European Physical Education Review最新文献

{"title":"Vignettes and triadic games: Novel approaches to assess students’ declarative knowledge in physical education","authors":"Diego Miranda-Lozano, Jacob Sierra-Díaz, Roberto Sánchez Gómez, Javier Fernández-Rio","doi":"10.1177/1356336x261473207","DOIUrl":"https://doi.org/10.1177/1356336x261473207","url":null,"abstract":"The emergence of Teaching Games for Understanding aimed to promote a shift from teacher-centred to student-centred learning frameworks. The Tactical Games Model, a simplified version, aims to create players who are both technically and tactically intelligent. Triadic games are a novel framework for games teaching, since they include the ambivalent relationship between three teams playing the same game. This study sought to compare the impact of two intervention programmes on students’ declarative tactical knowledge. A quasi-experimental, pre-test, post-test research design was employed with a total of 268 participants (grades 8–12). The experimental group ( <jats:italic toggle=\"yes\">n</jats:italic> = 131, 62 boys, 69 girls) experienced triadic games, while the comparison group ( <jats:italic toggle=\"yes\">n</jats:italic> = 137, 79 boys, 58 girls) experienced dual games. To assess students’ knowledge, students solved vignettes: concise descriptions of a hypothetical situation. At the beginning and end of each session, the students solved the same vignette designed based on the tactical principle/goal of the session. To assess the students’ responses, a four-level rubric was developed. Descriptive and inferential analyses of variance and covariance were conducted. Results showed that both study groups improved their scores to a similar extent, in all grades, except grade eight. It is notable that girls showed stronger improvements ( <jats:italic toggle=\"yes\">p</jats:italic> = .028). Triadic games appear to constitute a useful game form and vignettes an appropriate instrument for assessing students’ declarative tactical knowledge.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148809994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A cross-national study of physical education teachers’ marginalisation, isolation, perceived mattering and professional role stressors in Türkiye and Iceland","authors":"Derya Sakallı, Sveinn Þorgeirsson, Ingi Einarsson, Ender Şenel","doi":"10.1177/1356336x261476559","DOIUrl":"https://doi.org/10.1177/1356336x261476559","url":null,"abstract":"Understanding the professional dynamics of physical education teachers is essential for fostering a sustainable educational environment. Previous research indicates a significant association between role stressors, perceived mattering and teachers’ professional identities. However, how these dynamics differ across diverse cultural and educational systems, such as those in Türkiye and Iceland, remains an area requiring empirical investigation. Using a cross-sectional survey design, this study explored the associations among marginalisation, isolation, role stressors and perceived mattering among physical education teachers in these two nations. Data were collected from 331 physical education teachers (Türkiye <jats:italic toggle=\"yes\">n</jats:italic> = 208; Iceland <jats:italic toggle=\"yes\">n</jats:italic> = 123). Comparative and regression analyses were conducted using validated instruments (Physical Education – Marginalisation and Isolation Survey, Teacher Role Stressors Survey and Perceived Mattering Questionnaire – Physical Education). The analyses revealed significant cross-national differences with large effect sizes. Regression analyses indicated that role ambiguity (RA) and role conflict were the strongest predictors of marginalisation, while RA and role overload significantly predicted professional isolation. Interaction effects with country were non-significant, indicating broadly consistent relationships across both national contexts. These findings suggest that, despite higher workloads, Turkish physical education teachers report higher levels of perceived mattering. In contrast, the Icelandic context highlights that policy-driven invisibility may exacerbate feelings of marginalisation. These results offer practical recommendations for policymakers and educational stakeholders to implement country-specific structural interventions to mitigate isolation and enhance the global status of physical education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"185 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148809995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Task receptivity in school strength training: A function of individual interest profiles?","authors":"Mehdi Belhouchat, Olivier Dieu, Cédric Roure","doi":"10.1177/1356336x261471022","DOIUrl":"https://doi.org/10.1177/1356336x261471022","url":null,"abstract":"Positive experiences in physical education (PE) constitute a critical determinant of students’ engagement and learning. The aims of this study were to: (a) examine potential differences in situational interest (SI) across three strength-training tasks as a function of students’ individual interest (II) profiles, and (b) examine whether and how SI scores differed across II profiles theoretically aligned with the four-phase model of interest development. Students ( <jats:italic toggle=\"yes\">N</jats:italic> = 319; <jats:italic toggle=\"yes\">M</jats:italic> <jats:sub>age</jats:sub> = 16.0, <jats:italic toggle=\"yes\">SD</jats:italic> = 1.7; 53.3% boys) completed three strength-training tasks within the same PE unit. The tasks differed only in guidance for load self-regulation. The