European Physical Education Review最新文献_第3页

Creative dance – practising and improving … what? A study in physical education teacher education 创意舞蹈--练习和提高......什么？体育教师教育研究

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-05-20 DOI: 10.1177/1356336x241254284

Håkan Larsson, Dean Barker, Jan-Eric Ekberg, Christopher Engdahl, Anders Frisk, Gunn Nyberg

{"title":"Creative dance – practising and improving … what? A study in physical education teacher education","authors":"Håkan Larsson, Dean Barker, Jan-Eric Ekberg, Christopher Engdahl, Anders Frisk, Gunn Nyberg","doi":"10.1177/1356336x241254284","DOIUrl":"https://doi.org/10.1177/1356336x241254284","url":null,"abstract":"Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a ‘there is no right or wrong way to move’ rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely directionless movement. In this paper, however, based on Aggerholm's notion of practising movements, we explore an occasion in a PETE course where a magic moment occurred, indicating that the students had practised and ‘figured out’ something that made this moment possible. The purpose of the paper is to explore the knowledge in movement that PETE students were practising as they participated in creative dance. The purpose is also to shed light on what pedagogical practice contributed to enabling such practising. Video documentation and short interviews with students in one PETE course and one continuing professional development course for physical education teachers indicate that the magic moment was made possible as the students’ practised making sense of moving in non-predetermined – creative – ways and appreciating the expressive dimension of movement. Laban's movement analysis framework seemed, along with the teachers’ knowledge of movement, to be an important element in the pedagogical practice that made the magic moment possible.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141074152","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 can do this”: Physical educators’ role breadth self-efficacy to be involved with CSPAPs from an occupational socialization perspective "我们能做到从职业社会化角度看体育教育工作者参与 CSPAP 的角色广度自我效能感

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-05-20 DOI: 10.1177/1356336x241254738

Christopher B. Merica, Cate A. Egan, Collin A. Webster, Ben Kern, Karie Orendorff, Kelly Simonton

{"title":"“We can do this”: Physical educators’ role breadth self-efficacy to be involved with CSPAPs from an occupational socialization perspective","authors":"Christopher B. Merica, Cate A. Egan, Collin A. Webster, Ben Kern, Karie Orendorff, Kelly Simonton","doi":"10.1177/1356336x241254738","DOIUrl":"https://doi.org/10.1177/1356336x241254738","url":null,"abstract":"In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded workplace roles. Furthermore, investigating PETs’ CSPAP-related role breadth self-efficacy from the perspective of occupational socialization theory could help to identify critical intervention points in PETs’ career development to support CSPAP implementation. The purpose of this study, therefore, was to explore PETs’ perceptions of how the phases of occupational socialization theory influence their role breadth self-efficacy to be involved with CSPAPs. Stratified random sampling and convenience sampling were used to recruit 25 PETs ( n = 16 female) in the United States. Data were collected using individual, semi-structured interviews and analyzed using constant comparison. The findings are represented in three overarching themes, each accompanied by corresponding subthemes: (a) modeling and encouragement from socializing agents, (b) learn by doing: mastery experiences, and (c) agent of change: “I believe in this.” The PETs’ childhood physical activity experiences, physical activity leadership development within teacher education, mentorship from experienced educators who exemplify effective strategies, and the capacity to foster social capital within the workplace are key factors impacting PETs’ CSPAP-related role breadth self-efficacy. Further investigation into mentorship programs for novice PETs to lead CSPAPs and best practices for CSPAP training in teacher education is recommended.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"34 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141074028","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 marginalisation and role stressors in physical education teachers’ perceived mattering 边缘化和角色压力因素在体育教师 "感知重要性 "中的作用

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-05-10 DOI: 10.1177/1356336x241245044

