European Physical Education Review最新文献_第2页

Socialization experiences of Chilean physical education teachers in special schools 智利特殊学校体育教师的社会化经验

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-06-04 DOI: 10.1177/1356336x261456079

Fabián Arroyo-Rojas, Adam S Forbes, Mariah K Clay

引用次数: 0

A figurational analysis of changing room processes and swimming in secondary Physical Education 中学体育教学中更衣室过程与游泳的形象化分析

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-05-30 DOI: 10.1177/1356336x261454969

Matthew James Green, Mark Francis Mierzwinski

{"title":"A figurational analysis of changing room processes and swimming in secondary Physical Education","authors":"Matthew James Green, Mark Francis Mierzwinski","doi":"10.1177/1356336x261454969","DOIUrl":"https://doi.org/10.1177/1356336x261454969","url":null,"abstract":"Whilst not a statutory component, swimming can be taught during physical education (PE) lessons in secondary schools in England. Therefore, this article presents ethnographic accounts of pupils’ and teachers’ perceptions and experiences of swimming in PE in one state-funded secondary school in northern England. Drawing on participant observations, 14 focus groups with 49 pupils, and interviews with nine PE teachers, this article details how pupils navigated the embodied, relational and emotional dimensions of swimming lessons, and the extent to which these differed between boys and girls. Empirical findings included pupils’ heightened feelings of embarrassment when changing into swimming attire, intensified social awkwardness through peer gaze when walking to the swimming pool, and participation avoidance strategies, particularly amongst girls. The way teachers accommodated, regulated and disciplined boys’ and girls’ feelings, preferences and behaviours differed. Pupils’ and teachers’ perceptions, experiences and behaviours, and gendered differences within these, are indicative of Elias’s (2012) conceptions of (gendered) civilised bodies in relation to the schooling of pupils’ bodies through structural, behavioural and relational social constraints. By examining data concerning pupils’ and teachers’ perceptions, experiences and behaviours, this article highlights the importance of PE teachers being alert to and accommodating cultural and gendered sensitivities associated with nakedness to mitigate boys’ and girls’ displeasure, fears, and avoidance of swimming.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"4 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285919","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

Analysing the physical education teaching competencies of pre-service teachers through observation 观察法分析职前教师体育教学能力

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-05-16 DOI: 10.1177/1356336x261446607

Jesús Mellado-Berenguer, Manuel Monfort-Pañego

{"title":"Analysing the physical education teaching competencies of pre-service teachers through observation","authors":"Jesús Mellado-Berenguer, Manuel Monfort-Pañego","doi":"10.1177/1356336x261446607","DOIUrl":"https://doi.org/10.1177/1356336x261446607","url":null,"abstract":"Initial teacher education (ITE) plays an essential role in the development of teaching competencies in pre-service teachers (PSTs). The objective of this research was to identify and compare the physical education (PE) teaching competencies acquired by second-, third- and fourth-year PSTs. Fourteen PE lessons were recorded and analysed using the System for Observing Teaching Competencies in PE, involving 36 PSTs. Intra- and inter-observer reliability were almost perfect across all dimensions (κ = .81–1.00), except for inter-observer calculations in the teacher behaviour dimension (κ = .806) and the additional checklist (κ = .787). Across all groups, PSTs demonstrated good time management, used respectful and informational language (offering descriptive rather than explanatory guidance), and created inclusive learning environments, involving all their students in activities. However, they seldom promoted autonomy, intrinsic motivation, or divergent thinking. The Kruskal–Wallis and Mann–Whitney U tests revealed significant differences in competencies relating to interaction with students during explanations (χ 2 (2) = 7.512, p = .023, ε 2 = .578), interaction with a single child during activities (χ 2 (2) = 10.074, p = .006, ε 2 = .775), and the development of egalitarian gender attitudes (χ 2 (2) = 6.870, p = .032, ε 2 = .528). The fourth-year PSTs were the most competent group in these areas. While findings indicate partial progress, the minimal number of significant differences between groups suggests that this ITE context may not have substantially enhanced pedagogical competence throughout the students’ degree studies, highlighting the need to strengthen autonomy-supportive, reflective, and active learning approaches.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"11 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285870","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

Grading in physical education: Exploring teachers’ experiences and reflections on the increase in top grades among upper secondary school students in Norway 体育评分：挪威高中学生优等生提高的教师经验与思考