first task promoted an autonomous learning environment supported by internal guidance. The second created a structured environment characterized by external guidance. The third represented an intermediate condition, combining structure with decision-making autonomy through mixed guidance. Cluster analyses based on the three factors of II identified four profiles showing progressively increasing levels of II, supported by Bayesian Information Criterion and log-likelihood criteria, consistent with the theoretical structure of the four-phase model. The findings suggest that instructional designs relying primarily on external guidance were associated with higher SI scores among lower II profiles, consistent with the lower-interest profiles described in the model. No significant task-by-profile interaction was observed for higher II profiles. Non-linear patterns across II profiles were observed for all tasks except the mixed-guidance task. The results underscore the importance of designing PE tasks that align with different II profiles within the interest development framework.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"7 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148728704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From barriers to facilitators: Examining views of schoolteachers on provision of school-based swimming and water safety education in Türkiye","authors":"Ali Işın, Amy E Peden","doi":"10.1177/1356336x261469078","DOIUrl":"https://doi.org/10.1177/1356336x261469078","url":null,"abstract":"Provision of school-based swimming and water safety education provides a range of benefits including preventing drowning. This cross-sectional survey examined barriers and facilitators for its implementation in Türkiye from the perspective of schoolteachers. Quantitative data were analysed using descriptive statistics and chi-square tests of association by teacher type (physical education/other) and school type (public/private). Qualitative responses were thematically analysed. In total 577 responses were analysed (82% public schoolteachers). Despite high levels of recognition of both drowning risk for children (92%) and swimming as a risk reduction strategy (94%), swimming instruction was offered at only 8% of respondents’ schools. Compared to public schoolteachers, private schoolteachers were more likely to indicate that both swimming education (χ <jats:sup>2</jats:sup> = 58.154; <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001) and water safety education (χ <jats:sup>2</jats:sup> = 40.809; <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001) were provided. Common perceived barriers to the provision of swimming and water safety education in schools were a lack of infrastructure (85%) and funding (65%), with 78% of teachers believing financial support should be provided by the government. One-fifth of respondents identified cultural and religious values impacting swimming education for girls. Support from municipalities or government (56%) and school proximity to swimming pools (53%) were seen as facilitators. Policies to embed swimming and water safety education in the curriculum in Türkiye will require government support, appropriate infrastructure and trained teachers. Implementation would benefit from additional support for public schools and culturally and religiously sensitive approaches to ensure equitable access. High-quality instruction can enable children to gain practical skills to support a lifetime of safe aquatic participation.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"294 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148650560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Where does teacher professional learning happen? An ethnographic inquiry into learning spaces of health and physical education teachers","authors":"Jinzhi Han, Rod Philpot, Alan Ovens","doi":"10.1177/1356336x261470230","DOIUrl":"https://doi.org/10.1177/1356336x261470230","url":null,"abstract":"This article examines how the professional learning of secondary health and physical education (HPE) teachers is shaped by the material and relational configurations of the everyday practice spaces they navigate within and beyond school. Based on an ethnographic study in a New Zealand secondary school, data were collected through participant observations, interviews, artefacts, and documents over 20 weeks. The findings identify three interrelated themes of learning spaces: teaching spaces, school spaces, and spaces beyond school, that together form a distributed ecology of professional learning. Each space afforded distinctive opportunities for engagement, reflection, and collaboration, enabling HPE teachers to learn through experimentation, observation, conversation, mentoring, and participation in broader professional networks. The study advances understanding of professional learning as a relational and emergent process, both spatially enacted and contextually grounded. It highlights the significance of informal and incidental learning environments, such as staffrooms, online platforms, and personal relationships, in sustaining teachers’ professional growth. The article concludes by arguing for more flexible and ecologically responsive approaches to supporting teacher professional learning across the multiple spaces of educational practice.