Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1996 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 401 - 600 of 857 Journals sorted alphabetically
Educació i Història : Revista d'Història de l'Educació     Open Access  
Educacion     Open Access   (Followers: 1)
Educación     Open Access   (Followers: 1)
Educación Física y Ciencia     Open Access  
Educación Química     Open Access   (Followers: 1)
Educación y Educadores     Open Access  
Educación y Humanismo     Open Access  
Educación, Lenguaje y Sociedad     Open Access  
Educar     Open Access  
Educare : International Journal for Educational Studies     Open Access   (Followers: 1)
Educate~     Open Access   (Followers: 4)
Educating Young Children: Learning and Teaching in the Early Childhood Years     Full-text available via subscription   (Followers: 16)
Education     Open Access   (Followers: 9)
Education     Full-text available via subscription   (Followers: 7)
Education + Training     Hybrid Journal   (Followers: 23)
Education 3-13     Hybrid Journal   (Followers: 16)
Education and Culture     Open Access   (Followers: 7)
Education and Information Technologies     Hybrid Journal   (Followers: 53)
Education and Linguistics Research     Open Access   (Followers: 4)
Education and Society     Full-text available via subscription   (Followers: 9)
Education and the Law     Hybrid Journal   (Followers: 16)
Education and Treatment of Children     Full-text available via subscription   (Followers: 4)
Education and Urban Society     Hybrid Journal   (Followers: 14)
Education as Change     Hybrid Journal   (Followers: 13)
Education Economics     Hybrid Journal   (Followers: 8)
Éducation et francophonie     Full-text available via subscription   (Followers: 1)
Éducation et socialisation     Open Access   (Followers: 1)
Education Finance and Policy     Hybrid Journal   (Followers: 22)
Education for Chemical Engineers     Hybrid Journal   (Followers: 5)
Education for Primary Care     Full-text available via subscription   (Followers: 16)
Éducation francophone en milieu minoritaire     Open Access  
Education in the Health Professions     Open Access  
Education in the Knowledge Society     Open Access   (Followers: 1)
Education in the Knowledge Society     Open Access   (Followers: 1)
Education Inquiry     Open Access   (Followers: 6)
Education Next     Partially Free   (Followers: 1)
Education Policy Analysis Archives     Open Access   (Followers: 12)
Education Reform Journal     Open Access   (Followers: 5)
Éducation relative à l'environnement     Open Access  
Education Research International     Open Access   (Followers: 19)
Education Review // Reseñas Educativas     Open Access   (Followers: 1)
Education, Business and Society : Contemporary Middle Eastern Issues     Hybrid Journal   (Followers: 1)
Education, Citizenship and Social Justice     Hybrid Journal   (Followers: 16)
Education, Knowledge and Economy: A journal for education and social enterprise     Hybrid Journal   (Followers: 21)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 15)
Educational Action Research     Hybrid Journal   (Followers: 20)
Educational Administration Quarterly     Hybrid Journal   (Followers: 19)
Educational and Developmental Psychologist     Hybrid Journal   (Followers: 9)
Educational and Psychological Measurement     Hybrid Journal   (Followers: 17)
Educational Assessment     Hybrid Journal   (Followers: 19)
Educational Assessment, Evaluation and Accountability     Hybrid Journal   (Followers: 24)
Educational Considerations     Open Access  
Educational Evaluation and Policy Analysis     Hybrid Journal   (Followers: 26)
Educational Gerontology     Hybrid Journal   (Followers: 10)
Educational Guidance and Counseling Development Journal     Open Access   (Followers: 2)
Educational Leader (Pemimpin Pendidikan)     Open Access  
Educational Management Administration & Leadership     Hybrid Journal   (Followers: 29)
Educational Measurement: Issues and Practice     Hybrid Journal   (Followers: 8)
Educational Media International     Hybrid Journal   (Followers: 5)
Educational Neuroscience     Full-text available via subscription   (Followers: 2)
Educational Policy     Hybrid Journal   (Followers: 21)
Educational Practice and Theory     Full-text available via subscription   (Followers: 4)
Educational Psychologist     Hybrid Journal   (Followers: 27)
Educational Reflective Practices     Full-text available via subscription   (Followers: 2)
Educational Research     Hybrid Journal   (Followers: 130)
Educational Research for Policy and Practice     Hybrid Journal   (Followers: 10)
Educational Research Review     Hybrid Journal   (Followers: 127)
Educational Researcher     Hybrid Journal   (Followers: 139)
Educational Review     Hybrid Journal   (Followers: 27)
Educational Studies     Hybrid Journal   (Followers: 18)
Educational Studies : A Journal of the American Educational Studies Association     Hybrid Journal   (Followers: 7)
Educational Technology Research and Development     Partially Free   (Followers: 45)
Educationis     Open Access  
Educator     Open Access  
Educazione sentimentale     Full-text available via subscription  
Edufisika : Jurnal Pendidikan Fisika     Open Access  
Edukacyjna Analiza Transakcyjna     Open Access  
Edukasi     Open Access  
Edukasi : Jurnal Pendidikan Islam     Open Access  
Edukasi Journal     Open Access  
EduLite : Journal of English Education, Literature and Culture     Open Access  
Edumatica : Jurnal Pendidikan Matematika     Open Access  
EduMatSains     Open Access  
Edunomic Jurnal Pendidikan Ekonomi     Open Access  
edureligia : Pendidikan Agama Islam i     Open Access  
EduSol     Open Access  
Edutech     Open Access  
Eesti Haridusteaduste Ajakiri. Estonian Journal of Education     Open Access  
Effective Education     Hybrid Journal   (Followers: 5)
EĞİTİM VE BİLİM     Open Access   (Followers: 1)
Ejovoc (Electronic Journal of Vocational Colleges)     Open Access  
eJRIEPS : Ejournal de la recherche sur l'intervention en éducation physique et sport     Open Access  
Eklektika : Jurnal Pemikiran dan Penelitian Administrasi Pendidikan     Open Access  
El Guiniguada. Revista de investigaciones y experiencias en Ciencias de la Educación     Open Access  
El-Hikmah     Open Access   (Followers: 1)
Electronic Journal of Education Sciences     Open Access   (Followers: 1)
Electronic Journal of Research in Educational Psychology / Revista Electrónica de Investigación Psicoeducativa y Psicopedagógica     Open Access   (Followers: 8)
