European Physical Education Review最新文献

Exploring perceived mattering in physical educators across the teacher career cycle: A focus on two stages

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-02-24 DOI: 10.1177/1356336x251316761

Denis Schulz, Karen L Gaudreault, Kelly L Simonton, Victoria N Shiver, Kevin Andrew Richards

{"title":"Exploring perceived mattering in physical educators across the teacher career cycle: A focus on two stages","authors":"Denis Schulz, Karen L Gaudreault, Kelly L Simonton, Victoria N Shiver, Kevin Andrew Richards","doi":"10.1177/1356336x251316761","DOIUrl":"https://doi.org/10.1177/1356336x251316761","url":null,"abstract":"Physical education (PE) teachers often experience frustration and struggle to be taken seriously within their profession. When these negative feelings are internalized, PE teachers may withdraw from using best practices and question their importance within the school. Perceived mattering can help navigate marginalization and the negative feelings associated with it. Grounded in the teacher career cycle framework and the psychological construct of perceived mattering, this study aimed to investigate the feelings of mattering among PE teachers at different career stages in the United States. Data were collected via semi-structured interviews with 19 participants and analyzed using inductive guidelines. Data analysis led to the construction of the following three themes: (1) increased feelings of mattering are tied to the competency building and enthusiasm and growth career stages, (2) perceptions of mattering grow over time through intentional relationship building, and (3) feelings of enthusiasm are grounded in intrinsic motivation. Teachers in the competency building and enthusiasm and growth stages reported having increased feelings of mattering through community participation. Teachers also shared that support from school administration promotes a sense of importance, which showcases the essential role relationships have in teacher well-being and mitigating negative emotions associated with the sociopolitical pressures of the profession. Findings indicate that perceptions of mattering are tied to increased engagement with others, allowing PE teachers to be more central in the educational network, though advocacy for and tenure in the field is also required.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"55 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143485729","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}

引用次数: 0

Examining the relationships among preservice physical education teachers’ beliefs, emotions, and professional identity

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-01-30 DOI: 10.1177/1356336x241312088

Youngjoon Kim, Kelly L. Simonton, Kevin Mercier, Karen Lux Gaudreault, Kevin Andrew Richards

{"title":"Examining the relationships among preservice physical education teachers’ beliefs, emotions, and professional identity","authors":"Youngjoon Kim, Kelly L. Simonton, Kevin Mercier, Karen Lux Gaudreault, Kevin Andrew Richards","doi":"10.1177/1356336x241312088","DOIUrl":"https://doi.org/10.1177/1356336x241312088","url":null,"abstract":"Teacher identities, shaped within teacher education programs, are linked to professional commitment, career longevity, teaching effectiveness, and student learning. The purpose of this study was to examine the relationships among teacher beliefs, emotions during student teaching, and professional identity in physical education (PE) preservice teachers (PSTs). The PE PSTs ( N = 268), who were in the final weeks of completing their semester-long student teaching in the USA, completed a survey that measured teacher beliefs, emotions, and professional identity. Confirmatory factor analysis and structural equation modeling were used to evaluate the data and hypothesized relationships. The results confirmed that PE PST beliefs were related to positive and negative emotions during student teaching and that both beliefs and emotions were related to teacher identity. The emotions experienced in student teaching support indirect relations between beliefs and identities. The study highlights the importance of teacher education that fosters strong and professional teacher beliefs and provides a meaningful student teaching environment that can generate positive emotions. To ensure the success of PE PSTs, rather than simply their survival, this study advocates for the establishment of supportive and close-knit partnerships between university-based teacher educators, cooperating teachers, and school staff. PE PSTs’ professional identity formation and its influences require more research to establish connections with teacher effectiveness, motivation, and well-being, which are tethered to student learning.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"13 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071850","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}

引用次数: 0

Exploring the factors that influence the delivery of physical education in alternative provision schools in England 探讨影响英国另类供给学校体育教学的因素

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-01-17 DOI: 10.1177/1356336x241308526

