Routledge Handbook of Physical Education Pedagogies

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
List of figures
List of tables
List of contributors
Acknowledgments
Introduction
	References
Part I Designing and conducting physical education research
	Introduction
	Reference
	1 The research enterprise in physical education
		The broad view: reasons and motives for pursuing research directions
		Narrowing the focus: the development of research questions
		The relationship between research questions and study methods
		Prevalence of research questions in published studies
		Considering impact: to what extent does research influence practice?
		Conclusions and final thoughts
		Reflective questions for discussion
		References
	2 Interpretive and critical research: A view through a qualitative lens
		Historical perspective
			Tutorials and critiques
			Descriptive to theoretical
		Forms of qualitative inquiry
			Case study
			Ethnography
			Critical theory
			Life history
			Narrative
			Phenomenology
		Planning a study
			Selection of participants
			Data collection
				Interviewing
				Observations
				Document analysis
			Quality control
				Credibility
				Dependability
				Confirmability
			Data analysis
		Summary of key findings
		Reflective questions for discussion
		References
Part II Curriculum theory and development
	Introduction
	3 Designing effective programs: Creating curriculum to enhance student learning
		Curriculum definition
		Curricular levels
		Curriculum design and planning
			The Tyler Rationale
			Standards-based planning
			Using standards to guide curriculum design
			Understanding by Design
				Identify the desired results via unpacking the standards
				Determine acceptable evidence of learning
				Planning instruction, or delivering forward
		Curriculum mapping
		Curriculum assessment
		The curriculum of the future
		Summary of key findings
		Reflective questions for discussion
		References
	4 Models-based practice
		Historical overview
		A plethora of models
		From theory to model (and back)
		Current trends and issues
		Implications for evidence-based practice
		Issues/constraints associated with implementing models-based practice
			Fidelity
			Teachers’ learning to use MBP
			Hybridization
		Future directions
		Reflective questions for discussion
		References
	5 Sport-based physical education
		Approaches to games teaching and learning
			Sport Education
				Essential elements
				Research findings
		Game-centered approaches
			Teaching Games for Understanding – TGfU
				Essential elements
				Research findings
			Tactical Games
				Essential elements
				Research findings
			Game Sense
				Essential elements
				Research findings
			Play Practice
				Essential elements
				Research findings
			Invasion Games Competence Model
				Essential elements
				Research findings
			Tactical-Decision Learning Model
				Essential features
				Research findings
		Promoting quality in research on sport-based physical education: moving forward in the research agenda
			Changing the research design focus
		Addressing issues of implementation fidelity
		The future of sport-based physical education
		Summary points
		Reflective questions for discussion
		References
	6 Fitness and physical activity curriculum
		Aims of the chapter
		Current challenges for physical education
		Conceptual possibilities for fitness and physical activity
			Strengths-based approaches
		Curriculum and pedagogy
		Implications for evidence-based practice
		Linking fitness and physical activity learning and teaching to wider school and societal goals
			Two national curriculum examples: Scotland and Australia
			One activity example: exergaming
			Evidence of effectiveness
		Further issues
		Conclusion
		Future research
		Summary of key findings
		Reflective questions for discussion
		References
	7 Complexity, curriculum, and the design of learning systems
		An introduction to complexity
		Complexity thinking
		Complexity applied to physical education settings
		Introduction to curriculum development and implementation
		Complexity and curriculum design
		Case studies highlighting complexity theory and curriculum implementation in health and physical education
			Case study 1: reconfiguring support networks in a secondary school physical education department in order to refocus ...
			Case study 2: supporting regional curriculum development with a self-organized professional learning community
			Case study 3: creating a complexity framework at the macro level (national curriculum) that enables curriculum ...
		Conclusion
		Reflective questions for discussion
		References
	8 Globalized curriculum: Scaling sport pedagogy themes for research
		Globalization discourses
		Neoliberalism
		Globalized curriculum
			Community schooling
			Culturally sustaining pedagogy
			Knowledge foundations for lifelong learning
		Sport pedagogy themes within globalized curriculum
			Fair Play
			Culturally sustaining and revitalizing pedagogies
			Knowledge as a foundation for lifelong learning
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
Part III Curriculum policy and reform
	Introduction
	9 Policy and possibilities
		Insights from history: politics, process and contexts
		Theoretical insights
			Curriculum policy
			Sites of influence and sources of possibility
			Network theory
			Complexity theory
		Current trends and issues
			The progressive and collective impact of policy developments
			Who are the key policy actors in physical education curriculum?