Elementary School Journal     Full-text available via subscription   (Followers: 5)
Elementary School Journal PGSD FIP UNIMED     Open Access  
ELT Forum : Journal of English Language Teaching     Open Access   (Followers: 11)
ELT Journal     Hybrid Journal   (Followers: 25)
ELT Worldwide     Open Access  
ELT-Lectura     Open Access  
Eltin Journal : Journal of English Language Teaching in Indonesia     Open Access  
Em Teia : Revista de Educação Matemática e Tecnológica Iberoamericana     Open Access  
Emotional and Behavioural Difficulties     Hybrid Journal   (Followers: 6)
En Blanco y Negro     Open Access  
En Líneas Generales     Open Access  
Encounters in Theory and History of Education     Open Access  
Encuentro Educacional     Open Access  
Encuentros     Open Access  
Encuentros : Revista de Ciencias Humanas, Teoría Social y Pensamiento Crítico     Open Access  
Encuentros Multidisciplinares     Open Access  
Engaged Scholar Journal : Community-Engaged Research, Teaching, and Learning     Open Access  
English Education Journal     Open Access   (Followers: 2)
English for Specific Purposes     Hybrid Journal   (Followers: 12)
English Franca : Academic Journal of English Language and Education     Open Access  
English in Aotearoa     Full-text available via subscription   (Followers: 2)
English in Australia     Full-text available via subscription   (Followers: 2)
English in Education     Hybrid Journal   (Followers: 12)
English Language Teaching     Open Access   (Followers: 29)
English Teaching & Learning     Hybrid Journal   (Followers: 5)
English Teaching: Practice & Critique     Hybrid Journal   (Followers: 1)
Englisia Journal     Open Access  
Enlace Universitario     Open Access  
Enletawa Journal     Open Access  
Enrollment Management Report     Hybrid Journal   (Followers: 1)
Ensaio Avaliação e Políticas Públicas em Educação     Open Access  
Ensaio Pesquisa em Educação em Ciências     Open Access  
Ensayos : Revista de la Facultad de Educación de Albacete     Open Access  
Ensayos Pedagógicos     Open Access  
Enseñanza de las Ciencias : Revista de Investigación y Experiencias Didácticas     Open Access  
Enseñanza de las Ciencias Sociales     Open Access  
Ensino em Perspectivas     Open Access  
Entramados : educación y sociedad     Open Access  
Entrelinhas     Open Access  
Entrepreneurship Education     Hybrid Journal   (Followers: 1)
Entrepreneurship Education and Pedagogy (EE&P)     Full-text available via subscription   (Followers: 1)
Environmental Education Research     Hybrid Journal   (Followers: 16)
Equine Veterinary Education     Hybrid Journal   (Followers: 10)
Equity & Excellence in Education     Hybrid Journal   (Followers: 11)
Erciyes Journal of Education     Open Access   (Followers: 1)
Erwachsenenbildung     Full-text available via subscription  
Escuela Abierta     Partially Free  
Espacio, Tiempo y Educación     Open Access  
Espacios en Blanco : Revista de educación     Open Access  
Estudios Pedagogicos (Valdivia)     Open Access  
Estudios sobre Educación     Open Access  
Estudos Históricos     Open Access   (Followers: 1)
ETD - Educação Temática Digital     Open Access  
Eternal (English, Teaching, Learning & Research Journal)     Open Access   (Followers: 2)
Ethics and Education     Hybrid Journal   (Followers: 14)
Ethiopian Journal of Education and Sciences     Open Access   (Followers: 5)
Éthique en éducation et en formation : Les Dossiers du GREE     Open Access  
Ethnography and Education: New for 2006     Hybrid Journal   (Followers: 10)
Euclid     Open Access  
European Early Childhood Education Research Journal     Hybrid Journal   (Followers: 13)
European Education     Full-text available via subscription   (Followers: 8)
European Educational Research Journal     Full-text available via subscription   (Followers: 18)
European Journal of Education     Hybrid Journal   (Followers: 32)
European Journal of Engineering Education     Hybrid Journal   (Followers: 9)
European Journal of Investigation in Health, Psychology and Education     Open Access   (Followers: 5)
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 5)
European Journal of Open, Distance and E-Learning - EURODL     Open Access   (Followers: 11)
European Journal of Psychology of Education     Hybrid Journal   (Followers: 7)
European Journal of Special Needs Education     Hybrid Journal   (Followers: 11)
European Journal of Teacher Education     Hybrid Journal   (Followers: 25)
European Physical Education Review     Hybrid Journal   (Followers: 8)
Evaluation     Hybrid Journal   (Followers: 20)
Evaluation & Research in Education     Hybrid Journal   (Followers: 18)
Evolution : Education and Outreach     Open Access   (Followers: 3)
Exceptionality     Hybrid Journal   (Followers: 2)
Extensão em Ação     Open Access  
Extensio : Revista Eletrônica de Extensão     Open Access  
Facets     Open Access  
FAISCA. Revista de Altas Capacidades     Open Access  
Fawawi : English Education Journal     Open Access  
FEM : Revista de la Fundación Educación Médica     Open Access  
Feminist Teacher     Full-text available via subscription   (Followers: 1)
Filosofia e Educação     Open Access  
Filozofia Publiczna i Edukacja Demokratyczna     Open Access  
Fırat Üniversitesi Sosyal Bilimler Dergisi     Open Access  
FIRE : Forum of International Research in Education     Open Access   (Followers: 1)
First Opinions-Second Reactions (FOSR)     Open Access  
Florea : Jurnal Biologi dan Pembelajarannya     Open Access  
Florida Journal of Educational Research     Open Access   (Followers: 1)
Focus on Autism and Other Developmental Disabilities     Hybrid Journal   (Followers: 18)
Focus on Exceptional Children     Open Access  
Focus on Health Professional Education : A Multi-disciplinary Journal     Full-text available via subscription   (Followers: 6)
Fokus Konseling     Open Access  
Form@re - Open Journal per la formazione in rete     Open Access  
Formação Docente : Associação Nacional de Pós-Graduação e Pesquisa em Educação     Open Access  
Foro de Educación     Open Access  
Foro de Profesores de E/LE     Open Access  
FORUM     Open Access  
Forum Oświatowe     Open Access  
Frontiers in Education     Open Access   (Followers: 4)
Frontline     Full-text available via subscription   (Followers: 18)
Frontline Learning Research     Open Access   (Followers: 2)
Frühe Bildung     Hybrid Journal   (Followers: 3)

