Physical Education Pedagogy Research Articles

The ghosts of research past, present and future: understanding the past to inform a future of models-based practice research

ABSTRACT Background Each year, at the Invisible College – a one-day physical education and sport pedagogy (PESP) special interest group conference hosted prior to the main British Educational Research Association’s annual conference – a scholar is honoured with the Scholar Lecture in recognition of their significant contribution to the PESP field. This paper represents the 2024 Scholar Lecture. Purpose The purpose of this Scholar Lecture is to reflect on my contributions to the field of PESP, offering a modest overview of the development, current state, and future possibilities of Models-based Practice as seen through my research. Key concepts This paper draws inspiration from Charles Dickens’ novel, A Christmas Carol. In this work, the miserly protagonist is visited by three spirits – the Ghosts of Christmas Past, Present, and Future – to warn him of the consequences of leading a parsimonious life. In the paper, the metaphor of research ghosts is used to explore the past, present, and a possible future of Models-based Practice (MbP) research. I argue that, over a research career, ideas and concepts not only evolve and mature but also go in and out of vogue. Despite this, ideas are often grasped and used by other researchers to ‘make a point’ without regard to the evolution of the same idea. As a result, researchers with a significant ‘back catalogue’ are left to live with the echoes of their past research. Consequently, I argue that both the genesis and the evolution of ideas need to be considered if we are to give due recognition to the work in the field of physical education and sport pedagogy. Discussion and conclusion Moving from the past to the present and a possible future of MbP research, I explore the ideas of model fidelity and hybrid pedagogical models, consider the dissonance that exists between my ghosts of research past and present and acknowledge that the fault for any (mis)interpretation of my ideas lies with me. Finally, I consider what I believe is missing from MbP research and reflect on the Whiteness, able-bodied-ness, lack of social justice-ness and Eurocentric nature of MbP. I note that there are, for example, few, if any, people of colour in models’ scholarship, and argue that we need to better understand the unique experiences of different groups in this space. Fundamentally, we need to consider the different bodies that might be impacted by our research and better acknowledge that the global crisis of school physical education is far more nuanced and far less global than we might imagine. Finally, we must ensure that we are not haunted by our own ghosts but instead see them as reminders of our oversights and assumptions, and ultimately as a vehicle through which to understand the ways in which our thinking quite rightly evolves over time.

Exploring student reflection in physical education practice

ABSTRACT Background In a recent publication [Bjørke, Lars, and Mikael Quennerstedt. 2023. ‘Reflecting on Student Reflections in Physical Education Practice: Moving Beyond a Theory-and-Practice Divide’. Physical Education and Sport Pedagogy, 1–14. doi:1080/17408989.2023.2281913], we conceptualised how student reflection can be understood in a way that aligns with the practical, situated and embodied nature of physical education. Although this study clarified what reflection can be in physical education practice, new questions have emerged in the wake of our discussions. One such question involves how reflection can be explored methodologically. Indeed, through mapping existing methodologies used to explore student reflection in physical education practice, we identified an urgent need for researchers to develop more coherent and rigorous frameworks for exploring student reflection in physical education practice so that our field can move beyond making educated guesses about the potential role of student reflection in physical education practice and its relationship to education and learning. Purpose The purpose of this article is to suggest and discuss methodological tools to better explore and understand reflection within the context of physical education practice. Methodological considerations By outlining previous methodologies used to explore reflection in physical education, we identified three challenges that need to be addressed in research: (1) foregrounding student reflection as the object of knowledge in research, (2) theoretically opening up for student reflection as situated and embodied, and (3) methodologically delineating and empirically capturing student reflection. We address these three challenges by providing methodological examples of how researchers can position reflection theoretically, formulate research questions, generate and analyse data and make claims about student reflection in physical education practice. We then extend our suggestions and determine their usefulness for teachers interested in learning more about how reflection can make their pedagogical practices more educative. Conclusion We argue that there is an urgent need to foreground student reflection in physical education research and to develop more coherent and rigorous methodologies for empirically exploring student reflection that, over time, allows cumulative knowledge about the why(s), what(s) and how(s) of student reflection in physical education to be built.

