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Krijgsman, Christa; Mainhard, Tim; Borghouts, Lars; van Tartwijk, Jan; Haerens, Leen – Physical Education and Sport Pedagogy, 2021
Background: The importance of clarifying goals and providing process feedback for student learning has been widely acknowledged. From a Self-Determination Theory perspective, it is suggested that motivational and learning gains will be obtained because in well-structured learning environments, when goals and process feedback are provided, students…
Descriptors: Goal Orientation, Feedback (Response), Psychological Needs, Personal Autonomy
Moy, Brendan; Rossi, Tony; Russell, Scott – Physical Education and Sport Pedagogy, 2023
Background: Since 1982 many student-centred physical education teaching approaches have been proposed as viable alternatives to the traditional teacher-centred methodology. However, research indicates that their uptake by physical education practitioners has been limited. This is concerning, particularly given the prominence of alternative…
Descriptors: Physical Education Teachers, Teacher Education Programs, Experiential Learning, Preservice Teacher Education
Adé, David; Ganière, Caroline; Louvet, Benoît – Physical Education and Sport Pedagogy, 2018
Introduction: Social roles in physical education (PE) classes have been much studied, especially mentoring and coaching roles. The studies have shown that mentoring and coaching are beneficial not only for motor learning, but also for methodological and social learning. To our knowledge, the role of the student referee in PE lessons has never been…
Descriptors: Role, Student Experience, Student Motivation, Middle School Students