  First | 1 2 3 4 5 6 7 8 | Last

Similar Journals
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European Physical Education Review
Journal Prestige (SJR): 0.754
Citation Impact (citeScore): 2
Number of Followers: 8  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1356-336X - ISSN (Online) 1741-2749
Published by Sage Publications Homepage  [1174 journals]
  • Middle school students’ attitudes toward physical activity and physical
           education, intentions, and physical activity behavior

    • Free pre-print version: Loading...

      Authors: Kevin Mercier, Kelly Simonton, Erin Centeio, Jeanne Barcelona, Alex Garn
      Abstract: European Physical Education Review, Ahead of Print.
      Schools are focusing more on promoting physical activity (PA) before, during, and after the school day, to combat the risk factors associated with sedentary behaviors. Since attitudes impact decisions to be physically active, identifying how PA attitudes relate to established attitudes toward physical education (PE), as well as PA intentions and behaviors are important—and thus the focus of this study. Middle school students (N = 948; 45% female) completed PA behavior, PA intention, and PA and PE attitude surveys. Findings provided a better understanding of attitude theory with the identification of relationships between PA attitudes and PE attitudes, behavioral intention, and behavior. Multiple regression model results showed significant relationships between positive PA attitudes, negative PA attitudes, and PE attitudes with behavioral intention, and self-reported PA behavior. Differences between positive and negative PA attitudes were identified with positive PA attitudes most predicting intention. The results provide guidance for developing learning experiences aimed at promoting attitudes toward PA.
      Citation: European Physical Education Review
      PubDate: 2022-06-24T05:44:47Z
      DOI: 10.1177/1356336X221106051
       
  • The health and educational impact of removing financial constraints for
           school sport

    • Free pre-print version: Loading...

      Authors: Lauren Denise Sulz, Doug Lee Gleddie, Cassidy Kinsella, M. Louise Humbert
      Abstract: European Physical Education Review, Ahead of Print.
      Financial barriers often restrict sport participation among children from low-income families. Schools are thought to offer equitable access to programming, including school sport participation. However, pay-to-play school sport models can inhibit participation among students from low-income households. Recognizing the potential benefits of school sport and realizing the financial barriers to participation, the purpose of this study was to understand the extent to which school sport promotes educational experiences and holistic well-being of Canadian youth from low-income families. A case study was conducted with stakeholders who were supported by funding from a non-profit organization to help cover the costs of school sport registration fees. Data were collected from in-depth interviews with low-income students and their parents, teacher-coaches and school administrators. Three overarching themes were representative of the experiences of school sport participation among low-income students: (1) healthy student-athletes, (2) developing student-athletes in school, for life, and (3) supporting student-athletes as a community. The participants perceived that school sport participation offered holistic health benefits, and developed skills and behaviours that support positive educational experiences and foster life skills. Further, our results highlighted the importance of the school community in supporting low-income students to participate in school sport teams and the need to reframe school sport to better support low-income families.
      Citation: European Physical Education Review
      PubDate: 2022-06-15T05:31:29Z
      DOI: 10.1177/1356336X221104909
       
  • Public elementary school teachers’ positioning in teaching physical
           education to Japanese language learners

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      Authors: Yu Furuta, Takahiro Sato, Ryan T Miller, Chie Kataoka, Takafumi Tomura
      Abstract: European Physical Education Review, Ahead of Print.
      The purpose of this study was to describe and explain Japanese generalist elementary teachers’ experiences teaching physical education (PE) to Japanese language learner (JLL) children in public schools in Japan. Participants were seven public elementary school teachers (two females and five males) who had experience teaching JLL children. Data sources included a demographic questionnaire, online semi-structured interviews, and follow-up email interviews. Framed in positioning theory, three themes were identified from the data analysis: (a) seeking PE lesson ideas from observing children's performance in other academic subjects, (b) learning how to interact with parents of JLL children, and (c) accommodating JLL children's cultural and behavioral differences in PE. The findings indicate that all seven Japanese public elementary teachers experienced a wide range of physical, emotional, and social struggles when they taught JLL children in PE class. This study suggested that PE has the potential to enrich teachers’ and children's cultural awareness and mutual understanding and as a tool to raise awareness of social justice and diversity.
      Citation: European Physical Education Review
      PubDate: 2022-06-13T06:22:50Z
      DOI: 10.1177/1356336X221104912
       