Teachers’ experiences of enacting pedagogical models and models-based practice: a systematic mixed study review

ABSTRACT Background The shift from traditional, teacher-led methods towards more student-centred approaches in many countries has positioned pedagogical models and Models-based Practice (MbP) as a potential future for physical education pedagogy. Over the last 10–15 years there has been a surge in publications reporting on teachers’ experiences of enacting models. These studies have not, until now, been synthesised. Such a synthesis would allow a richer, more nuanced and holistic understanding of teachers’ experiences of enacting pedagogical models in physical education. This understanding helps to provide a robust evidence base from which to consider the usefulness of pedagogical models and MbP as a future physical education pedagogy. Purpose The purpose of this review is to explore and synthesise teachers’ experiences of enacting pedagogical models in literature from 2010 to 2022. In doing this we set out to answer the question: What are teachers’ reported experiences of enacting pedagogical models and/or models-based practice? Methods This study employed a systematic mixed study approach to analyse empirical examples of qualitative, quantitative, and mixed methods research published between 1st January 2010 and 31st October 2022. The selection process involved a comprehensive search strategy across four databases (SportDiscus, ERIC, Web of Science, Scopus), title and abstract screening, full-text evaluation, the use of the mixed methods assessment tool and a synthesis of the findings from the 91 included studies. Results The findings highlighted five themes related to teachers’ experiences of enacting pedagogical models: (1) developing democratic classrooms through pedagogical models, (2) enacting pedagogical models for professional growth, (3) strengthening student learning within and beyond the physical domain, (4) aligning curricula through pedagogical models, and (5) challenging the current state of physical education through pedagogical models. Results reveal teachers’ efforts to democratise the classroom environment where students, regardless of their ability, were given equal opportunities. This democratisation occurred alongside teachers’ pedagogical growth but was not without its challenges. The review underscores the multifaceted challenges of integrating pedagogical models into diverse educational contexts. Teachers report on the need for investment in professional development and the garnering of other professional support to be able to negotiate and adapt pedagogical models to the curricular aspirations in local contexts. Importantly, the review highlights how many teachers reported that their use of pedagogical models allowed them to extend student learning beyond the physical domain. Discussion The review makes an important, original and innovative contribution to understanding and knowledge in the field by highlighting the potential of pedagogical models to enrich physical education pedagogy by fostering more inclusive, reflective, and dynamic learning environments. It critically examines the barriers in the enactment of pedagogical models, ranging from infrastructural limitations to the intricacies of using pedagogical models in practice. The paper, therefore, highlights the need for supportive frameworks for teachers implementing pedagogical models that emphasises continuous learning and collaboration. In conclusion, we ask if pedagogical models are destined to remain a lofty ideal, or if there is a need to recalibrate our scholarly compass, broadening our research horizons to envisage a more inclusive and diverse future for physical education?

80 ЛЕТ НА СЛУЖБЕ ЗДОРОВЬЯ И РАЗВИТИЯ РЕБЁНКА В ОБРАЗОВАНИИ

The article discusses the history and mission of the Federal State Budgetary Scientific Institution "Institute of Child Development, Health and Adaptation" (Director – E.N. Pristupa, Doctor of Sciences in Pedagogy, Professor), which was founded in November 1944. The article describes the main stages of the Institute's development, its scientific achievements and contributions to the study of child physiology, school hygiene, preschool education, physical education and hospital pedagogy. The main areas of the Institute's research are presented, including studies of children's morphophysiological development, the development of methods and standards for assessing and improving children's physical and mental health, and the methodological support of innovative approaches to health protection and child development in the educational environment. The article presents in chronological order the main scientific and practical achievements of the Institute, including research on functional development of children, cognitive activity, telemetric recording of heart rate and respiratory parameters, physiological bases of pubertal stages of children, and the development of scientific bases of physical education in educational organizations. The article also highlights the modern research of the Institute. In conclusion, the article emphasizes the significance of the Institute of Child Development, Health and Adaptation as a recognized center of innovation that significantly contributes to the development of science and education, and the role of the Institute in the creation of a healthy and successful society.