Derya Sakallı, Ender Şenel

{"title":"The role of marginalisation and role stressors in physical education teachers’ perceived mattering","authors":"Derya Sakallı, Ender Şenel","doi":"10.1177/1356336x241245044","DOIUrl":"https://doi.org/10.1177/1356336x241245044","url":null,"abstract":"Previous research has revealed that physical education (PE) teachers and their subject are often perceived as undervalued. However, examining the contributing factors and relationships to improve this situation is critical. This study focused on the associations among PE teachers’ perceptions of marginalisation, perceived mattering, and role stress factors. We recruited 208 PE teachers from various regions of Turkey, with a mean age of 36.67 ± 8.18 and a mean teaching experience of 11.34 ± 8.22 years. The data were collected using the Physical Education – Marginalisation and Isolation Scale, the Perceived Mattering Questionnaire – Physical Education, and the Teacher Role Stressors Survey. The findings indicate that role stress factors do not directly predict perceived mattering but exacerbate feelings of marginalisation, which, in turn, negatively predict perceived mattering. The results shed light on the intricate relationships among various factors contributing to marginalisation and suggest potential avenues for improvement. Our findings demonstrate that role stress factors positively and directly predict marginalisation, which, in turn, is negatively related to both teacher mattering and PE mattering. The results also reveal that role stress factors significantly and indirectly predict perceived mattering through the mediating role of marginalisation. The model results indicate that the marginalisation of teachers is a significant predictor of both PE mattering and teacher mattering, and it plays a mediating role in the relationship between role stress factors and teachers’ perceived mattering.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"12 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140910643","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

Despite good intentions: The elusiveness of social justice in health and physical education curricula across different contexts 尽管用心良苦：不同背景下健康与体育课程中社会正义的模糊性

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-05-07 DOI: 10.1177/1356336x241249820

Göran Gerdin, Katarina Lundin, Rod Philpot, Ellen Berg, Amanda Mooney, Ansie Kitching, Laura Alfrey, Katarina Schenker, Susanne Linnér

{"title":"Despite good intentions: The elusiveness of social justice in health and physical education curricula across different contexts","authors":"Göran Gerdin, Katarina Lundin, Rod Philpot, Ellen Berg, Amanda Mooney, Ansie Kitching, Laura Alfrey, Katarina Schenker, Susanne Linnér","doi":"10.1177/1356336x241249820","DOIUrl":"https://doi.org/10.1177/1356336x241249820","url":null,"abstract":"This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneously suggest that the language used to orient teaching towards social justice objectives is often elusive. In this paper, we contend that despite the presence of social justice intentions in these five HPE curricula, the articulation and function of the language within the curriculum documents do not necessarily support the enactment of this in practice. To conclude, we therefore suggest that more work is needed to ensure that curricula and other supporting artefacts and resources can better support both teachers’ practice and students’ learning in raising awareness of, and addressing, social justice outcomes in HPE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"32 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140895841","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 factors are associated with physical education teachers’ (de)motivating teaching style? A circumplex approach 哪些因素与体育教师的（去）激励教学风格有关？圆周方法

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-04-25 DOI: 10.1177/1356336x241248262

Javier García-Cazorla, Luis García-González, Rafael Burgueño, Sergio Diloy-Peña, Ángel Abós

{"title":"What factors are associated with physical education teachers’ (de)motivating teaching style? A circumplex approach","authors":"Javier García-Cazorla, Luis García-González, Rafael Burgueño, Sergio Diloy-Peña, Ángel Abós","doi":"10.1177/1356336x241248262","DOIUrl":"https://doi.org/10.1177/1356336x241248262","url":null,"abstract":"Building upon the circumplex approach to (de)motivating styles defined by self-determination theory, this research aimed: (a) to analyse the extent to which physical education (PE) teachers’ (de)motivating teaching approaches differ across gender, school level, and years of teaching experience, and (b) to test paths from PE teachers’ need-based experiences to their (de)motivating teaching approaches, via motivation quality. A purposive and cross-sectional sample of 667 Spanish PE teachers (63.7% male; 54.7% primary; mean teaching experience = 10.77 years) participated. The overall results found that male, secondary school, and more experienced teachers scored lower on autonomy-supportive approaches, and higher on controlling and chaotic approaches. The findings also showed that, after controlling for gender, school level, and teaching experience, need satisfaction showed a direct significant effect on autonomous motivation and an indirect effect on participative, attuning, guiding, and clarifying approaches via autonomous motivation. Need frustration showed a direct significant effect on controlled motivation and amotivation and an indirect effect on demanding, domineering, abandoning, and awaiting approaches via controlled motivation and amotivation. Another noteworthy result is the positive relationship between need satisfaction and controlled motivation. Our results underscore the role that PE teachers’ personal traits play in the adaptive motivational mechanisms underlying their variety of (de)motivating approaches to PE teaching.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"14 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140651914","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

Fitting in or standing out? The organisational socialisation of early career physical education specialism graduates through a micropolitical lens 融入还是脱颖而出？从微观政治视角看早期职业体育教育专业毕业生的组织社会化

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-04-23 DOI: 10.1177/1356336x241246182

