European Physical Education Review最新文献

Relationships of a Cooperative Learning intervention in physical education with children's self-perception dimensions 体育合作学习干预与儿童自我知觉维度的关系

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-04-28 DOI: 10.1177/1356336x251334556

Amaia Lerga-Fuertes, Javier Rodrigo-Sanjoaquín, Ion Navarro-Amezketa, Miguel Ángel Tapia-Serrano

{"title":"Relationships of a Cooperative Learning intervention in physical education with children's self-perception dimensions","authors":"Amaia Lerga-Fuertes, Javier Rodrigo-Sanjoaquín, Ion Navarro-Amezketa, Miguel Ángel Tapia-Serrano","doi":"10.1177/1356336x251334556","DOIUrl":"https://doi.org/10.1177/1356336x251334556","url":null,"abstract":"Scientific literature has shown that Cooperative Learning can benefit physical, cognitive, and social learning. However, the potential benefits for affective learning are less clear to date. This study examined the relationship between a Cooperative Learning model intervention in physical education and the students’ self-perception dimensions. Furthermore, gender differences regarding the study variables were examined as a secondary aim. Thus, a quasi-experimental study was conducted in five primary schools in Spain over a period of 4 months. A final sample of 316 students (40.8% girls) from the fourth, fifth, and sixth grades participated in the study. They were randomly distributed according to previously formed school groups into an intervention group of 196 students ( M age = 9.97 years), who experienced three consecutive Cooperative Learning units, and a control group of 120 students ( M age = 10.32 years), who experienced a traditional teaching approach for the same length of time. Students’ perceived dimensions of self-perception were measured using the ‘Self-Perception Profile for Children’ questionnaire. The results showed that students in the intervention group had significantly higher values for scholastic competence, social acceptance, athletic competence, and general self-worth dimensions after the intervention. Gender differences revealed that girls in the intervention group had significantly higher levels of scholastic competence, social acceptance, athletic competence, behaviour conduct, and general self-worth dimensions than boys after the Cooperative Learning sessions. The findings suggest that an intervention based on Cooperative Learning guided by physical education teachers may be related to several improvements of self-perception among primary school boys and girls.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"15 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884307","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

Becoming activist teacher educators: The learning journeys of two physical education cooperating teachers in a school–university partnership 成为积极的教师教育者：校校合作中两位体育合作教师的学习之旅

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-04-22 DOI: 10.1177/1356336x251333970

Luiza Lana Gonçalves, Leonardo Liziero, Kamila Santos Silva, Carla Nascimento Luguetti, Melissa Parker

{"title":"Becoming activist teacher educators: The learning journeys of two physical education cooperating teachers in a school–university partnership","authors":"Luiza Lana Gonçalves, Leonardo Liziero, Kamila Santos Silva, Carla Nascimento Luguetti, Melissa Parker","doi":"10.1177/1356336x251333970","DOIUrl":"https://doi.org/10.1177/1356336x251333970","url":null,"abstract":"Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating teachers as co-educators who collaborate and share knowledge. This paper explores this school–university partnership by questioning: (a) What were the learning journeys experienced by the cooperating teachers in a school–university partnership? and (b) To what extent did their learning journeys align with the concept of activist teacher educators? Designed as participatory action research (PAR), this project was established between public schools and one university engaged in the Institutional Programme of Teaching Initiation (PIBID) in Brazil. Participants included a university lecturer and two cooperating teachers. Throughout the 18-month duration of the project, data were collected from various sources, including weekly meetings, participants’ diaries, final interviews, and artefacts produced by the group. Through thematic analysis, three themes were developed: (a) creating democratic spaces with PSTs, (b) practitioner inquiry as a means to transform teaching practice, and (c) micro-social changes to improve the profession, demonstrated through activism in new PIBID projects or initiatives with education administration. This study underscores the role of cooperating teachers as activist educators in fostering collaborative and social justice-oriented teacher education processes, contributing to ongoing discourse on reflective practice and collaborative partnerships.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"8 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143862879","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