Mapping research trends in physical education pedagogies: a bibliometric analysis using scopus database

This study aims to provide a comprehensive and systematic review of research trends in applying pedagogical models in physical education (PE) pedagogy. Furthermore, there are ongoing challenges facing teaching and learning in PE to deliver effective learning and achieve current learning objectives. This study used a bibliometric analysis approach by examining publication growth patterns, distribution of publication growth, distribution of authors, countries, affiliations, and network analysis based on the appearance of keywords. A search for articles in the Scopus database with specific keywords related to PE pedagogy yielded 419 relevant articles analyzed using CSV and VOSViewer applications. The results revealed a positive trend of increasing the number of published articles starting in 2018 and peaking in 2022. Keith Davids is a famous and influential author with the most publications and the highest citations. His article titled Algorithmic Skin: Health-tracking Technologies, Personal Analytics and the Biopedagogies of Digitized Health and Physical Education, written by Ben Williamson, was the most popular article with 123 citations. China has the most productive authors, and the United Kingdom is the country of origin for the most popular authors with the highest citation rates. The current and emerging trends demonstrate the integration of innovative teaching practices, alternative pedagogical approaches, and the promotion of holistic student development to cope with the development of PE. At the same time, the co-word analysis presents further research streams that include technology utilization and integrative approaches to transformative PE. In conclusion, this study has practical and theoretical implications in the research and practice of physical education pedagogies to identify integration and strategies and PE pedagogies. Keywords: physical education pedagogy; the trend of research; the integration of innovative and alternative pedagogical approaches; technology utilization and integrative approaches

Narrative pedagogy in sport, PETE, and physical education: A scoping review

This article conceptualises narrative pedagogy and surveys the literature investigating its use in sport, physical education teacher education and physical education. A scoping review informed by Arksey and O’Malley’s (2005) five-stage framework resulted in the consideration of 13 relevant studies. The following questions were explored: Who conducted these studies? Where and when were these conducted? Why did the authors choose to use narrative pedagogy? How did they do it? Which topics were addressed in the studies? In answering these questions and discussing the answers, this article contributes to mapping the existing literature and identifying gaps for future pedagogical opportunities. It is highlighted that narrative researchers can maximise the social impact of narrative inquiry by translating their findings into narrative pedagogy interventions. The incorporation of new storytelling strategies is suggested as a means to advance the future of narrative pedagogy.

Examining the fidelity of implementation of SKIP Cymru (Successful kinaesthetic instruction for pre-schoolers- Wales) by early childhood teachers in Wales following a programme of professional development

ABSTRACT Purpose Early childhood is a crucial time to develop fundamental motor skills (FMS) such as throwing, running and kicking (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.). Existing research into the play-based early childhood curricular in Wales found that children were not making progress in learning object control skills (Wainwright, N., J. Goodway, M. Whitehead, A. Williams, and D. Kirk. 2018. “Laying the Foundations for Physical Literacy in Wales: The Contribution of the Foundation Phase to the Development of Physical Literacy.” Physical Education and Sport Pedagogy 23 (4): 431–444. https://doi.org/10.1080/17408989.2018.1455819.). This was a concern as object control skill competency is critical to physical activity later in childhood and adolescence (Barnett, L. M., E. Van Beurden, P. J. Morgan, L. O. Brooks, and J. R. Beard. 2009. “Childhood Motor Skill Proficiency as a Predictor of Adolescent Physical Activity.” Journal of Adolescent Health 44 (3): 252–259. https://doi.org/10.1016/j.jadohealth.2008.07.004.). Therefore, SKIP (Successful Kinaesthetic Instruction for Pre-schoolers) – Cymru (Welsh word for Wales), a programme of professional development was developed based on the evidence-based work of SKIP by Goodway and colleagues (Goodway, J. D., J. C. Ozmun, and D. L. Gallahue. 2019. Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.) to address the gaps in teacher knowledge. A limitation of previous SKIP and motor development literature is the lack of evaluation of the teacher’s fidelity to implementation. Ensuring fidelity of implementation (FoI) is a critical indicator of quality intervention programmes. Thus, this study examined the extent to which teachers could implement a 10-week SKIP-Cymru programme with fidelity with ongoing mentoring following a programme of professional development. Method Participants: Early childhood teachers (N = 5), with no prior experience of SKIP Cymru, from 4 Welsh schools took part in the study. Mentors (N = 2) supported the teacher’s implementation of SKIP Cymru following the one-day professional development workshop. Quantitative data were collected using fidelity checklists for both the Teacher Workshop and the implementation of SKIP Cymru. Descriptive statistics of fidelity data were calculated. Results The results for the Teacher Workshop found that 100% of the content was delivered in relation to the Core Instructional Principles, Practices and Expectations of the SKIP-Cymru, and teachers learned the key outcomes. The average teacher fidelity for implementation of SKIP Cymru was 67.80% (ranging between 39% and 89%). On average the teachers delivered 16.4 out of the 20 lessons. The mentors supported the teachers for an average of 7.4 lessons out of the 10 lessons. Conclusion This study demonstrates that it is possible to train teachers to deliver a developmentally appropriate motor skills programme. Nevertheless, it was evident from the inconsistencies in implementation that teachers needed more in-depth knowledge, and specifically a lot more time to develop the pedagogical and instructional skills needed to optimize the impacts of SKIP Cymru on children. It is recommended that the current model of professional development needs to be re-evaluated, with consideration being given to either more in-depth training for mentors or more in-depth accredited training for the teachers that would negate the need for mentoring and have a bigger impact on the teacher’s pedagogy and delivery.