Thomas Quarmby, Anthony J Maher, Oliver Hooper, Vicci Wells, Lucy Slavin

{"title":"Exploring the factors that influence the delivery of physical education in alternative provision schools in England","authors":"Thomas Quarmby, Anthony J Maher, Oliver Hooper, Vicci Wells, Lucy Slavin","doi":"10.1177/1356336x241308526","DOIUrl":"https://doi.org/10.1177/1356336x241308526","url":null,"abstract":"There is currently no literature that considers the practicalities of delivering physical education (PE) in alternative provision schools, nor the challenges that this might entail. As such, this paper offers a unique contribution to knowledge by highlighting the key factors that influence the delivery of PE within alternative provision schools in England from the perspectives of practitioners (i.e. those tasked with delivering it). Following a Freedom of Information request, an online survey was distributed to all alternative provision schools in England ( n = 335, 48 responses). A purposive sample of practitioners ( n = 14) was then invited to take part in online semi-structured interviews. Qualitative responses from the survey (extracted into an Excel spreadsheet), along with the transcripts from the interviews, were analysed using inductive and deductive procedures. The data were subsequently mapped to the socio-ecological model ( McLeroy et al., 1988 ) to identify what influenced delivery at multiple levels. This included factors at the intrapersonal level (e.g. staff confidence and competence, their pedagogical and content knowledge and feelings of isolation), interpersonal level (e.g. pupil needs/abilities, their behaviour and trauma, confidence, negative experiences of mainstream PE and lack of motivation), institutional level (e.g. spatial constraints, the facilities and equipment available and class sizes), community level (e.g. stigma and a lack of engagement with National Governing Bodies), and public policy level (e.g. recruitment of staff, financial constraints and attainment pressures). This paper presents a range of intersecting factors that influence what happens and how in PE in the context of alternative provision schooling.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"30 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142988774","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}

引用次数: 0

Looking forwards and backwards: The continuing influence of COVID-19 on the practices of physical education teachers 前瞻与回顾：新冠肺炎疫情对体育教师实践的持续影响

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-12-12 DOI: 10.1177/1356336x241301427

Vaughan Cruickshank, Casey Mainsbridge, John Williams, Michael Dunning, Kevin Andrew Richards

{"title":"Looking forwards and backwards: The continuing influence of COVID-19 on the practices of physical education teachers","authors":"Vaughan Cruickshank, Casey Mainsbridge, John Williams, Michael Dunning, Kevin Andrew Richards","doi":"10.1177/1356336x241301427","DOIUrl":"https://doi.org/10.1177/1356336x241301427","url":null,"abstract":"This study examined how physical education (PE) teachers in one Australian state approached and implemented their practice following the COVID-19 pandemic. Semi-structured interviews were undertaken with 14 primary and high school PE specialist teachers who participated in our previous COVID-19-focused studies to understand the changes that occurred in their practice over time. Analysing teachers’ experiences as part of the figurations they form with others resulted in the identification of key themes that reflected their perceptions of the ongoing influence of COVID-19 on their practices as PE teachers. These themes relate to blind or unplanned social processes ( Elias, [1987] 2007a ) that contributed to unintended consequences ( Elias, 2009a ) of the teachers’ actions. They were focused on levels of student engagement, equity, planning, online resources, assessment and well-being. The results showed that while there were ongoing issues related to varied student engagement and home environments, participants perceived that the forced move to online learning had what we considered to be unintended consequences for the PE profession and, specifically, PE teachers. These unintended consequences were focused on planning, online resources, assessment and well-being.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"55 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142815639","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}

引用次数: 0

Muslim students’ experiences of physical education: A scoping review 穆斯林学生的体育教育经验：一个范围回顾

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-12-06 DOI: 10.1177/1356336x241298637

Annette Stride, Jonathan Allen

{"title":"Muslim students’ experiences of physical education: A scoping review","authors":"Annette Stride, Jonathan Allen","doi":"10.1177/1356336x241298637","DOIUrl":"https://doi.org/10.1177/1356336x241298637","url":null,"abstract":"This scoping review brings together, for the first time, research spanning five decades focusing on Muslim students’ experiences of physical education (PE). In taking stock of this work, it advances knowledge by mapping how understandings of the relationship between religion and PE have developed, whilst identifying new avenues of inquiry. Therefore, this scoping review is a useful resource for pedagogues and other stakeholders to reflect on current PE policy and practice to ensure they are best serving their Muslim students’ needs. Two questions are addressed: ‘How has research developed understandings regarding Muslim students’ experiences of PE?’ and ‘What lessons can be learnt to support more inclusive experiences for Muslim students?’ A six-stage methodological approach was utilised: (1) identifying research question(s); (2) searching for studies; (3) selection; (4) charting data; (5) summarising results; and (6) expert consultation. A systematic literature search using key words (Islam, Muslim, Physical Education) identified 141 outputs. Using inclusion/exclusion criteria, 47 remained. The findings offer (a) a summary of the characteristics of the work reviewed, including growth of the field, research location, contexts, participants and methodological issues, and (b) a critical commentary, identifying a preoccupation with particular identities, the significance of acknowledging heterogeneity, and the problematic positioning of Muslim students. The paper concludes with some future research recommendations, including the need for research exploring Muslim boys' and young men's experiences, adopting alternative theoretical approaches, exploring different contexts and re-orientating how research is undertaken ‘with’ young people.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"27 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789921","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}

引用次数: 0

Exploring the enacted content of the Practising Model: A Bildung theoretical perspective 实践模式制定内容探析：一个建构的理论视角

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-12-05 DOI: 10.1177/1356336x241298629