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"126 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148552783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chasing rainbows: An interview study of middle school principals’ whole-of-school physical activity beliefs","authors":"Collin A Webster, Jongho Moon, Ben D Kern, Julian A Reed, Veronica Becerra, Heather Erwin, Gabriella M McLoughlin, Derek Craig, Carmen Tejeda-Delgado, Brian Dauenhauer","doi":"10.1177/1356336x261464361","DOIUrl":"https://doi.org/10.1177/1356336x261464361","url":null,"abstract":"Despite the central importance of school leadership in the successful implementation of new programs, little research has explored administrators’ views concerning whole-of-school physical activity (PA) initiatives, which can support students’ academic performance and healthy development. A critical knowledge gap exists in the context of secondary education, where whole-of-school PA implementation may face nuanced challenges. The purpose of this U.S.-based study was to examine middle school principals’ beliefs about whole-of-school PA. A convenience sample of 19 principals from six states participated in individual, semi-structured interviews. The data were thematically analyzed in NVivo. Findings spanned three themes: (a) <jats:italic toggle=\"yes\">PA benefits the whole child, but who is in charge?</jats:italic> , (b) <jats:italic toggle=\"yes\">school- and system-level resources that matter</jats:italic> , and (c) <jats:italic toggle=\"yes\">the gap between verbal support and administrative action.</jats:italic> Collectively, these themes revealed principals’ nearly universal philosophical support for school-based PA programming but also demonstrated how such convictions often operate within structures that deprioritize it. Although principals expressed a desire to foster more active school cultures, they often perceived such efforts as idealistic and instead conformed to the accountability systems that govern their work. This study provides a key empirical lens from the perspective of school leadership to understand potential barriers and facilitators to whole-of-school PA implementation in middle schools.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"51 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physical education teacher education matters – This is how!","authors":"Christopher Engdahl, Mikael Quennerstedt, Håkan Larsson, Erik Backman, Maria Howding, Andreas Isgren Karlsson, Emil Johansson, Jan Mustell, Inga Oliynuk, Anna Rosén, Karin Sjödin, Björn Tolgfors, Runa Westerlund","doi":"10.1177/1356336x261463138","DOIUrl":"https://doi.org/10.1177/1356336x261463138","url":null,"abstract":"Previous research has presented contrasting notions of the potential impact of physical education teacher education (PETE) on professional teaching practice. Despite growing scholarship on PETE, work is needed to better understand how PETE can matter to would-be physical education (PE) teachers and teaching in the subject. This article aims to provide insights into when and how PETE matters to further understand how programmes can prepare preservice teachers (PSTs) for their future profession. The article draws on data from two larger research projects and nine doctoral projects conducted in Sweden from 2018 to 2024. We revisit this collective dataset through a reanalysis of all the original data across the projects, complemented by a two-day collaborative analysis workshop involving all researchers to explore <jats:italic toggle=\"yes\">when</jats:italic> and <jats:italic toggle=\"yes\">how</jats:italic> PETE matters throughout teacher education during campus-based courses, in the transitions between campus and school-based experiences, and in the shift from teacher education into the initial years of teaching. This iterative analytical process enabled the identification of four categories of when PETE mattered: (i) when knowledge in movement and movement cultures was taught, (ii) when coherence was accommodated, (iii) when opportunities for student subjectification were provided, and (iv) when PETE constituted a driving force for educational change. In contrast to studies that question the impact of PETE, we have pointed to instances <jats:italic toggle=\"yes\">when</jats:italic> PETE mattered and <jats:italic toggle=\"yes\">how</jats:italic> . The article shows various ways PETE can prepare PSTs for their upcoming professional lives as teachers and be a proactive part of driving PE as a subject area forward.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"12 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148414762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of a gamified physical education intervention on motor competence and emotional intelligence among disadvantaged primary-school children: A quasi-experimental pilot study","authors":"Jenna Rice, Katie Fitton Davies, Jonathan Foulkes, Ceriann Magill, An De Meester, David Stodden, Matthieu Lenoir, Lawrence Foweather","doi":"10.1177/1356336x261463090","DOIUrl":"https://doi.org/10.1177/1356336x261463090","url":null,"abstract":"Disadvantaged children are at risk of low motor competence (MC) and emotional intelligence (EI), which are both important for holistic development. Gamification offers a promising approach in physical education (PE), but evidence of effectiveness remains limited. This study investigated the effectiveness and acceptability of a gamified PE intervention on MC, EI, perceived MC, and self-determined motivation in 9–10-year-old children from deprived areas in England. A quasi-experimental trial was conducted with 76 children (44 boys; 32 girls; <jats:italic toggle=\"yes\">M</jats:italic> <jats:sub>age</jats:sub> = 9.53 years) from four primary schools (intervention, <jats:italic toggle=\"yes\">n</jats:italic> = 2; control, <jats:italic toggle=\"yes\">n</jats:italic> = 2). Intervention