Physical education in rural schools: A scoping review 农村学校的体育教育：范围审查

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-04-21 DOI: 10.1177/1356336x251334547

Christopher Hudson, Riki Lindsay, Luiza Goncalves, Elizabeth McNeil, Josh Ambrosy

{"title":"Physical education in rural schools: A scoping review","authors":"Christopher Hudson, Riki Lindsay, Luiza Goncalves, Elizabeth McNeil, Josh Ambrosy","doi":"10.1177/1356336x251334547","DOIUrl":"https://doi.org/10.1177/1356336x251334547","url":null,"abstract":"While research on rural education has increased over the last decade, the focus on physical education (PE) in this body of knowledge is limited. The purpose of this scoping review was twofold: (1) to offer an overview of the international research on PE in rural schools, and (2) to discuss and analyse the existing body of literature on rural PE. Specifically, we explored the question: what do we know about PE in rural schools? The present review was conducted according to PRISMA-ScR guidelines. A total of 281 articles were screened against inclusion and exclusion criteria in three stages: (1) title screen, (2) abstract screen, and (3) full-text screen. A total of 24 studies underwent two stages of analysis. First, the matrix was analysed inductively to identify characteristics of the publications. Second, the authors developed a ‘living codebook’ to track, refine, debate, and agree on the final analytical codes. Three themes were developed in the analysis: (1) a deficit narrative of rural PE, (2) rural schools as sites of PE intervention, and (3) rural schools leverage partnerships to enhance their capacity to deliver PE. These findings were mainly constrained to the dominant perspectives emanating from Australia and the United States. We conclude the review by suggesting that to further advance knowledge of rural PE, there need to be more strengths-based investigations of how PE is positively enacted in more and different rural schools, especially across broader international contexts.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"32 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143857535","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

Co-constructing meaning through teaching personal and social responsibility: A self-study in professional development provision 通过教授个人和社会责任共同构建意义：专业发展课程的自我学习

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-04-14 DOI: 10.1177/1356336x251332169

Kevin Andrew Richards, John Williams, Tanner Wheat

{"title":"Co-constructing meaning through teaching personal and social responsibility: A self-study in professional development provision","authors":"Kevin Andrew Richards, John Williams, Tanner Wheat","doi":"10.1177/1356336x251332169","DOIUrl":"https://doi.org/10.1177/1356336x251332169","url":null,"abstract":"Teacher education faculty members are disciplinary stewards who have a responsibility for advancing their field through research, teaching, and engagement activities. Engagement can include working in schools with inservice teachers as facilitators of professional development (PD). Not all teacher educators spent time teaching in schools before assuming faculty roles, however, and those without teaching experience may feel a sense of imposter syndrome relative to engaging with practicing teachers. In this investigation, we adopt self-study of teacher education practice to examine the experiences of Kevin, a physical education teacher educator without inservice teaching experience who facilitated PD among three groups of teachers in Canberra, Australia. Teaching personal and social responsibility provided the focus of the PD. Kevin examined how engaging in the experience influenced his understanding of PD and feelings of imposter syndrome. This was done through regular reflective journaling and the support of his critical friend, John. Data were analyzed using an interpretive approach with the goal of identifying turning points in Kevin's development. Results suggested that through deep engagement with the teachers, Kevin increased his confidence and competence. Our three themes were: (a) engaging in and reflecting on PD challenged imposter syndrome; (b) prioritizing relationship building, mutual respect, and champion recognition; and (c) PD as emergent, context-specific, and needs-responsive. The main study implications include a strong reminder that as teacher educators, we need to prioritize time in schools, recognizing that building relationships with inservice teachers is central to our work.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"39 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143827664","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

Obstacle course-based versus traditional physical education: Which promotes more physical activity and less sedentary behaviour? 障碍赛与传统体育教学：哪个能促进更多的体育活动和减少久坐行为？

