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Langdon, Jody L.; Wittenberg, Megan – Physical Education and Sport Pedagogy, 2019
Background: In the U.S. college/university setting, physical activity courses are often offered as part of the general education program, where students earn college credits towards the completion of their degree program. These courses are typically taught by graduate teaching assistants (GTAs), who face several challenges in instructing…
Descriptors: Teaching Assistants, Graduate Students, Physical Activities, Teacher Competencies
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Legrain, Pascal; Escalié, Guillaume; Lafont, Lucile; Chaliès, Sébastien – Physical Education and Sport Pedagogy, 2019
Background: One of the key questions of physical education teacher educators (PETE) programmes refers to whether future teachers are prepared to build knowledge and skills to feel self-efficacious in teaching physical education (PE). This issue concerns the instructional model of teaching used to help PE pre-service teachers to master both…
Descriptors: Physical Education Teachers, Teacher Education Programs, Preservice Teachers, Pedagogical Content Knowledge
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Sandford, Glenn T.; Gill, Peter Richard – Physical Education and Sport Pedagogy, 2019
Background: Martial Arts (MA) have been touted as a beneficial psycho-social exercise and have been used in a number of training programmes and interventions. However, proving MA effectiveness through empirical research is hindered by difficulties defining exactly what students experience during MA training. As such, there is a need to define the…
Descriptors: Physical Education, Foreign Countries, Training, Student Experience
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Morgan, Kevin; Bryant, Anna S.; Edwards, Lowri C.; Mitchell-Williams, Emma – Physical Education and Sport Pedagogy, 2019
Background: The primary school age group (aged 5-11 years) is acknowledged as a critical period in the development of physical activity patterns and healthy lifestyle behaviours. Furthermore, high quality physical education (PE) is crucial for the development of lifelong physical activity behaviours and is highly dependent on the interaction…
Descriptors: Physical Education, Life Style, Physical Activity Level, Elementary School Teachers
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Ellison, Douglas W.; Mays-Woods, Amelia – Physical Education and Sport Pedagogy, 2019
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…
Descriptors: Physical Education Teachers, Resilience (Psychology), Poverty, Teacher Attitudes
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Quennerstedt, Mikael – Physical Education and Sport Pedagogy, 2019
Background: As part of the annual activities at the British Educational Research Association (BERA) conference, the Physical Education and Sport Pedagogy Special Interest Group (SIG) organises a so-called Invisible College, where a Scholar Lecture is delivered by a researcher who has made a significant contribution to the field. This paper is the…
Descriptors: Physical Education, Health Promotion, Health Education, Learning
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Rocamora, Irene; González-Víllora, Sixto; Fernández-Río, Javier; Arias-Palencia, Natalia María – Physical Education and Sport Pedagogy, 2019
Background: Advances in technology have changed children's lifestyle so much that the majority of them do not meet the recommended 60 min of moderate to vigorous physical activity every day. Compulsory Physical Education has been highlighted as an ideal context to achieve the suggested physical activity (PA) goals, since it could be the only place…
Descriptors: Physical Activity Level, Physical Activities, Games, Performance
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Renshaw, Ian; Chow, J-Y – Physical Education and Sport Pedagogy, 2019
Background: The Constraints-Led Approach (CLA) has emerged as a viable pedagogical option for teachers and coaches in the sport and physical education. The emergence of a CLA to teaching and coaching has paralleled a change in the current zeitgeist with many scientists embracing the ideas of complexity and a more ecologically driven agenda. The…
Descriptors: Physical Education, Teaching Methods, Athletics, Athletic Coaches
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Orth, Dominic; van der Kamp, John; Button, Chris – Physical Education and Sport Pedagogy, 2019
Background: The constraints-led approach was first proposed to capture how movement solutions are shaped and organised without being prescribed. It has since been extended as a suitable framework for informing coaching practice. The contemporary view of the role of the coach in the constraints-led approach characterises them as a monitor and…
Descriptors: Athletic Coaches, Athletes, Teacher Student Relationship, Perceptual Motor Learning
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Komar, John; Potdevin, François; Chollet, Didier; Seifert, Ludovic – Physical Education and Sport Pedagogy, 2019
Introduction: The constraints-led approach (CLA) and more generally a complex systems perspective on motor learning emphasizes the role of perceptual-motor exploration during learning in order to ensure the acquisition of a highly individualized, adapted and adaptable movement pattern. Recent studies have shown that human beings have a strong…
Descriptors: Psychomotor Skills, Physical Education, Teaching Methods, Foreign Countries
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Pinder, Ross A.; Renshaw, Ian – Physical Education and Sport Pedagogy, 2019
Background: Skill acquisition is still a relatively new and emerging specialist discipline in the sport sciences. Like other disciplines, current service support in Paralympic sport is limited, often based on theory adapted from able-bodied sport, or findings from research programmes that are not representative of elite sport contexts. The…
Descriptors: Athletic Coaches, Physical Education, Physical Education Teachers, Athletics
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Correia, Vanda; Carvalho, João; Araújo, Duarte; Pereira, Elsa; Davids, Keith – Physical Education and Sport Pedagogy, 2019
Background: There are deeply relevant questions concerning how to integrate and organise various nonlinear pedagogical strategies and methods in order to structure training in the professional development of Physical Education (PE) teachers and sport coaches. To promote the emergence and development of innovative and adaptive performance…
Descriptors: Goal Orientation, Physical Education, Physical Education Teachers, Athletics
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Machado, João Cláudio; Barreira, Daniel; Galatti, Larissa; Chow, Jia Yi; Garganta, Júlio; Scaglia, Alcides José – Physical Education and Sport Pedagogy, 2019
Background: Street football can be understood as the most natural way to learn football and it can be a great starting point to develop perceptual, decisional, tactical and motor skills. Importantly, players involved in Street football may develop a strong emotional bond to the game through their experiences playing in an informal setting and…
Descriptors: Team Sports, Leisure Time, Recreational Activities, Informal Education
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Roberts, William M.; Newcombe, Daniel J.; Davids, Keith – Physical Education and Sport Pedagogy, 2019
Background: Oversimplified, reductionist approaches to operationalising Physical Literacy (PL) have been a barrier to the development of a complex, dynamic and embodied understanding of the individual Physical Literacy journey. Further, there has been no appropriate approach that might allow practitioners to integrate Physical Literacy in Physical…
Descriptors: Physical Education, Literacy, Foreign Countries, Athletics
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Hutzler, Yeshayahu; Meier, Stefan; Reuker, Sabine; Zitomer, Michelle – Physical Education and Sport Pedagogy, 2019
Background: Teachers in various countries worldwide have been confronted with the placement of students with disabilities in general classes, and the need to provide them with support and adapted physical education (APE). However, physical education (PE) teachers often do not feel prepared or self-confident enough for this inclusion. While a…
Descriptors: Teacher Attitudes, Physical Education Teachers, Disabilities, Self Efficacy
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