			Compromise and curriculum reform
			Reform dynamics: curriculum, pedagogy and assessment
			Context matters
		Implications for practice: teachers as policy actors and knowledge brokers
		Future directions for research
		Summary of key findings
		Reflective questions for discussion
		References
	10 Curriculum reform and policy cohesion in physical education
		The evolving nature of physical education in the twentieth century
			Internal developments
			External developments
		Physical education in the twenty-first century: changing thinking, emerging connections
			Internal developments
			External developments
		Implications for practice and future directions
		Summary of key findings
		Reflective questions for discussion
		References
	11 Reforming curricula from the outside-in
		Historical perspective
		Theoretical insights
			Discourse
		Outsourcing
			Network Theory
		Current trends and issues
			‘External providers’ – key players in the physical education curriculum space?
			Outsourcing curriculum ‘services’ in physical education
			Destabilisation and disinvestment in physical education curriculum
			Quality and equity amidst privatisations in/of curriculum?
		Implications for evidence-based practice and future directions
		Summary of key findings
		Reflective questions for discussion
		References
	12 Curriculum reform where it counts
		‘Silencing’ and/or ‘sidelining’ teachers
		The policy context
		Whose ‘knowledge’ is valued in curriculum reform?
		Curriculum reform as a transaction
		Space and time to think ‘reformatively’
		Agency, infidelity, and slippage
		Centring teachers as leaders in curriculum reform
		Future directions: collaborative practitioner research
		Collaborative practitioner research and curriculum reform in practice
			Reimagining health and physical education in New Zealand primary schools
		Facilitating curriculum reform grounded in collaborative practitioner research
		Summary of key findings
		Reflective questions for discussion
		References
	13 Equity and inequity amidst curriculum reform
		Equality, equity and inclusion: contested terms and social constructs
		The historical context: curriculum and equity-driven reforms in physical education
			Title IX
			The National Curriculum for Physical Education in England and Wales
			Reforming physical education and school sport: PESSCL and PESSYP
		Theoretical perspectives and shifting views on equity and curriculum reform
		Equity, inclusion and reform in physical education: trends and issues
		Implications and challenges for evidence-based policy and practice
		Future directions for curriculum policy, practice and research
		Summary of key findings
		Reflective questions for discussion
		References
Part IV Adapted physical activity
	Introduction
	14 Theory and practice in adapted physical education: The disability rights paradigm in synchrony with ...
		Knowledge, attitudes, and APE practices
			Is there a possibility for a new theoretical viewpoint in the name of diversity?
		Pedagogical practices for meaningful PE activities for all
			Integrating medical advances and science to serve rehabilitation and APA
			Institutions’ support and facts
		Incorporating a democratic, complex system approach to pedagogical practices
			The social model of disability
			Educators’ untold reality
		Final considerations
		Reflective questions for discussion
		References
	15 Advances in disability and motor behavior research
		Disability and categories
		Task analysis and motor skill classification
		Key elements in motor behavior
			Attention
			Motivation
			Demonstration
			Augmented feedback
			Amount and distribution of practice
			Variability and specificity of practice
		Summary of key findings
		Reflective section with a study case
		References
	16 An international perspective in physical education and professional preparation in adapted physical education and ...
		Delivery of services to students with special needs
			Concerns regarding generalist teachers teaching students with special needs
		Education, segregation, and inclusion: history of the medical model of disability, diversity, and human rights
			The heritage: eradication of defiance
			The development of segregated services
			Professional training
		Professional preparation and teaching of APE for physical educators
			Segregation and inclusion in school
				Standards of professional practice
				Curriculum and instruction in APE/PA
		Curriculum development in APA: the European experience
			Legislation, political, and economic situations of the region: goals and challenges in the APA area
			Guiding principles and models in pedagogical practices: service deliveries
		The Asian perspective in teacher preparation and service delivery in adapted physical activity and curriculum development
			Special vs. inclusive education
			Governmental policies and disabilities: the Asian pioneers
			Teacher preparation to work with students with disability
			Sports and APA organizations behind professional qualification
		Curriculum development in APA: the Middle East experience
			Access to APA education
				Turkey
				Iran
				Israel
				Arab States in the Middle East
				Egypt
				Saudi Arabia
				Qatar
			Adapted physical education/activity in higher education
		APA future considerations
		Reflective questions for discussion
		Note
		References
	17 Inclusive settings in adapted physical activity: A worldwide reality?
		What is inclusion?
