Background: There have been criticisms that classroom teachers are insufficiently trained and lack the confidence to deliver high-quality physical education (PE). Physical literacy (PL) is one of the main concepts that encompass various outcomes and is the main focus of the PE curriculum in many countries. However, to be able to transfer this…

Background: Consistent with self-determination theory (SDT), teachers may differ in the motivating style used to motivate students in physical education (PE). When relying on need-supportive behaviors, teachers attempt to provide students with opportunities for choices and initiative (autonomy support), valuable information and feedback…

Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a…

Background: Physical education (PE) teachers report needing additional support in terms of classroom climate and students' motivation (Verret et al. [2017]. "Enquête provinciale sur les pratiques inclusives en enseignement de l'éducation physique et à la santé: Rapport provincial primaire et secondaire. Montréal, Québec: Université du Québec…

Background: Emotional resilience can be vital to longevity in high-poverty school settings. Equally important to staying the course is the ability to remain motivated despite the unique challenges presented by teaching in high-poverty schools. Students within these schools need teachers who are able to manage their emotions and remain positive and…

Background: Our study focuses on the work engagement in PE of French vocational high school students. Indeed, the work engagement of these students is a major concern of the teaching staff. The majority of these students have not chosen the vocational field to which they are assigned. This non-choice is one of the factors leading to disengagement…

Background: Research stemming from Self-Determination Theory (SDT) shows that physical education (PE) teachers who endorse an autonomy-supportive and structuring motivating style positively affect students' motivation, engagement and learning. Choice provision and positive feedback are two concrete strategies that are part of an…

Background: Generalist teachers' confidence, competence and preparedness to teach Physical Education (PE) following Primary School Physical Education Teacher Education (PSPETE) has emerged as a research imperative. Yet little is known of teachers' perceptions of such matters. For teacher educators responding to the deficient delivery of primary…

Background: Providing motivationally supportive physical education experiences for learners is crucial, since empirical evidence in sport and physical education research has associated intrinsic motivation with positive educational outcomes. Self-determination theory (SDT) provides a valuable framework for examining motivationally supportive…

Background: Contemporary British educational guidelines, such as the National Curriculum (NC) have adopted inclusivity in the way children with special educational needs (SEN) are taught. Therefore, inclusion has risen up the political agenda, resulting in more children with SEN being taught in mainstream environments. Empirical research has…

Background: Pre-service teacher education (PSTE) programmes for generalist primary school teachers have limited time allocated to Physical Education, Health and Personal Development. In practice, teachers in schools are required to assess motor skills despite the fact that their training provides minimal preparation. This necessitates creative…

Background: Studies on heteronormativity in PE either appear to have explored the experiences of and conditions for non-heterosexual students, or adopt a retrospective point of view. Further, the relation between heteronormativity and movement and how movement activities embody social norms and values related to gender and sexuality has not been…

Background: Recently, there has been growing interest in the emotional aspects of teaching and learning in general education and in physical education (PE). Scholars have argued that high-quality teaching and learning depend on a teacher's knowledge of students' emotions (Hargreaves 1998, 2000, 2002; McCaughtry 2004; McCaughtry and Rovegno 2003;…

Background: The field of adapted physical education (APE) has long struggled to overcome significant and persistent personnel shortages [Healy, S., M. E. Block, and J. Judge. 2014. "Certified Adapted Physical Educator's Perceptions of Advantages and Disadvantages of Online Teacher Development." "Palaestra" 28 (4): 14-16].…