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-04-04 DOI: 10.1177/1356336x251327553

Elly van Hyfte, Eline Coppens, Delphine Sasanguie, Kristine De Martelaer, Leen Haerens, Matthieu Lenoir

{"title":"Obstacle course-based versus traditional physical education: Which promotes more physical activity and less sedentary behaviour?","authors":"Elly van Hyfte, Eline Coppens, Delphine Sasanguie, Kristine De Martelaer, Leen Haerens, Matthieu Lenoir","doi":"10.1177/1356336x251327553","DOIUrl":"https://doi.org/10.1177/1356336x251327553","url":null,"abstract":"Physical education (PE) offers an optimal setting for promoting higher moderate-to-vigorous physical activity (MVPA) and reducing sedentary behaviour (SB). This study examines the MVPA and SB among elementary schoolchildren during an obstacle course-based PE lesson and compares it to a traditional PE lesson, with the same students participating in both conditions. Moreover, it explores how gender, age and intrinsic motivation for PE relate to time spent in MVPA and SB during PE. A sample of 251 children within 24 classes in grades 1, 3 and 5 participated in this study. ActiGraph GT3x accelerometers monitored their PA during PE, while the Behavioral Regulations in Physical Education Questionnaire assessed their motivation for PE. Multi-level regression analyses indicated that MVPA was significantly higher ( p < 0.001) and SB was significantly lower ( p < 0.001) during an obstacle course-based PE lesson compared to the traditional PE lesson. Boys exhibited higher MVPA ( p < 0.001) and lower SB ( p < 0.001) than girls, with no notable grade differences. Intrinsic motivation was positively associated with MVPA ( p = 0.04). These findings suggest that children displayed higher MVPA and lower SB during the obstacle course-based PE lesson when compared to their traditional PE lesson. It could be a practical and effective strategy for improving PA behaviours, though future interventions should explore long-term impact, sustainability, and how class factors such as classroom management and teacher behaviours relate to MVPA and SB.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"108 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782666","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

Preservice teachers’ perceived and assessed levels of examinable physical education content knowledge 职前教师对可考体育内容知识的感知与评价水平

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-04-04 DOI: 10.1177/1356336x251329831

Brendan T. O’Keeffe, Conor Igoe, Padraic Rocliffe

{"title":"Preservice teachers’ perceived and assessed levels of examinable physical education content knowledge","authors":"Brendan T. O’Keeffe, Conor Igoe, Padraic Rocliffe","doi":"10.1177/1356336x251329831","DOIUrl":"https://doi.org/10.1177/1356336x251329831","url":null,"abstract":"Physical education is now examined as part of the Leaving Certificate in Ireland. The primary aim of this study was to analyse the relationship between preservice physical education teachers’ perceived and assessed Leaving Certificate Physical Education (LCPE) subject-specific knowledge, referred to as common content knowledge (CCK). In total, 30 participants (73% female; undergraduate, n = 15; postgraduate, n = 15) were recruited from one teacher education institute in Ireland. Participants completed a perceived CCK survey followed by an assessment of CCK for all 10 topics on the LCPE specification. Mean perceived CCK was 60.1% (SD = 11.2); however, mean assessed CCK was 24.1% (SD = 7.7). The highest individual assessed CCK score was 51.3%. Over half (53.3%) of participants did not achieve a pass grade. Male teachers’ perceived CCK rating (63.3%, SD = 6.9) was significantly higher than females’ (52.8%, SD = 11.2, p = 0.03). However, female teachers’ assessed CCK (31.0%, SD ± 8.8) was marginally higher than males’ (27.7%, SD ± 11.3; p = 0.41). Postgraduate students’ perceived (58.5%, SD ± 10.27) and assessed CCK (33.1%, SD ± 9.24) did not differ significantly from undergraduates’ perceived (52.7%, SD ± 11.41) and assessed CCK (27.08%, SD ± 9.12) ( p = 0.37). Findings demonstrated deficiencies in preservice physical education teachers’ CCK, despite higher levels of perceived CCK. The introduction of a terminal physical education examination in secondary schools in Ireland may require more emphasis to be placed on CCK in physical education teacher education programmes.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"33 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782664","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 social justice pedagogies in physical education in Austria: Teaching practices for diversity and equity 探索奥地利体育教育中的社会公正教学法：多元化与公平的教学实践