Cillian Brennan, Richard Bowles, Elaine Murtagh

{"title":"Fitting in or standing out? The organisational socialisation of early career physical education specialism graduates through a micropolitical lens","authors":"Cillian Brennan, Richard Bowles, Elaine Murtagh","doi":"10.1177/1356336x241246182","DOIUrl":"https://doi.org/10.1177/1356336x241246182","url":null,"abstract":"The recent emergence of primary school generalist teachers with physical education (PE) expertise has addressed calls for some form of specialisation in primary PE provision in Ireland ( Marron et al., 2018 ). It was hoped that these teachers could advance the quality of PE taught within schools, through their own teaching and by supporting colleagues ( Ní Chróinín, 2018 ). Despite PE specialism graduates (PESGs) developing teaching orientations and high self-efficacy to teach PE during their professional socialisation, it is unclear how their skills are applied within schools. This study examined the organisational socialisation of PESGs through a micropolitical lens, drawing on the research of Kelchtermans and Ballet (2002a , 2002b ). Adopting a critical realist approach enabled us to explore teachers’ complex teaching realities. Semi-structured interviews were conducted with 11 graduates of the four-year Bachelor of Education with a major specialism in PE. Reflexive thematic analysis of interview data identified that PESGs had limited opportunities to apply their PE skills due to the conflicting custodial orientations of their schools. Due to PESGs’ professional interests, they were more likely to assimilate with the existing school culture as early career teachers, even if it overlooked their PE expertise. The outsourcing of PE provision to external coaches, and PESGs’ identity as novice teachers, also undermined their potential contribution as PE experts. Although some PESGs have positively used their knowledge to direct whole-school PE provision, more structured opportunities may be necessary to support the continued development of PESGs as teachers and leaders of PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"88 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140640334","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

All the better for it: Exploring one teacher-researcher's evolving efforts to promote meaningful physical education 这样更好探索一位教研员为促进有意义的体育教育而不断做出的努力

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-04-22 DOI: 10.1177/1356336x241247757

Donal Howley, Ben Dyson, Seunghyun Baek

{"title":"All the better for it: Exploring one teacher-researcher's evolving efforts to promote meaningful physical education","authors":"Donal Howley, Ben Dyson, Seunghyun Baek","doi":"10.1177/1356336x241247757","DOIUrl":"https://doi.org/10.1177/1356336x241247757","url":null,"abstract":"Drawing on social constructivist learning theory and a conceptual framework for meaningful physical education (MPE), the purpose of this self-study was to present and explore how one teacher-researcher (TR) evolved their approach to implementing pedagogy promoting MPE in an alternative secondary/high school education setting. Utilizing self-study, data were collected before, during, and after twenty 75-minute lessons over 15 weeks. One critical friend interview, 20 post-teaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman and Saldana Framework for Qualitative Data Analysis (2014) was implemented, with thematic analysis then applied. The following themes were constructed: bringing the fun; steering between sparkling and sensitive social interactions; co-creating and reconsidering challenge; monitoring movements toward motor competence; and pursuing personal relevance in physical activity. Findings demonstrate the TR's explicit and intentional efforts to better implement the concept of MPE within their planning and pedagogy to develop a better understanding of what this looked like in practice and the role each feature played in teaching and learning. Utilizing and promoting democratic and reflective practices led the TR to consider and apply these features more frequently and readily to better teach knowledge, attitudes, and skills to their students through the conceptual lens of MPE. The experiences presented and discussed demonstrate the benefit of doing so not just for the TR's evolving approach to teaching and learning in physical education, but indeed for the learning of their students, researchers, and other practitioners too.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"41 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140635933","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

Swimming competence of 9–10-year-old Norwegian primary school children: A cross-sectional study of physical education 9-10 岁挪威小学生的游泳能力：体育教育横断面研究

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-04-13 DOI: 10.1177/1356336x241246521