		United States federal intervention: Individuals with Disabilities Education Act and least restrictive environment
			Inclusion around the world
				Legislation promoting inclusive education
				A greater number of students with disabilities included in general schools
		Experiences of students with special education needs in physical education
		Beliefs about students with disabilities
			Beliefs of students without disabilities
			General physical educators’ beliefs about inclusion and teaching students with disabilities
				Favorable beliefs
		Assisting teachers to provide quality experiences
			Teaching conditions
		Analysis of international culture in the area of inclusive education related to the Theory of Planned Behavior
		Summary of current trends and issues
			Implications for evidence-based practice
		Reflective questions for discussion
		References
Part V Transformative pedagogies in physical education
	Introduction
	18 Transformative pedagogies and physical education:  Exploring the possibilities for personal change and social change
		Transformative pedagogy as a discourse community
		A voice from within the ‘big tent’
			Positive achievements and cautionary observations
			Disquiet in the tent
		What counts as transformative pedagogy?
		Transformative pedagogy and personal change
		PE and social change (possibilities?)
		Keeping a sense of perspective
		A closing word
		Reflective questions for discussion
		References
	19 Transformative aspirations and realities in physical education teacher education (PETE)
		The complexity of transformative practice
			The enabling influence of a supporting policy environment
			The enabling influence of the institutional environment
			The enabling influence of pedagogical practice
		Negotiated learning
		Storytelling
		Peer teaching
		Case studies
		Lesson-study
		Place-based pedagogies
		Inquiry-oriented practicum learning
		Reflecting on the ‘doing’ of transformative pedagogy in PETE
		Reflective questions for discussion
		References
	20 Transformative pedagogies for challenging body culture in physical education
		Trends and issues in work on the body in physical education
		Activist approaches to challenging body culture in physical education
		Future directions for transformative pedagogies that challenge body culture in physical education
		Summary of key findings
		Reflective questions for discussion
		References
	21 Gender sexuality and physical education
		Transformative pedagogy
		Transformative pedagogy in physical education
		Gender sexuality, the body, and theory
			Butler and Foucault
			Bourdieu
		Doing transformative gender sexuality practice in physical education
			Katie: teacher education and transformative practice
			Eimear: on seeing and being in a heteronormative world
		Transformative work with young people
		Final thoughts
		Reflective questions for discussion
		Note
		References
	22 The transformative possibilities of narrative inquiry
		Narrative inquiry
		Transformative pedagogies
		Narrative inquiry in physical education research: its historical context and current issues
			‘Giving’ Voice
			Resistance to narrative ways of knowing
			Teacher educator self-reflexive narratives
			Counter-narratives
		Implications for evidence-based practice for current physical education challenges