  • Informal learning contexts in the construction of physical education
           student teachers’ professional identity

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      Authors: Jukka Virta, Päivi Hökkä, Anneli Eteläpelto, Helena Rasku-Puttonen
      Abstract: European Physical Education Review, Ahead of Print.
      This study aimed to investigate the significance of informal learning contexts in physical education (PE) student teachers’ professional identity construction. It addressed two research questions: How do informal learning contexts contribute to the construction of PE student teachers’ professional identity' What forms of relationships can be identified between the informal and formal contexts of learning in PE student teachers’ professional identity construction' The data consisted of 20 semi-structured interviews with PE student teachers during the final teaching practice period. The data were analysed using structural and pattern coding methods. The analysis revealed that informal learning contexts contributed to three elements of professional identity construction: professional ambitions, professional values and principles, and professional knowledge and competencies. Three distinct forms of relationships between informal and formal learning contexts in the construction of professional identity were also discovered: complementary, reconstructive and disconnected. Informal learning contexts appear highly influential in the construction of professional identity. The results also point towards a holistic notion of professional identity, where professional and personal aspects of identity merge and overlap in the construction of professional identity.
      Citation: European Physical Education Review
      PubDate: 2022-06-07T05:20:41Z
      DOI: 10.1177/1356336X221105263
       
  • Design of a new movement competence assessment for children aged
           8–12: A Delphi poll study

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      Authors: Nathan Gavigan, Sarahjane Belton, Enda Whyte, Siobhan O’Connor, David Morley, Johann Issartel
      Abstract: European Physical Education Review, Ahead of Print.
      Assessing children's movement competence (MC) offers numerous benefits for academics, practitioners, clinicians and children, allowing individuals to meet children's developmental needs and improve their MC. Yet, there is concern that currently available assessment tools only provide a single plane (fundamental movement skills) perspective of a child's MC. The aim of this study was to elicit the expert opinion of a mixture of academics and practitioners from a variety of fields (research, education, sport, physiotherapy, athletic therapy) to design a tool to measure both the fundamental and functional movement skills of children aged 8–12. A three-round Delphi poll with an international panel of 17 academics (n = 8) and practitioners (n = 9) was conducted. The consensus was that the assessment should assess (a) object manipulation, (b) locomotor, and (c) stability MC and the assessment layout should be dynamic, incorporating a hybrid model of stations and a circuit. Expert consensus was that most skills were to be performed using the dominant and non-dominant side, with object manipulation skills assessed using process and product criteria. The consensus was also that the assessment should have varied ‘layers’ of marking criteria to cater for varying assessor expertise and have a series of ‘add-on” elements to provide a more detailed evaluation should it be needed. These findings present the foundation and content validity of an assessment which takes a dualistic view of children's movement skills, that could be used across several environments (schools, sports clubs, clinical settings, etc.) and could be suitable for use with a large group of children.
      Citation: European Physical Education Review
      PubDate: 2022-06-06T04:57:34Z
      DOI: 10.1177/1356336X221102703
       
  • ‘Involve me, and I learn’: Effects of social status on students’
           physical activity, skill, and knowledge during group work

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      Authors: Nikki Hollett, Sheri J Brock, Brenna Cosgrove, Jessica R Grimes, Peter Hastie, Danielle Wadsworth
      Abstract: European Physical Education Review, Ahead of Print.
      The limited amount of research on the influence of social status during group work in physical education has typically focused on interactions and power. What is less understood is whether social status has an impact on various physical education outcomes. The purpose of this study was to examine physical activity, game performance, and knowledge outcomes of high- and low-status fifth-grade students during a physical education field hockey unit delivered utilising the Sport Education model. 44 students completed sociometric peer nomination surveys to determine the social status hierarchy of all students in the class. Students wore accelerometers to measure moderate to vigorous physical activity (MVPA) during the unit. Pre- and post-unit game performance and knowledge were assessed through the Team Sport Assessment Procedure and cognitive tests, respectively. Repeated measures analysis of variance showed no significant difference between high- and low-status students’ average MVPA over all phases of the unit (pre-season, season and post-season), while analysis of covariances revealed significant differences in game performance and field hockey knowledge based on social status. Results suggest while physical activity levels were similar between high- and low-status students, some lower-status students were at risk in terms of developing skills and knowledge.
      Citation: European Physical Education Review
      PubDate: 2022-05-31T02:16:53Z
      DOI: 10.1177/1356336X221103354
       
  • Physical education teachers’ perceptions and operationalisations of
           personal and social development goals in primary education

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      Authors: Katrijn Opstoel, Frans Prins, Frank Jacobs, Leen Haerens, Jan van Tartwijk, Kristine De Martelaer
      Abstract: European Physical Education Review, Ahead of Print.
      Personal and social development constitutes an important goal of physical education (PE) curricula worldwide. Few studies have analysed how PE teachers perceive and operationalise personal and social development goals in their lessons. This study sought to investigate the implemented curriculum of in-service PE teachers, that is, how PE teachers perceive and operationalise personal and social development goals. In sum, 12 experienced primary school PE teachers participated in semi-structured interviews. Deductive-inductive content analysis was used to analyse the data. Findings are discussed under three themes. The first theme, goal versus means, relates to personal and social development as a goal in itself or as a means to achieve other goals. This duality is discussed in relation with how teachers organise their lessons, the tasks and activities they provide, and how they divide children into groups. The second theme, the teacher's role versus children's role, relates to the struggle PE teachers face with delegating responsibilities to children. Under the third theme, (lack of) curriculum line, we discuss the structure or curriculum line that is missing in the pursuit of personal and social development goals. Future research and practice should devote time and effort to training PE teachers to realise personal and social development goals in a more structured and systematic way.
      Citation: European Physical Education Review
      PubDate: 2022-05-25T06:57:48Z
      DOI: 10.1177/1356336X221102300
       