Robin Lindgren Fjellner, Håkan Larsson, Dean Barker

{"title":"Exploring the enacted content of the Practising Model: A Bildung theoretical perspective","authors":"Robin Lindgren Fjellner, Håkan Larsson, Dean Barker","doi":"10.1177/1356336x241298629","DOIUrl":"https://doi.org/10.1177/1356336x241298629","url":null,"abstract":"Various attempts have been made to emphasise the educational purpose of physical education (PE). Ennis (2011 ) has noted that understandings of content shift depending on curriculum. The aim of the paper is to explore what the enacted content becomes when the Practising Model is implemented in PE. Four PE teachers, in two Swedish secondary schools, enacted the Practising Model with five classes for 10–17 lessons. Qualitative data were generated in the form of video recordings of lessons, interviews with students and teachers, and student-produced material. The findings are presented as three main content areas: (a) general-subject content, typically teacher-initiated and involving planning and evaluation; (b) subject-specific content, largely student-initiated and encompassing the adoption, appreciation, exploration, understanding, and grasping of movement qualities; and (c) persona-developing content, focusing on character development through persisting and daring. A discussion of the findings using Categorical Bildung is presented, illustrating the added value the enacted content may bring students in terms of their Bildung. The study highlights the diversity of content engagement and the fluidity between content categories. This diversity also introduces a challenge in the changing relationship between content and teaching. The organising centre for PE and its relation to content are discussed. The paper concludes with suggestions for future research.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"9 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789895","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}

引用次数: 0

“We have limited time, so it's a zero-sum game”: Influence of secondary organizational socialization on the forms of physical education teacher education provided by European, Asian, and North American-based mid-career faculty members “我们的时间有限，所以这是一个零和游戏”：中学组织社会化对欧洲、亚洲和北美职业中期教师体育教师教育形式的影响

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-12-05 DOI: 10.1177/1356336x241300398

Seungsoo Baek, Matthew D. Curtner-Smith

{"title":"“We have limited time, so it's a zero-sum game”: Influence of secondary organizational socialization on the forms of physical education teacher education provided by European, Asian, and North American-based mid-career faculty members","authors":"Seungsoo Baek, Matthew D. Curtner-Smith","doi":"10.1177/1356336x241300398","DOIUrl":"https://doi.org/10.1177/1356336x241300398","url":null,"abstract":"The purpose of this study was to describe the influence of secondary organizational socialization on six mid-career faculty members’ provision of physical education teacher education (PETE). The specific research questions we sought to answer were: (a) what forms of PETE did mid-career faculty members provide for their preservice teachers? and (b) what factors aided or undermined mid-career faculty members’ provision of PETE? The faculty members worked in universities situated on three continents. The primary data source was a semi-structured interview with each faculty member. Optional supplementary data were supplied by three of the participants in the form of artifacts and film. Data were reduced to themes through analytic induction and constant comparison. Key findings were that faculty members provided two forms of PETE that were combinations of the critical-inquiry, traditional/craft, personalistic, and behavioristic orientations to teacher education. Three faculty members worked in what they perceived to be negative cultures, two in positive cultures, and one in a neutral culture. All six faculty members worked in what they perceived to be unfavorable conditions. Collectively, this situation made it difficult for faculty members to provide PETE as they intended. Faculty members dealt with adverse cultures and conditions by attempting to strategically redefine them or by strategically complying with them. The findings of the study may help to improve the culture and conditions in which sport pedagogy faculty members work, negate the effects of reality shock on neophyte faculty members, and promote faculty members’ thinking about the forms of PETE they provide.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"5 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142776580","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}

引用次数: 0

Meaningful physical education: Towards an embodied pedagogy 有意义的体育教育：迈向具身教学法

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-11-26 DOI: 10.1177/1356336x241300426