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-05-13 DOI: 10.1177/1356336x261446837

Øystein Bue Røynesdal, Erlend Ellefsen Vinje, Vegard Launes Aaring

{"title":"Grading in physical education: Exploring teachers’ experiences and reflections on the increase in top grades among upper secondary school students in Norway","authors":"Øystein Bue Røynesdal, Erlend Ellefsen Vinje, Vegard Launes Aaring","doi":"10.1177/1356336x261446837","DOIUrl":"https://doi.org/10.1177/1356336x261446837","url":null,"abstract":"Recent research in physical education (PE) has demonstrated continued challenges related to instructional alignment, transparency, and comparability in summative assessment. According to the Norwegian Directorate for Education and Training, 75% of students in their final year of upper secondary school were awarded top grades (5 or 6) as part of the summative assessment in Norwegian PE, regardless of study program (i.e. vocational or academic) or gender. This article investigates how upper secondary PE teachers experience grading and reflect on the increase in top grades within Norwegian PE. We conducted a reflexive thematic analysis of eight focus groups comprising 42 PE teachers. Drawing on two curriculum enactment models, we found that PE teachers experienced challenges in interpreting the PE curriculum and that these challenges were translated into their grading practices. The findings indicate that, when teachers face insufficient support in translating the PE curriculum, while also negotiating students’ unrealistic expectations of high grades during teacher–student interactions, they experience considerable pressure on their grading practices. This pressure is further reinforced by the time-pressurized working conditions in PE. Ultimately, many of the PE teachers choose the “path of least resistance” by awarding higher grades than they believe students’ actual competence warrants or develop personal rationales or alternative criteria to justify grades independent of national curricula.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"70 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285873","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

Pupils’ meaningful experiences in outdoor aquatic education 小学生在户外水上教育中有意义的体验

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-05-13 DOI: 10.1177/1356336x261448515

Ingrid Elnan, Øyvind Bjerke, Håvard Lorås, Monika Haga

{"title":"Pupils’ meaningful experiences in outdoor aquatic education","authors":"Ingrid Elnan, Øyvind Bjerke, Håvard Lorås, Monika Haga","doi":"10.1177/1356336x261448515","DOIUrl":"https://doi.org/10.1177/1356336x261448515","url":null,"abstract":"The experience of meaning is essential for the development and well-being of young people, with schools seen as key places for offering meaningful educational experiences. Outdoor aquatic education has been part of the Norwegian physical education curriculum since 2020, and this study aims to explore pupils’ meaningful experiences in this context. The pupils’ experiences are interpreted through the tripartite definition of meaning in life (Martela and Steger, 2016) and the perspective of meaningful physical education (Beni et al., 2017). The participants were Year 10 pupils from two lower-secondary schools. Data generation involved observations of seven outdoor aquatic education lessons (260 pupils), followed by 10 group interviews (57 pupils) and a qualitative questionnaire (115 pupils). The data were analysed using Braun and Clarke's (2019) reflexive thematic analysis. The analysis identified four themes that explain how pupils experience outdoor aquatic education as a meaningful activity: (1) important physical learning, (2) an authentic experience, (3) mastery of discomfort, and (4) feeling safe in the uncertain. The themes show that pupils’ perceptions of meaning are connected to both teachers’ instructional choices and the unique aspects of the activity, which include the discomfort of cold water. Cold-water exposure was linked to feelings of dread-joy, mastery, achievement, and personal growth. These experiences were seen as personally relevant, with a broader significance for pupils’ lives beyond the physical education setting. The study suggests that outdoor aquatic education offers each pupil various and contradictory experiences, and that experiences of meaning transform in a positive direction through participation.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"127 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285872","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 role of content knowledge in enhancing adaptive teaching among primary physical education teachers of varying teaching experience 不同教学经验小学体育教师内容知识对提高适应性教学的作用

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-05-13 DOI: 10.1177/1356336x261445308