  • A systematic review exploring body image programmes and interventions in
           physical education

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      Authors: Charlotte Kerner, Amy Prescott, Robyn Smith, Michael Owen
      Abstract: European Physical Education Review, Ahead of Print.
      Body image has implications for child and adolescent well-being. Schools have been positioned as a suitable site to provide body image education and support the development of body image; however, little is known about the role of physical education in body image education. The aim of this study was to systematically review the evidence on the content and effectiveness of physical education-based body image or body-focused programmes published between 2000 and 2021. Using seven databases (Web of Science, SCOPUS, EBSCO, PsycINFO, MEDLINE, Science Direct, and SportDiscus), a total of 1185 non-duplicated articles were retrieved. The articles were selected using the following inclusion criteria: (a) intervention, programme or curriculum based in physical education that explores body image or related phenomena, (b) focused on children or young people, aged 18 years or younger, (c) conducted between 2000 and 2021, (d) quantitative and/or qualitative methods: and (e) published in English. Following the screening process, a total of 19 articles were included in this review. Results showed that most programmes reported successful outcomes, yet there was no consistent approach to the programme design and delivery. Physical activity and fitness-based programmes were the most frequently used intervention type, followed by critical sociocultural perspectives and programmes focused on movement experiences and body functionality. Whilst fitness-based programmes were generally effective in improving body image and related phenomena, future research should explore the mechanisms associated with these changes and further consider how sociocultural perspectives can be used to support body image programmes.
      Citation: European Physical Education Review
      PubDate: 2022-05-20T08:37:11Z
      DOI: 10.1177/1356336X221097318
       
  • “It's more about building trust”: Physical education teachers’
           experiences with trauma-informed practices

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      Authors: Douglas W Ellison, Jennifer Walton-Fisette
      Abstract: European Physical Education Review, Ahead of Print.
      In schools today, student trauma and toxic stress may impact students’ ability to learn. Therefore, this inquiry explored the experiences and knowledge of 27 physical education (PE) teachers in the United States related to trauma and trauma-informed practices. Teachers’ experiences were examined through semi-structured interviews informed by the literature. Employing interpretivist philosophical assumptions, data analysis revealed that teachers utilized four general dimensions related to trauma-informed strategies in their gymnasiums: creating a physically safe and emotionally safe space, formulating positive and healthy relationships with students, developing student responsibility, and guiding students toward self-regulation. These strategies aligned with Souers and Hall's (2019) tenets of fostering resilient learners. Although the teachers did not have prior educational experiences with trauma and trauma-informed practices and minimal professional development, they demonstrated what is possible when working with students who experience trauma and/or toxic stress. By fostering resilient learners and engaging in trauma-informed practices, it is conceivable for P-12 students to have positive and inclusive experiences in PE.
      Citation: European Physical Education Review
      PubDate: 2022-05-09T11:14:25Z
      DOI: 10.1177/1356336X221096603
       
  • “I hate that education is a business”: Influence of occupational
           socialization on sport pedagogy doctoral students’ intended PETE
           programs

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      Authors: Jamie Jacob Brunsdon, Matthew Curtner-Smith
      Abstract: European Physical Education Review, Ahead of Print.
      Research on sport pedagogy doctoral students’ (DSs’) occupational socialization should improve understanding of their beliefs and espoused practices regarding physical education teacher education (PETE), how these beliefs and espoused practices were shaped, and facilitate improvements in graduate education. The purpose of this study, therefore, was to describe the influence of occupational socialization on the PETE programs sport pedagogy DSs intended to deliver once they began life as faculty members in universities and colleges. The specific research questions we sought to answer were as follows: (a) How did DSs intend to conduct PETE' and (b) How had DSs’ views and beliefs regarding PETE been shaped by their occupational socialization' Participants were eight DSs located at four American universities. Data were collected with four interpretive techniques (formal and informal interviews, documents and artifacts, and a written outline of an ideal PETE program) and analyzed using analytic induction and constant comparison. DSs had conservative, liberal, and eclectic beliefs regarding PETE. They favored using elements from the behaviorist, traditional/craft, and critical-inquiry orientations to teacher education. The forces that shaped the DSs’ views and beliefs were mostly similar to those described in previous research, although there were some new and nuanced findings. The study indicates the need for DSs to explore their own views regarding physical education and PETE and the forces that shaped their perspectives.
      Citation: European Physical Education Review
      PubDate: 2022-04-29T05:31:54Z
      DOI: 10.1177/1356336X221096612
       
  • Capturing the multidimensionality of motivation in physical education: A
           self-organizing maps approach to profiling students