Influence of powerlifting on indicators of cardiovascular functional state and the respiratory system of the organization of the collectors

The article discusses the impact of powerlifting classes on indicators of the functional state of the cardiovascular and respiratory systems of the athletes' body. It has been established that powerlifting classes contribute not only to strengthening the health and increasing the level of physical fitness of the participants, but also form a positive motivation in them for systematic physical exercises. The purpose of the article is to study powerlifting classes on the indicators of the functional state of the cardiovascular and respiratory systems of the athletes. Scientific methods were used in the research: analysis of literary sources, pedagogical observation, conversation, assessment of the functional state of the cardiovascular and respiratory systems of the applicants' body. The research concept is based on the theoretical and scientific-methodical levels of the main provisions of pedagogy, theory and methodology of physical education, laws and principles of the educational process in physical culture. The research was conducted at Zhytomyr Ivan Franko State University in 2021–2023, in which students of the second year (34 people) of the physics and mathematics and history faculties took part. During the experiment, the students of the control group studied according to the traditional program of physical education for institutions of higher education, and the students of the experimental group attended powerlifting classes. It has been proven that powerlifting has a positive effect on indicators of the functional state of the cardiovascular and respiratory systems of the athletes.

Culturally Responsive Pedagogy in Physical Therapy Education.

The push for holistic admissions practices in physical therapy education has evoked concerns that learners who are culturally and linguistically diverse might be less qualified than the predominant demographic traditionally admitted into programs. The implications are that culturally and linguistically diverse learners struggle academically and experience challenges passing the National Physical Therapy Examination. However, as the academic preparedness of learners is discussed, rarely does the conversation include the capabilities of faculty to teach these learners. As cohorts continue to include learners from a greater variety of backgrounds and identities, the largely homogenous professorate, with more than 80% identifying as White, might need training in culturally responsive pedagogy to best serve learners from all backgrounds and identities. Educators often use a "one-size-fits-all" approach in which learners are expected to use the same resources and pace for assignments, readings, and assessments, regardless of their learning strengths or academic preparation. That approach fails to empower educators to design curricula and instruction to position all learners to excel in the classroom. This Perspective explores strategies to support all learners through three dimensions of culturally responsive pedagogy: institutional, personal, and instructional. To truly transform society, we must first transform physical therapy education. Culturally responsive pedagogy advances and supports all student achievement by recognizing, fostering, and using their strengths in the learning environment.

Exploring the embodied experiences of social relationships in physical education

ABSTRACT There is a need for new pedagogies in physical education that emphasise embodied learning experiences and meaningfulness [Ennis, C. D. (2017). Educating students for a lifetime of physical activity: Enhancing mindfulness, motivation, and meaning. Research Quarterly for Exercise and Sport, 88(3), 241–250; Kretchmar, R. S. (2008). The increasing utility of elementary school physical education: A mixed blessing and unique challenge. The Elementary School Journal, 108(3), 161–170; Lambert, K. (2020). Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement. Physical Education and Sport Pedagogy, 25(2), 154–173; Rintala, J. (2009). It's all about the –ing. Quest, 61(3), 278–288]. Social interaction is considered an integral feature of meaningful physical education [Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful experiences in physical education and youth sport: A review of the literature. Quest, 69(3), 291–312]. Previous research shows that various pedagogies of embodiment may contribute to enhancing positive social interaction [Azzarito, L., & Ennis, C. D. (2003). A sense of connection: Toward social constructivist physical education. Sport, Education and Society, 8(2), 179–197; Light, R. (2013). Positive Pedagogy for physical education and sport: Game Sense as an example. In R. Light, J. Quay, S. Harvey, & A. Mooney (Eds.), Contemporary developments in games teaching (pp. 29–42). Routledge]. This study explores pupils’ embodied experiences of social relationships in physical education. We aim to inform and further develop existing pedagogies of embodiment by expanding the knowledge about how intersubjectivity and sociality are experienced, and how these experiences affect the pupils’ movement exploration and enable them to value physical activity. By interpreting findings from a sensory ethnographic fieldwork in a tenth-grade class in Oslo, Norway, we show how pupils’ embodied experiences of social relationships revolve around establishing, confirming, maintaining, and questioning their sense of belonging to the social 'we'.

