pedagogies (SVP) to promote Social and Emotional Learning (SEL) and meaningful physical education (MPE) in an alternative education setting. Drawing on social constructivist learning theory in understanding and implementing a MPE approach, and a systemic framework for SEL, two research questions guided the research process: (1) How did students interpret and enact these pedagogies? (2) What contribution did the enactment of these pedagogies have in promoting SEL and MPE? This study implemented a qualitative case study design framed by a participatory action research (PAR) approach spanning 12 weeks from February to May 2021. Participants in this study included 16 ninth grade alternative high school students (eight girls/eight boys) aged 14–15 who had just returned to face-to-face learning in January 2021 for the first time following COVID-19. A range of traditional and innovative participatory qualitative research methods including focus group interviews, students' personal biographies, timelines, digital and written reflections, photovoice, and class artifacts were utilized. The Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented involving both deductive and inductive combinations of comparative and thematic analysis. The following themes were constructed: Making responsible decisions; unearthing and sharing mixed emotions; picturing physical activity beyond the classroom; recognizing the role of relationships; considering challenge and competence; and, pursuing meaning. Findings demonstrate how enacting SVP can lead to the development of students' SEL and MPE experiences complimenting multiple learning domains. We call for further embedding of SVP capturing students' physical activity and movement experiences inside and outside of PE in teacher education and professional development that helps teachers and their students make sense of, shape, influence, and enact more MPE and physical activity learning experiences.

An Actor-Oriented Perspective on Implementing a Pedagogical Innovation in a Cycling Unit

Purpose:The purpose of this research was to use an actor-oriented perspective to analyze one teacher’s implementation of the Meaningful Physical Education approach in one Grade 5 classroom in Saudi Arabia.Method:A single case study design was used, with the case being defined as Andy and his teaching of a cycling unit to one Grade 5 class. Data consisted of blog posts, tweets, and semistructured interviews.Results:Andy identified several spheres of influence on implementation, including his personal philosophy, students, co-teachers, and several organizational/environmental characteristics of King Abdullah University of Science and Technology (KAUST) School, as well as important attributes of the innovation that supported implementation.Discussion/Conclusion:An actor-oriented perspective offered insight into a teacher’s insider perspective of a pedagogical innovation, which enabled understanding of how he made sense of Meaningful Physical Education and used those ideas to guide planning, instructional, and assessment decisions in the cycling unit.

‘It’s Messy and It’s Frustrating at Times, but It’s Worth It.’ Facilitating the Professional Development of Teachers Implementing an Innovation

ABSTRACT This self-study research focuses on one teacher educator’s experience of learning to enact a pedagogy of facilitating teachers’ professional development (PD) through a community of practice (CoP) for teachers who were learning to use the Meaningful Physical Education (PE) approach. Twelve teacher participants with a range of experience levels were supported through a CoP in learning about and implementing the approach in their classrooms across two school years. These teachers had no prior connection to the teacher educator; they were voluntary participants who showed an interest in learning about Meaningful PE. The role of the teacher educator, who was conducting this research as part of a university-affiliated research project, was to facilitate CoP meetings while simultaneously collecting data on teachers’ implementation of Meaningful PE. Identity theory is used to make sense of the facilitator’s experience of learning to enact a pedagogy of facilitation. Qualitative data sources include: researcher reflective journal; teacher interviews; CoP meeting transcripts; and non-participant observations in teachers’ classrooms. Three themes are highlighted: (1) the facilitator’s experience of developing an identity as a facilitator of PD, (2) aligning a personal pedagogical philosophy with practice, and (3) navigating the unexpected. This study highlights the role of self-study research in helping the beginning facilitator of teachers’ PD understand their sense of self and identity and navigate the tensions associated with learning to take on a new role.