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      Authors: Carmen Peiró-Velert, Xavier García-Massó, Esther Pérez-Gimeno, Jorge Lizandra, Alexandra Valencia-Peris, José Devís-Devís
      Abstract: European Physical Education Review, Ahead of Print.
      This study aimed to capture the multidimensionality of adolescents’ motivation in the physical education (PE) setting, within self-determination theory, by employing self-organizing maps (SOM) analysis. Particularly, it examined the topological relationships among students’ basic psychological needs satisfaction, their perception of more or less self-determined motivation and the affective and behavioural consequences in PE lessons across several sociodemographic variables. A nationally representative sample of 3029 Spanish students (51% girls), aged 12 to 18 years, was surveyed. SOM mapped well-defined students’ profiles that embraced interrelatedly a considerable number of students’ motivational characteristics. Four target profiles, out of 10, were explored. The first two profiles, highly motivated to be active girls and boys, mainly experienced senses of self-determination, but also controlled reasons for participating in PE lessons, high perceived competence, relatedness and autonomy fulfilment, perceived exerted effort and satisfaction. However, the reluctance to be physically active presented two gendered motivational profiles. Barely motivated to be active girls showed the lowest levels of self-determined motivation, including introjected regulation, low perceptions of competence, autonomy, relatedness, and dissatisfaction in PE. Vaguely motivated to be active boys revealed that despite their perceptions of competence the neglect of the other two psychological needs was more likely to determine a controlled motivation and, consequently, maladaptive outcomes. SOM proved to be a more robust and accurate clustering technique than the k-means algorithm and helped to portray and visualize the complexity behind the decision to become an active person considering the motivational processes in PE. Implications are provided for practitioners.
      Citation: European Physical Education Review
      PubDate: 2022-04-22T06:55:58Z
      DOI: 10.1177/1356336X221088396
       
  • Physical activity opportunities for secondary school students:
           International best practices for whole-of-school physical activity
           programs

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      Authors: Jaimie M. McMullen, Jouni Kallio, Tuija H. Tammelin
      Abstract: European Physical Education Review, Ahead of Print.
      The World Health Organization ([WHO], 2018) encourages schools to engage with a multi-component, whole-of-school approach to physical activity promotion. However, little evidence exists describing the practices of schools that successfully promote a physically active school culture. The purpose of this study was to explore and describe the best practices of “active” secondary schools. Three schools, each in a different country (i.e. the United States, Finland, and Ireland), were identified as sites for investigation based on the presence of nationally established whole-of-school physical activity initiatives. Data were collected in one secondary school in each country and were generated from several sources including semi-structured interviews with stakeholders, field notes, three days of on-site observation, and artifact collection. Inductive analysis using open and axial coding was conducted ( Corbin and Strauss, 2008). Three common themes related to best practices were evident at each site: an established school-based leader, support from the school community, and many available physical activity opportunities. Successful school-based physical activity promotion is possible if there is a motivated physical activity champion and if their promotion efforts are supported. These schools created multiple physical activity opportunities for students and have developed a strong physical activity culture.
      Citation: European Physical Education Review
      PubDate: 2022-04-15T05:48:39Z
      DOI: 10.1177/1356336X221092281
       
  • Physical education student teachers’ wellbeing during Covid-19:
           Resilience resources and challenges from school placement

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      Authors: Niamh O’ Brien, Wesley O’Brien, João Costa, Manolis Adamakis
      Abstract: European Physical Education Review, Ahead of Print.
      The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers’ school placement experiences faced increased challenges and practical implications from additional environmental and social changes. In the context of continued global and national challenges for initial teacher education (ITE) programmes, the present qualitative study, using a representative sample of 24 student physical education (PE) teachers from a PETE programme, investigates the perceived implications of the Covid-19 pandemic on student teachers’ practice and wellbeing during their final 2020/2021 academic year. Results indicate that student teachers maintain that exercise, connections with the university and school placement communities, alongside personal and professional organisation skills serve as resilience resources protecting their wellbeing. Conversely, student teachers express that school placement isolation, restricted PE delivery, increased workload, low teacher efficacy, and the responsibility to implement Covid-19 behaviour regulations presented as challenges that negatively affect their wellbeing. The paper concludes with practices that may further support PETE and ITE programmes and their student teachers to maintain a stable level of wellbeing throughout their careers.
      Citation: European Physical Education Review
      PubDate: 2022-04-05T06:36:46Z
      DOI: 10.1177/1356336X221088399
       
  • Adaptation and testing of the factorial structure of the Achievement
           Emotional Questionnaire-Short to the Spanish context of physical education
           classes

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      Authors: Rubén Trigueros, José M Aguilar-Parra
      Abstract: European Physical Education Review, Ahead of Print.
      The aim of the present study is to adapt and test the factor structure of the Achievement Emotions Questionnaire-Short version (AEQ-S) in the Spanish context of physical education, in order to assess students’ emotions toward the area of physical education (AEQ-S PE). A total of 1495 secondary school students with an average age of 15.66 years took part in the study. The scale was adapted using the Hambleton method and with the support of a group of expert psychologists and teachers. To analyze the psychometric properties of the questionnaire, several analyses were carried out, such as exploratory factor analysis, confirmatory factor analysis, reliability analysis, and criterion validity analysis. The results showed that the factor structure of the questionnaire is in accordance with the original one, supporting the structure of eight emotions. Reliability analyses were above .70 for the subscales. Additionally, the levels of temporal stability were adequate. In addition, criterion validity reflected the positive association of positive emotions with academic performance. In contrast, negative emotions showed a negative association with academic performance. The results of this study provide evidence of reliability and factorial validity of the AEQ-S PE in the Spanish context.
      Citation: European Physical Education Review
      PubDate: 2022-03-17T01:55:44Z
      DOI: 10.1177/1356336X221082993
       
  • The curriculum took a back seat to huff and puff: Teaching high school
           health and physical education during Covid-19