The role of reflection in the enactment of student voice pedagogies in primary physical education

ABSTRACT Although student voice pedagogies (SVPs) can offer substantive benefits within physical education (PE), a better understanding is needed of how SVPs can be enacted as an everyday pedagogy in PE. The purpose of this research is to offer empirically based examples of how children can be supported to participate in SVPs in primary PE practice. An integrated ethnographic and collaborative self-study approach was employed to explore one teacher’s use of SVPs within a Meaningful PE frame. More specifically, the teacher’s use of reflection to support children’s participation in SVPs was examined. Data sources include the teacher’s personal reflections, transcripts of critical friend meetings, transcripts of focus groups with children, and children’s written reflections. The findings illustrate how engaging in reflection enhanced children’s engagement with SVPs by helping them to make sense of their experiences and recognise their learning preferences. The role of reflective pedagogies in facilitating and informing children’s voices in primary PE is highlighted.

Strategies for Integrating Technology into Physical Education Pedagogy in the 21st Century

Background and Aim: In the educational environment of the twenty-first century, the incorporation of technology has become a key factor in driving pedagogical innovation and improving the quality of education. This study aims to assess the implementation of technology integration in physical education identify the problems it faces, to propose strategies to enhance the integration of technology in physical education. Materials and Methods: Firstly, the study sorted out the current situation and development trend of technology application in physical education through a literature review. Next, the study collected the views and practical experiences of experts from 7 universities in Yunnan Province, China, on the integration of technology into teaching strategies through expert interviews. The results of the expert interviews with the 7 experts were summarized and analyzed using Nvivo for textual data, and all the interview texts were coded hierarchically through the rooted theory approach. Based on the coding results, the index system of the components of technology integration into physical education pedagogy strategies was drafted, and 5 experts were selected for IOC evaluation. Then, 20 experts conducted the Delphi method, and after two rounds of Delphi analysis the experts reached a consensus, and the system of indicators of the constituent elements of technology integration into physical education pedagogy strategies was finally established. Finally, the strategies were further discussed and evaluated through focus groups with 9 experts. Results: Through this study, a strategy for integrating technology into physical education pedagogy in the 21st century was finally established in five dimensions: teaching and learning environment, teaching and learning resources, services and management, monitoring and evaluation, and challenges and strategies. Conclusion: The results of the study showed that experts agreed on the feasibility of the strategy of integrating technology into physical education pedagogy and the scientific and reliable nature of the proposed strategy.

Teachers learning to use student voice in primary physical education – ready, steady, go!

Primary physical education lags behind student voice developments in research and practice internationally ( Gillett-Swan and Baroutsis, 2023 ) and in post-primary physical education ( Howley and O'Sullivan, 2021 ; Iannucci and Parker, 2022a ). Furthermore, evidence is lacking on how to guide primary teachers learning to implement student voice pedagogies in physical education successfully. This research begins to fill this gap by focusing on the research question: What direction can be taken from primary teachers’ experiences of learning to enact student voice in physical education? Insight on what mattered in teachers’ learning to enact student voice can guide how to promote student voice pedagogies as everyday primary physical education pedagogies. Within a professional learning community ( n = 10), nine primary teachers enacted student voice pedagogical strategies over a six-month period. Data sources included recordings of monthly collective meetings with teachers ( n = 7), mid-point ( n = 4) and/or end-point ( n = 6) individual interviews with the teachers, blog posts ( n = 2), conference presentations ( n = 2), and three focus groups with children ( n = 12). Drawing on teachers’ and children's experiences, a roadmap for teachers getting started with enactment of student voice pedagogies is presented with attention to: starting small, starting smart, and not stopping. Teachers valued the outcomes of enactment of student voice pedagogies for the children in their classes in ways that changed their teaching approaches and sustained their commitment to student voice pedagogies. The roadmap presented can be used to support teachers learning how to enact student voice as an everyday pedagogy in primary physical education.