Conceptualizing Meaningful Physical Education

Background and purpose: The research literature in physical education (PE) is placing a growing emphasis on Meaningful PE (Beni et al, 2017) to transform PE to meet the needs of all students. The purpose of this research was to 1) identify the concepts of Meaningful PE that students found to be important and 2) distinguish which concepts have the most potential to provide students with Meaningful PE experiences. 
 The study: The project was conducted in three PE classes among grade 7 to 9 students in an urban secondary sports academy school in collaboration with their PE teachers. Data was collected using the GroupWisdomⓇ Concept Mapping (2021) platform and group interviews with the objective to have PE students and teachers conceptualize Meaningful PE.
 Findings: The study found that students’ and teachers’ context specific conceptualizations of Meaningful PE can be identified using GCM. The major tenet of Meaningful PE found was relationships. Student and teacher participants identified important concepts for Meaningful PE as a combination of statements within the clusters of kindness, physical activity, fun, and quality education. The findings call for a broad understanding of students within each school context in order to conceptualize meaningful physical education experiences. 
 Conclusions: It is my conclusion that involving students in the conceptualization of Meaningful PE by focusing on autonomous and inclusive relationships is of great importance to co-create Meaningful PE experiences. Secondary students were able to identify what is important for meaningful experiences in PE and how inclusive relationships can facilitate Meaningful PE experiences.

'It's how PE should be!': Classroom teachers' experiences of implementing Meaningful Physical Education.

Meaningful Physical Education (PE) is a pedagogical approach to PE instruction designed with the aim of helping teachers explicitly prioritise meaningful experiences for students. The purpose of the current study was to conduct a small-scale implementation of a preliminary version of Meaningful PE with a sample of five primary classroom teachers in Ireland to receive their feedback on the approach and their experiences of implementing it in their classrooms. Qualitative data were collected across an eight-week implementation period. An actor-oriented analysis was used to focus specifically on teachers’ decisions concerning both what and how to implement the approach, as well as the reasons why they implemented Meaningful PE the way they did. Results show teachers were generally supportive of Meaningful PE as they attempted to implement several components of the approach in their classrooms. Teachers’ implementation was highly related to their positive interpretations of the approach, in relation to both their perceptions of beneficial student outcomes and in drawing connections between the approach and prior experiences of and beliefs about teaching. This study adds further support to prior small-scale studies where implementation of Meaningful PE has been assessed and provides insight into how the approach might be introduced to and implemented more broadly by teachers in the future.

Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education

Purpose: The purposes of this research were to design a professional development (PD) initiative to introduce teachers to a pedagogical innovation—the Meaningful Physical Education (PE) approach—and to understand their experiences of the PD process. Method: Twelve PE teachers in Canada engaged in an ongoing PD initiative, designed around characteristics of effective PD, across two school years as they learned about and implemented Meaningful PE. Qualitative data were collected and analyzed. Findings: This research showed that teachers valued a community of practice and modeling when learning to implement Meaningful PE. While teachers were mostly favorable to the PD design, there were several tensions between ideal and realistic forms of PD. Discussion: This research offers support for several characteristics of effective PD to support teachers’ implementation of a novel pedagogical approach and highlights the need to balance tensions in providing forms of PD that are both effective and practical.

Experiences in physical education and sport: reflections of female athletes with visual impairments

ABSTRACT The purpose of this study was to understand how individuals identifying as female, an athlete and having a visual impairment experience physical education and sport experiences. An interpretative phenomenological analysis research approach was adopted, and four female athletes with visual impairments aged 23–28-years-old acted as participants. The study utilised two sources of data: semi-structured, audio-taped, telephone/video call interviews and reflective interview notes. Data were analysed thematically using a three-step process and two themes were constructed (a) Physical education was ‘just a credit’ and (b) ‘If you enjoy this, we will drive you’. The participants reported that they did not have meaningful physical education experiences. Interestingly, however, the participants noted that these poor experiences were not critical to them, as they had developed a sense of athletic identity in others, outside of school physical activity opportunities supported by family.

The (mis)alignment between young people’s collective physical activity experience and physical education curriculum development in Ireland

ABSTRACT Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Framed in the work of Fullan, M. (1991. The New Meaning of Educational Change. Toronto: Teachers College Press) and Dewey, J. (1997. Experience and Education. New York, NY: Touchstone), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; provision of activities that are both competitive and non-competitive; activities focused on team sport and alternative forms of movement such as yoga; differentiated activities and teams and choice, beyond choosing between team sports only. We argue that the young person’s voice has the potential to inform policy and practice, as well as enforce and advocate for policy and practice that positions young people at the centre of the learning experience.