		Future directions
		Reflective questions for discussion
		References
	23 Shifting stories of size: Critical obesity scholarship as transformative pedagogy for disrupting weight-based ...
		A historical context: disciplining bodies in physical education
		A skinny utopia? Trends in physical education related to dominant obesity discourse
			The student body and the kinesiology curriculum
			A “shadow epidemic”: the rise of weight bias and discrimination
		Implications – a developing critical obesity pedagogy
		Future directions
		Reflective questions for discussion
		Notes
		References
	24 Transformative pedagogy in physical education and the challenges of young people with migration backgrounds
		Historical overview
		Current trends and issues
			Muslim girls and physical education
			Teachers’ cultural competence
			Ethnicity and experiences of physical education
		Future directions and questions of change
		Summary of key findings
		Reflective questions for discussion
		Notes
		References
Part VI Analyzing teaching
	Introduction
	25 Teacher accountability and effective teaching in physical education
		Confounding dynamics in the evaluation of teacher effectiveness
			Uncontrollable factors
			Contradictory research results
			Ineffective staffing practices
			Resources
		Models of teacher evaluation
		Issues associated with teacher evaluation models
		Physical education teacher evaluation and implications
			Lack of knowledge and concern from administration
				Impact on physical education and its teachers
		Future directions
			P-12 physical education teachers
			PETE faculty and researchers
		Reflective questions for discussion
		References
	26 Measurement of teaching in physical education
		A brief history of measurement of teaching in physical education
		Quantitative methods of measuring teaching in physical education
			Systematic observation approach
				Event recording
				Duration recording
				Interval recording
				Momentary time sampling
				Advantages and limitations of systematic observation
			Technology and observational data
		Conclusion and future directions
		Summary of key findings
		Reflective questions for discussion
		References
	27 Teaching about active lifestyles
		PE as a context for teaching about active lifestyles
		The effectiveness of PE in promoting active lifestyles
		Pedagogy underpinning teaching about active lifestyles
		The role of fitness testing in teaching about active lifestyles
		Summary of key findings
		Reflective questions for discussion
		References
Part VII Educating teachers ‘effectively’ from PETE to CPD
	Introduction
	28 The role of learning theory in learning to teach
		Historical overview
		Overview of learning theories
			Learning as acquisition
			Learning as participation
		Current trends and issues
			Learning as acquisition
			Learning as participation
		Conclusions
		Implications for teaching
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
	29 Effective physical education teacher education: A principled position perspective
		Historical review: the case for and against PETE effectiveness
		Theoretical overview: principled positions on PETE effectiveness
			Case 1: PETE effectiveness for physically competent participants
			Case 2: PETE effectiveness for healthy citizenship
			Case 3: PETE effectiveness and socially critical actors
			Historical and theoretical summary
		Current trends and issues: accountability, performativity, and digital technologies
		Implications for future research and practice
		Summary
		Reflective questions for discussion
		References
	30 What research tells us about effective continuing professional development for physical education teachers
		Defining continuing professional development
		Historical overview
			Theoretical frameworks for examining teachers’ professional development
		Current trends and issues
			Effective CPD is on-going and sustained
			Effective CPD is based on teachers’ needs and interests
			Effective CPD includes opportunities within learning communities
			Effective CPD are supported
			Effective CPD acknowledges teachers as learners in an active and social environment
			Effective CPD enhances teachers’ pedagogical skills and content knowledge
			Effective CPD is facilitated with care
			Effective CPD focus on improving student learning outcomes
		Implications for evidence-based CPD practice
		Evaluation of CPD
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
	31 Educating teachers in health pedagogies
		The PA consequences of different PE goal priorities
			Physical fitness development as a goal of health-based PE
			Increasing PA as the major goal of health-based PE
			Enhancing motor skill development as the major goal for health-based PE
			Stimulating autonomous motivation as the major goal of health-based PE
		Training teachers in health pedagogies
		Future directions
		Summary of key findings: overarching and shared views
		Reflective questions for discussion
		References
	32 Educating teachers for effective inclusive pedagogies
		Historical overview
		Theoretical framework
		Current trends and issues
		Implications for evidence-based practice
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
Part VIII The role of student and teacher cognition in student learning
	Introduction
	33 Student cognition: Understanding how students learn in physical education
		Brief historical perspective
		Theoretical bases and core elements in the study of student cognition
			Cognitive mediation
			Metacognition and self-regulation
			Motivation as a cognitive process
		Current trends and issues
			Requisites for effective cognitive engagement
			Learning domain specific knowledge
			Metacognition and self-regulation
			Physical activity, physical fitness, physical education, and cognition
		Implications for evidence-based practice
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
	34 Student physical self-concept beliefs
		The role of cognition in self-concept
		Historical overview
		Theoretical frameworks
			Fox’s PSPP
			Marsh’s PSDQ
			The PSDQ-S
			The jingle-jangle fallacy
		Current trends and issues
			PE-related antecedents of physical self-concept
				Internal/external frames of reference
				Skill development hypothesis
			Physical self-concept as an antecedent
				Self-enhancement hypothesis
				Reciprocal effects model
		Implications for evidence-based practice
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
	35 Student attitudes and perspectives
		Major conceptual/theoretical perspectives
			Affective learning theory
			Attitude theory
			Constructivist and critical perspectives
		Key research findings
			Affective concepts and dimensions
			Student characteristics
			Program context and characteristics
		Implications for evidence-based practice
		Future directions for research
		Summary of key findings
		Reflective questions for discussion
		References
	36 Teacher beliefs and efficacy
		Historical overview of teacher beliefs and efficacy
		Teacher beliefs in PE
			How do belief systems develop and change?