Christian Leukel, Peter Iserbyt, Malte Neumann, Phillip Ward

{"title":"The role of content knowledge in enhancing adaptive teaching among primary physical education teachers of varying teaching experience","authors":"Christian Leukel, Peter Iserbyt, Malte Neumann, Phillip Ward","doi":"10.1177/1356336x261445308","DOIUrl":"https://doi.org/10.1177/1356336x261445308","url":null,"abstract":"Adaptive teaching in primary physical education (PE) requires teachers to adjust their instructions to address the diverse needs of students. Content knowledge (CK), including common content knowledge (CCK) and specialized content knowledge (SCK), is recognized as a key factor in supporting such adaptivity. However, research has focused on pre-service teachers and longer-term instructional adaptations (macro-adaptivity), leaving open the question of whether CK can impact experienced in-service teachers’ real-time, in-lesson adjustments (micro-adaptivity). This quasi-experimental field study examined whether participation in a targeted CK workshop was associated with enhanced micro- and macro-adaptive teaching among primary PE teachers with varying levels of experience: one pre-service teacher and two in-service teachers with 5 and 30 years of experience. Six classes of third- and fourth-grade children in Germany participated, with each teacher delivering a teaching unit on the squat vault before and after a workshop focused on CCK and SCK. Data included CK tests, lesson plans, video-based diagnostics tests, and social validity questionnaires. Micro-adaptivity was assessed using a combination of machine learning and manual coding from lesson recordings, focusing on the type of teacher responses and the extent to which teacher responses addressed actual movement errors. Student performance outcomes were assessed. All teachers demonstrated gains in CK and diagnostic accuracy, and the proportion of targeted instructional responses increased post-workshop. Lesson plans showed improvements in task sequencing, and student performance in the squat vault also increased. Teachers at all experience levels rated the workshop as valuable. These results suggest that CK is a refinable aspect of teacher expertise.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"146 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285914","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 second apprenticeship of observation: Examining the perceived influence of peer feedback on pre-service teacher development 观察的第二个学徒期：考察同伴反馈对职前教师发展的感知影响

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-05-13 DOI: 10.1177/1356336x261448796

Vaughan Cruickshank, Christopher Mellor, Casey Mainsbridge

{"title":"A second apprenticeship of observation: Examining the perceived influence of peer feedback on pre-service teacher development","authors":"Vaughan Cruickshank, Christopher Mellor, Casey Mainsbridge","doi":"10.1177/1356336x261448796","DOIUrl":"https://doi.org/10.1177/1356336x261448796","url":null,"abstract":"This study examined the perceived influence of peer feedback on pre-service teachers’ (PSTs’) development as teachers. Research has noted the potential benefits of peer feedback, yet little is known about its perceived influence on the development of PSTs in Australian physical education teacher education programmes. Occupational socialisation theory guided the research, which employed a qualitative methodology consisting of an online survey with 52 PSTs, followed by semi-structured interviews with 20 of these participants. Analysis of the PSTs’ reported experiences resulted in the construction of key themes focused on perspective, pedagogy and personal reflection. Findings indicated benefits for PSTs, through both the giving and receiving of peer feedback. The results showed that the peer feedback process was considered important and valued by PSTs. Autonomy and further teaching competence were noted by the participants. From a socialisation standpoint, the peer feedback process should be considered a second apprenticeship of observation that is guided by university espoused pedagogy.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"29 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285871","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

Embodiment in physical education: A deductive content analysis of empirical literature to gain conceptual clarity and pedagogical insights 在体育教育中的体现：对经验文献的演绎内容分析，以获得概念清晰度和教学见解

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-05-11 DOI: 10.1177/1356336x261437025

Karen Lambert, Lisa Young, Shirley Gray, Iselin Aartun, Justen O’Connor

{"title":"Embodiment in physical education: A deductive content analysis of empirical literature to gain conceptual clarity and pedagogical insights","authors":"Karen Lambert, Lisa Young, Shirley Gray, Iselin Aartun, Justen O’Connor","doi":"10.1177/1356336x261437025","DOIUrl":"https://doi.org/10.1177/1356336x261437025","url":null,"abstract":"Recent interest in physical literacy, meaningful physical education (PE), and bodily pleasure has brought renewed attention to the notion of embodiment in PE (EPE). Yet embodiment remains conceptually complex and often poorly understood. Building on previous theoretical work that identified five attributes of EPE, intentionality, affect, meaning, shared, and unity, this study sought to consolidate and refine an emerging EPE approach. We examine how these attributes are evidenced in empirical literature and use this analysis to elaborate and, where necessary, extend an emerging pedagogical EPE approach. A deductive content analysis was conducted on 48 peer-reviewed empirical articles published between 2010 and 2025, sourced from three academic databases. Using the five attributes as an analytical framework, the study examined how these concepts are represented and understood within PE research. Findings show that all five attributes, and most sub-attributes, were evident across the empirical literature. This process clarified the attributes and highlighted some additional details. We present these refinements alongside five key insights that extend theoretical interpretations of embodiment and further detail how EPE can be understood and enacted in practice. Together, these contributions offer additional conceptual clarity and pedagogical guidance for educators seeking to design more embodied and meaningful learning experiences. While engagement with EPE remains a complex and evolving endeavour, the revised attributes and associated pedagogical insights provide a valuable starting point for planning and enacting more embodied approaches in PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"35 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285874","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