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-03-20 DOI: 10.1177/1356336x251327828

Franziska Heidrich, Stefan Meier

{"title":"Exploring social justice pedagogies in physical education in Austria: Teaching practices for diversity and equity","authors":"Franziska Heidrich, Stefan Meier","doi":"10.1177/1356336x251327828","DOIUrl":"https://doi.org/10.1177/1356336x251327828","url":null,"abstract":"Embracing diversity and the demand for social justice are key concerns in modern societies, and it is imperative for physical education (PE) to address student diversity and promote social justice. However, achieving these goals presents challenges for PE teachers. In this context, social justice pedagogies (SJPs) provide guidance on how to address these demands. Although the concept of SJPs has been extensively theorized, there is a research gap concerning concrete teaching practices related to social justice. Despite a growing literature base, knowledge about specific teaching practices that PE teachers employ in their professional practice remains limited. This study aims to gain a deeper understanding of how SJPs can be realized in PE. Following an exploratory qualitative design, semi-structured interviews were conducted with Austrian secondary school PE teachers ( n = 20) to explore teaching practices aligned with SJPs. Qualitative content analysis, informed by SJPs, was applied to analyze the data. The results reveal various teaching practices related to SJPs, such as considering student diversity when selecting teaching content, making individualized adjustments, and promoting social skills and fairness. These teaching practices include teaching goals, content, didactic-methodical approaches, teacher–student(s) interactions, and grading. Based on the findings, this paper discusses how these teaching practices reflect the theoretical considerations of SJPs. It concludes that the explored teaching practices demonstrate opportunities for enacting SJPs in PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"27 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143666161","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

A figurational analysis of secondary physical education gendered changing room procedures and practices in England 对英格兰中学体育性别化更衣室程序和做法的形象分析

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-03-17 DOI: 10.1177/1356336x251326481

Matthew J Green, Mark F Mierzwinski

{"title":"A figurational analysis of secondary physical education gendered changing room procedures and practices in England","authors":"Matthew J Green, Mark F Mierzwinski","doi":"10.1177/1356336x251326481","DOIUrl":"https://doi.org/10.1177/1356336x251326481","url":null,"abstract":"This article provides ethnographic insights from one state-funded secondary school in the north of England detailing gendered differences within changing room procedures and practices when changing attire for physical education (PE). Attained through participant observations, focus groups with pupils and individual interviews with PE teachers, the school's changing rooms were found to encompass multiple spaces, which served dual intended and unintended functions and social consequences. Applying the concepts of figuration ( Elias, 1978 ), [gendered] civilised bodies ( Elias, 2012 ), habitus ( Elias, 1978 ) and emotions ( Elias, 2001 ) as theoretical prisms revealed how PE teacher-informed procedures and expectations were gendered. Furthermore, with age, boys’ and girls’ diverging changing room behaviours and emotional navigations became increasingly gendered. This article demonstrates how changing rooms not only serve practical functions, but also evoke social and emotional processes which impact peer-group dynamics and pupils’ experiences of PE. Given this, participatory action research could be undertaken aimed at creating more equitable, inclusive and effective localised changing room policies, procedures and practices. This study could also be expanded into investigating policies, practices and experiences within other similar spaces, such as toilets and swimming pools.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"70 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143640739","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

Students’ perceptions of teaching styles use and motivation to participate in PE: A multigroup analysis of the mediating role of basic psychological needs 学生对教学风格、使用和体育参与动机的认知：基本心理需求中介作用的多群体分析