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      Authors: Vaughan Cruickshank, Shane Pill, Casey Mainsbridge
      Abstract: European Physical Education Review, Ahead of Print.
      This study examined secondary (high) school teachers’ experiences of online delivery of health and physical education (HPE) during Covid-19 suppression measures in one Australian state in 2020. Research has noted the use of blended learning and flipped classrooms in HPE, yet little is known about the delivery of fully online school HPE. Semi-structured interviews occurred with eight high school HPE specialist teachers, providing qualitative data for analysis. The analysis of teachers’ experiences indicated that in most cases HPE did not happen; rather, physical activity provision was initiated, or HPE was marginalised to a movement break between subjects with perceived higher status and priority. Additionally, teachers found that providing HPE online was challenging, and struggled to connect with, engage and provide equitable opportunities for their students online. The results showed that the move to online provision of HPE resulted in diminished educative purpose.
      Citation: European Physical Education Review
      PubDate: 2022-03-16T08:44:41Z
      DOI: 10.1177/1356336X221086366
       
  • Effects of a two-stage physical education teacher education programme on
           preservice teachers’ specialised content knowledge and students’
           game-play in a student-centred Sport Education-Step Game approach

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      Authors: Cláudio Farias, Joaquim Teixeira, Eugénio Ribeiro, Isabel Mesquita
      Abstract: European Physical Education Review, Ahead of Print.
      This study aimed to examine the effects of a physical education teacher education programme on (a) preservice teachers’ (PSTs') specialised content knowledge (SCK), and (b) the game-play development of their students, during a student-centred Sport Education-Step Game Approach (SE-SGA) unit. Three PSTs selected by convenience sampling (22–24 years old), their 60 eighth-grade students (three classes: 38 boys, 22 girls, Mage = 13.3), and a mentoring team (one teacher educator, one university supervisor, and one cooperating teacher) participated in the study. The PSTs participated in a two-stage programme where they learned how to teach volleyball using SE-SGA, and then implemented an SE-SGA unit during their school placement. Using audio/video data from 30 lessons, we examined PSTs' SCK (content development, depth of content knowledge) on a lesson-by-lesson basis. We also assessed the 2v2 game-play performance of PSTs’ students across three assessment points. Descriptive statistics were computed for SCK scores and repeated measures analysis of variances were used to analyse variance in game-play variables over time. Results showed improvement in PSTs’ SCK and students’ game-play. The PSTs showed strong SCK, with index levels above the 3.0 cut point, and progressive use of informing, refining, and applying-game tasks over time. Students improved in most game-play variables (namely ‘serve’, ‘reception’, ‘setting’) and the ‘game performance index’ over time. Student game-play development seemed to be strongly influenced by an interdependent interaction between PSTs’ SCK and additional situated, model-based features of content development (i.e. extensive application of knowledge in competition events, the problem-solving focus of the refining tasks).
      Citation: European Physical Education Review
      PubDate: 2022-03-16T03:05:49Z
      DOI: 10.1177/1356336X221084516
       
  • ‘Why don't you really learn anything in PEH'’ – Students’
           experiences of valid knowledge and the basis for assessment in physical
           education and health (PEH)

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      Authors: Nina Modell, Göran Gerdin
      Abstract: European Physical Education Review, Ahead of Print.
      The overall aim of this study was to explore how upper secondary school students (age 16–19) in Sweden perceive physical education and health (PEH) through the assessment practices they experience in this subject. In particular, the study aimed to examine the students’ experiences of what can be considered as valid knowledge and what the students perceive to form the basis for assessment in PEH. Data were collected by conducting focus group interviews with a total of 38 students from four different upper secondary schools in southern Sweden. The focus groups cohered around discussing three different vignettes that were constructed based on various ‘pedagogical dilemmas’ identified through earlier research on valid knowledge and assessment in PEH. Data were analysed by drawing on Scott's (2008) institutional theory in order to demonstrate how regulative, normative and cultural-cognitive conditions shape practices and assessment in PEH. The results highlight that there is a misalignment between curriculum objectives and assessment in Swedish PEH practice, where the cultural-cognitive conditions as strongly associated with club sports are more influential in the construction of valid knowledge and assessment practice than the regulative and normative conditions as stipulated in the PEH curriculum. The results also demonstrate that there is an ongoing prioritisation of practical over theoretical knowledge in PEH practice, involving an emphasis on doing and being active without any clear learning objectives. It is argued that clearly communicated learning objectives and assessment criteria can help achieve a better alignment between curriculum intentions, pedagogy and assessment in PEH.
      Citation: European Physical Education Review
      PubDate: 2022-03-15T08:43:02Z
      DOI: 10.1177/1356336X221084514
       
  • Teaching health in physical education: An action research project

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      Authors: Hanne H Mong, Øyvind F Standal
      Abstract: European Physical Education Review, Ahead of Print.
      In the Norwegian curriculum for physical education (PE), health is one of several topics students should learn about. However, the way in which many educators conceptualize health can impact both what students learn and how health is taught in PE. According to Mong and Standal (2019), differences in terms of the conceptualizations of health can also lead to differences in teachers’ didactical approaches. This article is based on an action research project in which the overall goal was to investigate how didactic work can contribute to developing the teaching of health in PE. The project included an action research phase and qualitative interviews. The project, conducted in Norway, lasted almost one school year and was divided into two units. One teacher and 48 students aged 14–15 years participated in the action research project, which included eight lessons. We conducted qualitative interviews with the teacher and six students after the completion of the action research phase. In our analysis, we identified three topics addressed by both the students and the teacher, namely ‘the use of logbooks as a method for reflection’, ‘awareness of health as a knowledge object’ and ‘developing confidence in how to teach health’. Through the use of a didactic approach to health, both the students and teacher developed new reflections on and awareness of health. The findings indicate that it was professional development which subsequently impacted didactic decisions, dialogues about how health was taught and the teacher’s confidence in teaching health.
      Citation: European Physical Education Review
      PubDate: 2022-02-25T05:31:17Z
      DOI: 10.1177/1356336X221078319
       