Fitspiration—Inspiration or threat for adolescent girls? A qualitative investigation on fitness‐related social media content and physical education

AbstractSeveral quantitative studies have shown a negative relationship between fitspiration content (appearance‐idealized pictures related to a fit and healthy lifestyle) in social media and mental health. The current study aimed to gain a deeper understanding of fitspiration users by qualitatively assessing their perception of fitspiration content and how it affects their health‐related behaviour and well‐being. A further research question was whether fitspiration as a form of public pedagogy was addressed in participants' physical education (PE) in schools. Thirteen female students from Austria who follow fitspiration content (14–19 years) were interviewed using semi‐structured interviews. Positive effects in health behaviour, such as a higher reported physical activity, exercise motivation and conscious eating (e.g., reducing junk food) were reported. However, participants further described potentially negative consequences on mental and physical health resulting from social comparisons with influencers. As none of the students reported addressing social media fitness content in PE, including or adapting a critical media pedagogy in PE should be considered to enhance awareness of the negative effects of social media but use the positive influence on health behaviour.

Pedagogical approaches to health-related physical education (PE) in the context of digitalisation – a scoping review

ABSTRACT Introduction There are varied consequences of digital transformation processes within the fitness and health-related living environments of adolescents (e.g. increased physical activity through wearables, body dissatisfaction through social media) which could potentially provide fruitful health-related learning experiences within different pedagogical approaches to health in PE (e.g. biomedical vs. alternative, Mong and Standal, 2019, “Didactics of Health in Physical Education – a Review of Literature.” Physical Education and Sport Pedagogy 24 (5): 506–518. https://doi.org/10.1080/17408989.2019.1631270). However, concerns have been raised that the integration of digital media into health-related PE could reinforce biomedical approaches to health and lead, for example, to a focus on increasing fitness through technology. This one-sided focus would not be in line with the demands for a comprehensive health education. This paper aims to map the current trend of pedagogical approaches to health-related PE in the context of digitalisation and to identify typical learning goals against this background. Methods We conducted a scoping review based on the framework of Tricco et al. (2018, “PRISMA Extension for Scoping Reviews: Checklist and Explanation.” Annals of Internal Medicine 169 (7): 467–473. https://doi.org/10.7326/M18-0850). We searched nine databases using a search term covering three topic areas: digitalisation, health, and physical education. Considering the publication years from 2013 to 2023, we selected papers in a three-step process (title-, abstract-, and full-text-screening). In total, we included 103 empirical and theoretical papers in the analysis using qualitative content analysis (Kuckartz, 2019, “Qualitative Text Analysis: A Systematic Approach.” In Compendium for Early Career Researchers in Mathematics Education, edited by G. Kaiser and N. Presmeg, 181–197. Cham: Springer). To map the pedagogical approach to health, we applied the following main deductive categories: conceptualisation of health, paradigmatic approach to health and envisaged learning goals. To analyse learning goals with regard to digitalisation, we used the distinction between learning with and about digital media as a focus of analysis. Results The scoping review shows that most of the papers discussed a broad conceptualisation of health for PE by addressing biopsychosocial aspects of health. Many of the implications for health- and digitalisation-associated learning goals related to pre-reflective and functional-reflective learning goals in the area of learning with digital media. They mainly focused, from a pathogenic viewpoint, on how digital media can increase health-enhancing physical activity, affective determinants of health behaviour and health-related knowledge. Parts of these learning goals have already been empirically investigated. Only a few papers proposed critical-reflective learning goals in the area of learning about digital media, aiming at a socio-emancipatory engagement with digital media, health and society. No empirical study within the scoping review investigated the effectiveness of such critical health- and digitalisation-related PE. Discussion and conclusion In light of the results, it is important that future genuine pedagogical research about health- and digitalisation-related PE increasingly focuses on the development and empirical evaluation of theoretically sound concepts for PE that are in line with the educational demands of comprehensive – thus also critical and salutogenic – health and digital education.