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-03-13 DOI: 10.1177/1356336x241309756

Luis Calmeiro, Tiago Paupério, Jamie McCabe, Pedro Teques

{"title":"Students’ perceptions of teaching styles use and motivation to participate in PE: A multigroup analysis of the mediating role of basic psychological needs","authors":"Luis Calmeiro, Tiago Paupério, Jamie McCabe, Pedro Teques","doi":"10.1177/1356336x241309756","DOIUrl":"https://doi.org/10.1177/1356336x241309756","url":null,"abstract":"The teaching styles physical education (PE) teachers employ may promote or undermine pupils’ motivation. While reproductive styles are thought to rely on the repetition of patterns of movement teachers provide, productive styles aim for students to generate their own solutions to problems. Therefore, productive styles may promote students' basic psychological needs (BPNs), which tend to be associated with the quality of students’ motivation. This mediation model was tested using structural equation models. Group invariance between Portuguese and Scottish subsamples was tested with a multigroup confirmatory factor analysis. A total of 548 secondary school PE pupils from Portugal ( n = 353; 47.3% females) and Scotland ( n = 195; 31.3% females) completed online measures of pupils’ perceptions of teaching styles, motivation and BPNs. The data indicated that the most frequently used styles were from the reproductive cluster. Portuguese students perceived significantly greater use of reproductive styles than Scottish students. The model had an adequate fit to the data for both subsamples. Productive styles were positively associated with BPNs and BPNs were positively associated with autonomous motivation. Productive styles had a direct and indirect effect, through BPNs, on autonomous motivation. Reproductive styles also had a direct positive effect on autonomous motivation in the Portuguese sample and neither a direct nor indirect effect on controlled motivation in both samples. BPNs were positively associated with controlled motivation in the Scottish sample but negatively associated in the Portuguese sample. None of the teaching clusters were directly associated with autonomous motivation in the Scottish sample. Associations of teaching styles with motivation vary according to cultural and situational factors.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"68 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143618546","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

The “what” and “why” of physical education: Exploring K-12 stakeholders’ perceptions 体育教育的“什么”和“为什么”：探索K-12利益相关者的看法

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2025-03-13 DOI: 10.1177/1356336x251326023

Xiaoping Fan, Jaimie M McMullen

{"title":"The “what” and “why” of physical education: Exploring K-12 stakeholders’ perceptions","authors":"Xiaoping Fan, Jaimie M McMullen","doi":"10.1177/1356336x251326023","DOIUrl":"https://doi.org/10.1177/1356336x251326023","url":null,"abstract":"Stakeholders’ perceptions may shape the direction of physical education practice and policy. However, there is a lack of comprehensive investigation into the perceptions of K-12 physical education from diverse groups of stakeholders within a single study. Therefore, the purpose of this study was to explore the perceptions of students, classroom teachers, administrators, and parents on the purpose and impact of physical education. Using the social ecological model as a theoretical framework, this study included 28 participants from three schools in the Mountain West United States, consisting of students ( n = 8), classroom teachers ( n = 9), parents ( n = 8), and administrators ( n = 3). Paired/group interviews were conducted with students, classroom teachers, and parents, while individual interviews were held with administrators. Each group of stakeholders’ responses to interview questions were analyzed inductively using thematic analysis. The results of this study are presented based on the perceptions of the four groups of stakeholders, focusing on two aspects: the purpose of physical education (the “what”) and its perceived impact on children and youth (the “why”). The results indicated that stakeholders’ understanding of the purpose of physical education is closely tied to the concept of health, while their perceptions of its impact vary. This study highlights the dynamic relationships between physical education and various layers of the social ecological model, including students, classroom teachers, school administrators, and parents. By exploring these interactions, the study provides insights into enhancing the implementation and advocacy of physical education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"16 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143618545","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