Jon Sundan, Monika Haga, Håvard Lorås

{"title":"Swimming competence of 9–10-year-old Norwegian primary school children: A cross-sectional study of physical education","authors":"Jon Sundan, Monika Haga, Håvard Lorås","doi":"10.1177/1356336x241246521","DOIUrl":"https://doi.org/10.1177/1356336x241246521","url":null,"abstract":"Swimming is a profound source of joy in life. The impact of swimming competence extends beyond leisure, encompassing aquatic skills crucial for the prevention of drowning incidents. The World Health Organization (WHO) strongly advocates for the proactive initiative of teaching basic swimming and water safety skills to school-aged children, which is recognized as a direct and effective measure in mitigating the risk of drowning. This article aims to investigate and quantify aquatic skills and swimming competence in 9–10-year-old primary school children. A study was conducted throughout the academic year of 2021–2022, as an integral component within the primary schools' physical education. The study design was tailored to facilitate large-group assessment, encompassing children from 69 primary schools ( n = 2421) situated across three Norwegian municipalities. The assessments were administered upon the culmination of the fourth-grade learn-to-swim programs and carried out using the Swimming Competence Assessment Scale, involving six consecutive aquatic skills: water entry, swimming on the front, surface diving, float/rest, swimming on the back, and water exit. The results indicated that 62.5% of the children successfully met the predetermined criteria for swimming competence according to the Norwegian standard. Among the six assessed aquatic skills, proficiency in swimming on the front emerged as the most influential factor contributing to the overall competence level. This study emphasizes the pivotal role of swimming education for school-aged children. It highlights the need to prioritize swimming and water safety education, initiating children's learning journey toward being water-competent.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"33 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140551983","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 effect of game-based approaches on decision-making, knowledge, and motor skill: A systematic review and a multilevel meta-analysis 基于游戏的方法对决策、知识和运动技能的影响：系统回顾和多层次荟萃分析

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-04-09 DOI: 10.1177/1356336x241245305

Mika Manninen, Eric Magrum, Sara Campbell, Sarahjane Belton

{"title":"The effect of game-based approaches on decision-making, knowledge, and motor skill: A systematic review and a multilevel meta-analysis","authors":"Mika Manninen, Eric Magrum, Sara Campbell, Sarahjane Belton","doi":"10.1177/1356336x241245305","DOIUrl":"https://doi.org/10.1177/1356336x241245305","url":null,"abstract":"This study aimed to compare the effect between game-based approaches (GBAs) and traditional skill approaches on decision-making, knowledge and motor skill in physical education students and athletes. A systematic review and meta-analysis of experimental studies available before October 2023 was conducted. The initial search yielded 8431 articles, with 28 articles ( n = 1600) meeting the inclusion criteria. Studies were analyzed using three-level random-effects models with a robust variance estimation. Outcomes were computed as raw mean differences and Hedges’s g effect sizes. Results indicate that GBAs have a positive heterogeneous effect on decision-making in game situations (ES = 11.41%; 95% CI [4.39, 18.43]) and motor skill in skill tests ( g = 0.36; 95% CI [0.14, 0.57]). GBAs did not have an effect on knowledge ( g = 0 .37; 95% CI [−0.12, 0.86]) or motor skill in game situations (ES = 1.13%; 95% CI [−2.43, 4.68]). Meta-regression analyses revealed that the experience of the interventionist, the quality of the studies, and the comparison condition significantly influence the impact of GBAs on motor skill tests. More detailed and transparent reporting of trials would benefit the field.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"138 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140542100","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

Beginning, rise, fall, and comeback: Exploring the journey of a physical education teacher community in South Korea 开始、崛起、衰落和东山再起：探索韩国体育教师群体的历程

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-04-05 DOI: 10.1177/1356336x241243205

Yongjin Lee, Wonhee Lee, Hyungsik Min, Youngjoon Kim

{"title":"Beginning, rise, fall, and comeback: Exploring the journey of a physical education teacher community in South Korea","authors":"Yongjin Lee, Wonhee Lee, Hyungsik Min, Youngjoon Kim","doi":"10.1177/1356336x241243205","DOIUrl":"https://doi.org/10.1177/1356336x241243205","url":null,"abstract":"Physical education teacher communities have been studied and implemented as a successful approach to teacher professional development. Despite a wealth of literature, less is known about three aspects: sustained nature of a community over time, power relations among community members, and a comprehensive case study. This study aimed to address these gaps in the literature by investigating the journey of a physical education community of practice (CoP) in South Korea. In this intrinsic case study, seven core members were interviewed using a timeline drawing method to elicit the stories behind the community's history. In addition, field notes from observations and documents from the official community website were used to corroborate the interview data. Inductive and collaborative data analysis organised the community's history into four phases: Beginning, Rise, Fall, and Comeback. Detailed explanations of each phase represent what happened and how the community evolved over time. Discussions suggested, first, that changing power relations facilitate different types of learning in CoPs. Initially, a strong leader drove learning as experiencing and doing, but as power shifted to members, the community changed to learning as belonging and becoming. Second, conflict can be a natural process to revisit the shared vision. Since the shared vision is not static but rather reflects contextual values, community members should revisit and discuss it as conflicts arise. Third, community engagement can be understood as an opportunity to gain recognition. This research underscores the significance of understanding long-term teacher motivation and the collective factors that drive it through community engagement.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"55 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140534130","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