			Teacher beliefs about the purposes of PE
			Student learning
			Do beliefs influence actions?
		Self-efficacy and PE teachers
			Measuring PE teacher efficacy
			Teacher efficacy and practice
			Does efficacy influence practice?
			Developing efficacy
			Classroom teachers’ efficacy for teaching PE
		Current trends and issues
			Implications for evidence-based practice
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
	37 The emotional dimensions of physical education teacher knowledge
		Theoretical framework
		Emotional dimensions of the physical education teaching occupation
			Marginalization
			Burnout
			Teacher induction
			Self-efficacy
			Teachers’ curricular value orientations
			Teachers’ emotional connections to curricular content
			Teacher change
		Emotional dimensions of teachers’ knowledge of students
			Emotional knowledge of students and the induction process
			Developing emotional knowledge of students during PETE training
			Intersection of emotional knowledge of students and socio-cultural issues
		Implications for evidence-based practice
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
	38 The nature and consequences of obesity bias in physical education: Implications for teaching
		Foundations of obesity bias
		Obesity bias in PE
			Coping strategies against obesity bias or weight-related teasing
			Interventions for reducing obesity bias
			Implications for evidence-based practice
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
Part IX Achievement motivation
	Introduction
	39 Motivation research in physical education: Learning to become motivated
		Historical overview
		Theoretical frameworks
			Dominant theories in PE research
			Implications
		Current trends and issues
			Current research on “becoming motivated”
				Achievement goal theory
				Expectancy-value theory
				Interest theory
				Self-determination theory
				Self-efficacy theory
		Current issues
			Perceived competence and actual competence
				Gender differentiations in motivation
				Motivation and ethnic identity
		Implications for evidence-based practice
			Instructional climate
			Self-regulation
			Culturally relevant motivation
			Gender equality
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
	40 Expectancy-value based motivation for learning
		Expectancy value theory
		Historic overview of the expectancy-value theory
		Current trends and issues
			Expectancy beliefs and task values: distinct but related constructs
			Content specificity of expectancy beliefs and task values
			Age and gender differences
			Relations among expectancy beliefs, task values, and achievement outcomes
		Implications for evidence-based practice
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
	41 Maximizing student motivation in physical education: A self-determination theory perspective
		Historical overview
		Theoretical framework
			Basic psychological needs theory (BPNT)
			Cognitive evaluation theory
			Organismic integration theory
			Causality orientations theory
			Goal contents theory
		Current trends and issues
		Implications for evidence-based practice
			Use of adaptive motivational strategies
			Satisfying the need for competence
			Minimizing use of external rewards
			Using contextual factors to promote internalization
			Promoting intrinsic goals
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
	42 Individual and situational interest
		Historical overview
		Theoretical framework
		Types of interest
			Interest and learning theory
		Current trends and issues
			Focus 1: verification of the interest construct
			Focus 2: situational interest and other determinants
				Learning task design and situational interest
				Gender and skill level and situational interest
				Goal orientation and situational interest
			Focus 3: interest and learning
				Learning outcomes and situational interest
				Seductive details
		Implications for evidence-based practice
			Structuring a mastery learning climate
			Designing instruction to enhance student choice
			Emphasizing cognitive demand
				Providing exploration opportunities
			Enriching novelty and challenge
			Developing personally meaningful content
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
	43 Adaptation or maladaptation of achievement goals in physical education
		Historical overview
		Theoretical frameworks and empirical evidence
			Nicholls’ AGT
			Achievement goal orientations
			Adaptive and maladaptive goal profiles
			Goal orientations and learning outcomes
			The Trichotomous Model
			The 2×2 Model
			Physical education research
		Implications for evidence-based practice
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
	44 Motivation as a learning strategy
		Historical overview
			Learning
			Learning in physical education
			Motivation
		Theoretical frameworks
			Achievement Goal Theory (AGT)
				Goal orientation
				Goal structure
			Interest Theory
			Self-Determination Theory (SDT)
				Basic needs and the learning environment
		Current trends, issues, and implications
			Learning environments and climate research
				Self-determination research
				AGT research
			Interest Theory
			Self-determined motivation and learning
		Future directions
		Summary of key findings
		Reflective questions for discussion
		References
Index