Esben Stilund Volshøj, Kenneth Aggerholm, Stephanie Beni, Kasper Lasthein Madsen

{"title":"Meaningful physical education: Towards an embodied pedagogy","authors":"Esben Stilund Volshøj, Kenneth Aggerholm, Stephanie Beni, Kasper Lasthein Madsen","doi":"10.1177/1356336x241300426","DOIUrl":"https://doi.org/10.1177/1356336x241300426","url":null,"abstract":"International research on students’ meaningful experiences in physical education (PE) has led to the proposal of the Meaningful PE approach, aiming to guide pedagogical principles to support students’ meaningful experiences in PE. The approach currently includes democratic and reflective pedagogical principles. With this paper, we aim to contribute to the Meaningful PE approach by emphasizing the need to address a third pedagogical principle that attends to pre-reflective bodily dimensions of students’ meaningful experiences in PE. The democratic and reflective pedagogical principles are based on a reflective interpretation of the significance an experience holds. While this approach is highly valuable, the retrospective nature of these principles may unintentionally overlook significant pre-reflective bodily dimensions of experience. Drawing on a phenomenological concept of embodiment, we use key structures of our pre-reflective bodily engagement with the world to analyse features that young people describe as significantly contributing to their meaningful experiences in PE and youth sport: social interaction, challenge, motor competence, fun, and personally relevant learning. Our analysis reveals that pre-reflective bodily meaningful experiences emerge as something in-between the subject and the world. These experiences can be affected by others in body-to-body encounters and contain a dimension of negativity related to the pre-reflective, relational, and active–passive structure of our lived experience. Based on our analysis, we propose that teaching to support meaningful experiences in PE must address the dialectical interplay between reflective and pre-reflective dimensions. Therefore, we advocate for adding an embodied pedagogical principle to the Meaningful PE approach alongside the reflective and democratic principles.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"4 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142718394","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}

引用次数: 0

Pre-service teachers’ experiences of an activist approach in a health and physical education teacher education context 职前教师在健康和体育教师教育背景下对行动主义方法的体验

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-11-20 DOI: 10.1177/1356336x241294069

Carla Luguetti, Fabiana Turelli, Danielle Speranza, Julie Wachter, Loretta Konjarski

{"title":"Pre-service teachers’ experiences of an activist approach in a health and physical education teacher education context","authors":"Carla Luguetti, Fabiana Turelli, Danielle Speranza, Julie Wachter, Loretta Konjarski","doi":"10.1177/1356336x241294069","DOIUrl":"https://doi.org/10.1177/1356336x241294069","url":null,"abstract":"In the past four decades, health and physical education teacher education (HPETE) research has grown, emphasising social justice and activist approaches as a way to challenge the status quo of systems of oppression, including capitalism, imperialism, patriarchy, racism, LGBTQI+ phobia, and ableism. Despite a wealth of research on social justice and activist approaches in HPETE, there is a notable gap in understanding the outcomes for pre-service teachers (PSTs), necessitating further exploration into the impact and effectiveness of these approaches. This study aimed to explore PSTs’ experiences of an activist approach in an HPETE context. Participants included a teacher educator/researcher and 65 PSTs who experienced the activist approach within their HPETE program while working with school students. Data were collected from: (a) field notes from the teacher educator; (b) reflective diaries from the PSTs; (c) focus groups with the PSTs; and (d) artefacts from the PSTs. Findings were discussed under three themes highlighting the experiences of PSTs engaging with an activist approach in an HPETE program. First, the study underscored how PSTs understood and valued students’ voices and embraced a student-centred approach. Second, PSTs emphasised the pivotal role of building relationships and creating safe spaces within the health and physical education environment. Third, the findings underscored how PSTs understood the messiness in teaching and the need to understand students’ needs in experiencing the activist approach. By investigating PSTs’ encounters with the activist approach, the study provided insights into its effectiveness in enhancing PSTs’ learnings and informing their pedagogical practices.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"80 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142673915","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}

引用次数: 0

What is the meaning of PE? Exploring the influence of an educational curriculum approach on students’ participation and non-participation in physical education 体育的意义是什么？探索教育课程方法对学生参加和不参加体育课的影响

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-10-29 DOI: 10.1177/1356336x241285977

Mette Munk, Sine Agergaard

{"title":"What is the meaning of PE? Exploring the influence of an educational curriculum approach on students’ participation and non-participation in physical education","authors":"Mette Munk, Sine Agergaard","doi":"10.1177/1356336x241285977","DOIUrl":"https://doi.org/10.1177/1356336x241285977","url":null,"abstract":"There is evidence that the longstanding multi-activity sport-based approach to physical education (PE) limits the opportunities for students to participate in and learn from PE. Furthermore, studies of educational approaches to PE have identified a willingness to re-orientate and re-structure PE by exploring diverse ways of learning in, through and about movement. This study endeavours to advance this issue through an empirical analysis of how an educational PE curriculum approach influences student engagement. Using the concept of the landscape of practice, it explores how students’ participation or non-participation in PE is moulded by various communities of practice (CoPs), with a specific emphasis on the school as a learning community. The study is based on a qualitative single case study in a state school in Denmark. Data generation included weekly observations of PE lessons taught with an educational approach and focus groups with a total of 33 students from the seventh and ninth grades (13–15 years old). The material was processed using Massey's model for thematic analysis. Our analysis reveals that an educational approach supports student engagement with a broader landscape of PE that is no longer solely associated with communities of sport and physical recreation, but with the school as a community of learning. Such new articulations of PE, which were constructed on the boundaries between multiple CoPs, influenced the students’ willingness to participate in and learn from PE, depending on their positions within the landscape. We discuss the implications for the future design and development of a PE curriculum.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"7 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142541371","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}

引用次数: 0