  • Physical education in a post-COVID world: A blended-gamified approach

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      Authors: Dylan Owen Blain, Martyn Standage, Thomas Curran
      Abstract: European Physical Education Review, Ahead of Print.
      How does the education sector recover following the disruption caused by the COVID-19 pandemic' Much enthusiasm exists to imagine how teaching practices can be enriched within the so-called ‘new normal.’ The physical and mental health benefits associated with school physical education have attracted considerable attention during the pandemic. Capitalizing on the raised awareness of the many positive contributions of school physical education, a pressing priority is to now reengage children with physical activity in a manner that promotes enjoyable experiences and adaptive engagement with movement. In this paper, we draw from self-determination theory, physical literacy theory and socioecological perspectives to present the case for blended-gamified approaches as a means of reimagining physical education in a post-pandemic world. To support all young people to lead healthy and active lifestyles, we propose the use of a systematic and evidence-based approach to programme development, evaluation and implementation. Such an approach will aid in establishing what works, when, for whom and in which context.
      Citation: European Physical Education Review
      PubDate: 2022-02-24T03:37:44Z
      DOI: 10.1177/1356336X221080372
       
  • See the forest by looking at the trees: Physical education teachers’
           interpersonal style profiles and students’ engagement

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      Authors: Francisco M Leo, Juan J Pulido, David Sánchez-Oliva, Miguel A López-Gajardo, Athanasios Mouratidis
      Abstract: European Physical Education Review, Ahead of Print.
      On the basis of self-determination theory, we aimed to identify students’ perceptions of interpersonal teaching style profiles (i.e. within-teacher combinations of six dimensions of need-supportive and need-thwarting behaviours of autonomy, competence and relatedness) and to examine, through a cross-sectional design, the possible associations between these teaching profiles and students’ behavioural and emotional engagement. Participants were 2065 students (nteachers = 38) of Physical Education (PE) (Mage = 11.96 ± 1.95; range = 10–16 years; 1042 girls) nested in 98 classrooms from elementary (n = 915) and secondary (n = 1150) Spanish schools. Students filled out questionnaires in a paper and pencil format during the last semester of the school year. A four-cluster solution was found to be the most suitable: (a) a high-low group (i.e. high in perceived need-support and low in need-thwarting), (b) a low-high group (i.e. low in perceived need-support and relatively high in need-thwarting), (c) a low-low group (i.e. low in both need-support and need-thwarting) and (d) a mixed group (i.e. low in autonomy support, high in autonomy-thwarting and relatively modest-to-high in competence and relatedness support and thwarting). A multivariate analysis of variance (MANOVA) indicated significant differences in students’ behavioural and emotional engagement as a function of cluster membership. Post hoc comparisons showed that the high-low group reported the highest levels of engagement and the low-high group the lowest ones. Furthermore, the mixed group scored the second highest level of engagement – higher than the low-low and the low-high group. These results suggest that teachers who fail to support students’ needs for autonomy, competence and relatedness – either by using or not using need-thwarting instructional practices – might undermine students’ engagement.
      Citation: European Physical Education Review
      PubDate: 2022-02-21T05:47:10Z
      DOI: 10.1177/1356336X221075501
       
  • Examining high school student perceptions of physical education

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      Authors: Ken Murfay, Aaron Beighle, Heather Erwin, Erin Aiello
      Abstract: European Physical Education Review, Ahead of Print.
      The current case study was designed to seek out incoming high school students’ perceptions of physical education (PE) and how students felt former PE teachers influenced their perceptions. The study was conducted at a high school in the United States and included semi-structured focus group interviews of 25 students. The results indicated that students have a mix of positive and negative perceptions of PE and reported that the purpose of PE was to participate in physical activity (PA) and learn how to live a healthy lifestyle through fun and meaningful experiences (theme 1). A fun and meaningful PE experience included learning how to live a healthy lifestyle, experiencing success in a variety of physical activities, and engaging socially with other peers (theme 2). The majority of students stated that their teachers controlled the factors that influenced their level of enjoyment in PE (theme 3). Students recognized that these activities and their teachers’ actions influenced their interpretations of their PA experiences in PE. Students reported that these perceptions could influence their future participation in PA. Based on the results of the study, PE has the potential to provide students with positive experiences with PA that encourage individual competence over social comparison. This, combined with meaningful content that is based on PE standards and students’ personal interests, can help to develop positive student perceptions of PE and increase students’ participation in PA.
      Citation: European Physical Education Review
      PubDate: 2022-01-20T12:24:55Z
      DOI: 10.1177/1356336X211072860
       
  • Relationships between university instructors’ and preservice
           teachers’ content knowledge

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      Authors: Fatih Dervent, Aykan Kurucan, Erhan Devrilmez, Phillip Ward
      Abstract: European Physical Education Review, Ahead of Print.
      The purpose of this study was to examine the relationships between instructors’ common content knowledge, knowledge of instructional tasks, and knowledge of student errors and preservice teachers’ common content knowledge and knowledge of instructional tasks in gymnastics, soccer, and volleyball. Participants were 23 university instructors and 819 preservice teachers enrolled in 9 physical education teacher education programs in Turkey. Common content knowledge and knowledge of student errors were measured using validated gymnastics, soccer, and volleyball knowledge tests. Knowledge of instructional tasks was measured by content maps and assessed using a specialized content knowledge index for each sport. A Spearman's rank… correlation coefficient was used to measure the degree of relationships. There were significant positive relationships between instructors’ and preservice teachers’ common content knowledge levels of gymnastics (r = 0.82, p 
      Citation: European Physical Education Review
      PubDate: 2022-01-18T11:42:08Z
      DOI: 10.1177/1356336X211072489
       
 
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