Developing adaptive teaching competence in preservice physical education teachers

This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed content (MC) that PSTs had in their peer teaching? We used a descriptive-analytic study to evaluate teaching data from 22 PSTs. The course included different pedagogical strategies (e.g. discussing teaching scenarios, repeated teaching, and reflecting on teaching) to develop adaptive competence. A total of 85 teaching videos were analyzed using three coding variables (adaptations added, adaptation corrections, and MC) by comparing them with the PSTs’ lesson plans. The descriptive analyses showed that all PSTs were able to make substantive and consistent teaching adaptations across the five-week period. The amount of MC decreased across the five weeks. This study demonstrated that the pedagogical cycle designed to promote adaptive teaching competence was effective in helping PSTs make adaptations to their teaching. Simply providing PSTs opportunities to teach or teach repetitively is not sufficient to develop adaptive competence. Intentional integration of the pedagogical strategies is essential to equipping PSTs with effective teaching skills and knowledge, and helping them connect theory and practice with ongoing feedback and reflection.

Optimization of Learning Physical Education In Digital Era: A Systematic Review

In the digital era, the evolution of physical education is imperative to meet the changing technological landscape. This study aims to explore strategies for enhancing physical education learning by integrating technology to foster student motivation and participation. Employing a systematic review with the PRISMA framework, we critically examined the intersection of technology and physical education. Our findings reveal that a multifaceted approach involving educational management, cooperative and blended learning, and curriculum innovation is essential. We also recognize the challenges and potential drawbacks of digitalization, ensuring a balanced perspective. The study concludes that optimizing physical education in the digital age requires not only embracing technological advancements but also addressing their complexities to enrich the learning experience. Keywords: Digital era, e-learning, physical education pedagogy, student engagement, technology integration, blended learning, educational technology, cooperative learning.

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.

Game on! Enhancing primary physical education through a Rosenshine-inspired approach

ABSTRACT Since Bunker and Thorpe (1982. A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18(1), 5–8.) introduced Teaching Games for Understanding (TGfU), there has been a growing recognition of advocating approaches to pedagogy that addresses participant learning with games-based approaches (GBA) advocated. With little guidance of how to apply these approaches in practice, more support is needed for practitioners (Vinson, D., & Parker, A. (2019). Vygotsky and sports coaching: Non-linear practice in youth and adult settings. Curriculum Studies in Health and Physical Education, 10(1), 91–106. https://doi.org/10.1080/25742981.2018.1555003). This is pertinent in primary where teachers are challenged with teaching a variety of subjects and can struggle to adapt their good classroom practice to Physical Education (PE) (Morgan, K., Bryant, A., Edwards, L., & Mitchell-Williams, E. (2019). Transferring primary generalists' positive classroom pedagogy to the physical education setting: A collaborative PE-CPD process. Physical Education and Sport Pedagogy, 24(1), 43–58. https://doi.org/10.1080/17408989.2018.1533543). A criticism has been teachers lack of training and low confidence levels in being able to deliver high quality PE (Clohessy, L., Bowles, R., & Chroinin, D. N. (2020). Playing to our strengths: Generalist teachers' experiences of class swapping for primary physical education. European Physical Education Review, 26(2), 571–586. https://doi.org/10.1177/1356336X19877195). It is imperative that primary practitioners are given more support in applying PE specific pedagogies. Rosenshine's (2012. Principles of instruction - research-based strategies that all teachers should know. American Educator, 36(1), 12–39.) principles of instruction has gained traction in recent years to inform elements of Initial Teacher Training. It provides guidance on effective teaching; however, the examples are classroom focused, limiting application in PE. This paper explores Rosenshine's principles, provides suggestions of employing GBA, before presenting a conclusion that summarises the paper and provides suggestions for future exploration. The intention is to support trained and trainee primary teachers in developing their PE pedagogy.

The Evolution of Research in Physical Education and Sport Pedagogy: Changes Throughout Generations

This paper builds on previous reviews of physical education/sport pedagogy research over time in the areas of teaching, teacher education, and curriculum. Ideas are shared about the evolution of terminology, specializations, research, methodology, theoretical frameworks, journals and publishing outlets, parent disciplines, and where programs sit in universities. This paper also highlights contributions of the 52 National Academy of Kinesiology fellows in the area of physical education/sport pedagogy. These fellows have been productive with high H-indexes and citation numbers, suggesting high scholarly productivity, as well as impactful work. There have been recent closures of physical education/sport pedagogy doctoral programs, some of which have been offset by new and reemerging programs. Doctoral programs are critical to the future of research in physical education so that the current success can continue.