schools taught weekly gamified PE lessons for 10 weeks; control schools followed usual routines. MC was assessed using the MC assessment (MCA) and Körperkoordinationtest für Kinder (KTK3+), with psychological outcomes measured via self-report. Acceptability data were collected through teacher interviews and child focus groups. Adjusted between-group estimates (controlling for baseline score, age, and sex) indicated a positive difference in the intervention group relative to the control group for MCA <jats:italic toggle=\"yes\">z</jats:italic> -score, with no clear difference for KTK3+ <jats:italic toggle=\"yes\">z</jats:italic> -score. No clear differences were found for EI. External regulation was lower in the intervention group for both physical activity and PE, and relatedness satisfaction was higher, while other psychological outcomes showed little clear difference. Teachers described the lessons as developmentally appropriate, feasible and engaging, and children perceived the lessons as enjoyable and beneficial for movement skills and teamwork. These findings suggest gamification may be a promising pedagogical approach in PE, supporting MC and selected motivational outcomes. Further research is needed to examine longer-term effectiveness and scalability in larger, more diverse samples.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"203 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148379716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing physical educators’ fat attitudes and PE role conceptions in relation to body weight","authors":"Luciana Zuest, Janaina Fogaça, Saemi Lee, Clara Janush, Dawn Clifford","doi":"10.1177/1356336x261460304","DOIUrl":"https://doi.org/10.1177/1356336x261460304","url":null,"abstract":"In this study, we conducted a needs assessment to inform professional development (PD) aimed at reducing weight stigma and creating weight-inclusive climates in physical education (PE). A total of 217 physical educators (PE majors, PE teachers, and PE teacher education faculty) completed the Fat Attitudes Assessment Toolkit (FAAT) and 199 also responded to open-ended questions about weight inclusivity. Results showed participants had moderate to high fat acceptance ( <jats:italic toggle=\"yes\">M</jats:italic> = 5.07) and high attribution complexity ( <jats:italic toggle=\"yes\">M</jats:italic> = 5.87). Although these scores suggest improved attitudes compared to previous studies, qualitative responses revealed persistent weight-centric orientations. Over half of participants (56.8%) maintained problem-focused PE role conceptions (solving obesity or including students while acknowledging weight concerns), whereas 40.7% endorsed supporting or transforming approaches; the remaining responses were coded as ambiguous or unknown. This divergence between fat acceptance scores and PE role conceptions highlights the complexity of addressing weight stigma in PE. Therefore, PD should be differentiated: educators maintaining weight-centric PE role conceptions need training on weight controllability and stigma harms, while those with wellbeing-focused orientations are ready for critical pedagogy and advocacy education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"33 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reconciling model fidelity and teaching agency: How preservice teachers’ implementation of a hybrid Sport Education-Step Game Approach relates to student learning","authors":"Cláudio Farias, Ellen-Alyssa F Gambles, Jacob Sierra-Diaz, Sixto González-Víllora, Isabel Mesquita","doi":"10.1177/1356336x261458239","DOIUrl":"https://doi.org/10.1177/1356336x261458239","url":null,"abstract":"This study examined how different levels of implementation fidelity to critical elements of a hybrid Sport Education–Step Game Approach (SE-SGA) were associated with students’ game performance during volleyball teaching. Within a master's-level physical education teacher education program in Northern Portugal, nine preservice teachers (PSTs) and 189 10th-grade students across nine classes participated. Prior to school placement, the PSTs completed over 300 hours of coursework, including 60 hours of sport-specific pedagogy using the SE-SGA hybrid approach. A quasi-experimental pre–post design was employed. 108 lessons were video-recorded and coded using a 17-item fidelity checklist. Fidelity scores were averaged across 12 lessons per PST. Cluster analysis (Ward's method) identified three fidelity levels (high, moderate, low). One-way analysis of variance (ANOVA) and post hoc tests confirmed significant group differences. Students’ game performance was assessed using validated measures: decision-making efficacy (0–3 scale), game performance index (mean across four actions), game involvement score (total actions), rate of play (actions/minute), and efficacy score (successful actions). Multivariate analysis of variance, ANOVA, and multiple mediation analyses were conducted. Results showed that students taught by high-fidelity PSTs achieved the greatest gains across all domains (game involvement, efficacy, rate of play, performance index, and discrete actions: service, reception, setting, attack). Moderate- and low-fidelity groups showed improvements in specific indicators, particularly participation and technical actions. These findings challenge binary fidelity views and highlight how scaffolded, context-sensitive enactment may support learning. These results require further study through in situ analyses of PST–mentor interactions.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"135 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}