Peer relationships and social networks in physical education: A scoping review 体育教育中的同伴关系和社会网络：范围综述

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-05-11 DOI: 10.1177/1356336x261445057

Ilona MM Fassaert, Linda J Schoonmade, John van der Kamp, Anne GM de Bruijn

{"title":"Peer relationships and social networks in physical education: A scoping review","authors":"Ilona MM Fassaert, Linda J Schoonmade, John van der Kamp, Anne GM de Bruijn","doi":"10.1177/1356336x261445057","DOIUrl":"https://doi.org/10.1177/1356336x261445057","url":null,"abstract":"Physical education (PE) offers a dynamic environment that can foster peer relationships but may also amplify social challenges such as exclusion and isolation. This scoping review mapped research on peer relationships in PE, focusing on their antecedents, structure, and outcomes. Following systematic screening, 51 studies were included. Data were independently charted by three researchers, capturing study characteristics, theoretical frameworks, populations, methods, quality, and key findings. Results showed substantial growth in interest, with nearly 85% of the studies published between 2011 and 2025. Most studies focused on secondary education and used cross-sectional designs. Sociometry, questionnaires, interviews, and focus groups were commonly applied, whereas social network analysis was rarely used. Students perceived as more sport and physically competent generally reported more favorable peer relationships. Studies on network structure showed that peer relationships in PE form context-specific networks shaped by both the type of social ties and the attributes of the students. Outcomes were identified across physical (e.g. activity levels), affective (e.g. motivation, enjoyment, stress), social (e.g. exclusion, behavior), and cognitive domains (e.g. learning). Although positive peer relationships were generally associated with beneficial outcomes, higher social status was also linked to excluding others. These findings indicate that peer relationships should be considered an integral component of pedagogical practice in PE, particularly for students with lower sport and physical competence who may be vulnerable to social marginalization. Key gaps for future research include developing a theoretical framework, greater attention to primary education, context-specificity of findings, and the use of longitudinal and social network analysis.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"72 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148290286","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

Experiences of slow movement practices in upper secondary school physical education 高中体育慢速动作练习的体会

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2026-05-08 DOI: 10.1177/1356336x261446544

Anna Rosén, Helena Dahlberg

{"title":"Experiences of slow movement practices in upper secondary school physical education","authors":"Anna Rosén, Helena Dahlberg","doi":"10.1177/1356336x261446544","DOIUrl":"https://doi.org/10.1177/1356336x261446544","url":null,"abstract":"We live in a fast-paced society, but amidst this rush, we can observe opposing trends, the slow movements. However, we know little about how these slow trends might have influenced the school subject of physical education (PE). The purpose of the research was to fill that knowledge gap and, from teachers’ perspectives, investigate what it means to teach slow movement practices (SMPs) within PE. In the present study, SMPs primarily involve yoga; however, they also include mindfulness, meditation, massage, and creative dance. A lifeworld approach guided the study, based on interviews with upper secondary PE teachers in Sweden. The findings show that teaching SMPs was marked in the teacher by a tension between uncertainty and certitude, in which the body became highly tangible, visible, and subject to judgement. However, even amidst this uncertainty, the act of teaching persisted through the reliance on their professional expertise as educators. We conclude that teachers sometimes struggled to teach SMPs because they were unsure of their own physical abilities. At the same time, they realised that teaching SMPs was not about striving for bodily perfection, whether in teaching or learning. The deliberate, slow pace required a unique form of listening and bodily awareness, which in turn called for a different pedagogical approach, one of guidance rather than instruction. By confronting the uncomfortable and unfamiliar aspects of teaching SMPs and remaining in these uncertain ‘spaces’, teachers discovered their capacity to build trust and teach even in the midst of uncertainty.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"474 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148291616","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