European Physical Education Review最新文献_第4页

Developing adaptive teaching competence in preservice physical education teachers 培养职前体育教师的适应性教学能力

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-04-01 DOI: 10.1177/1356336x241240621

Kyuil Cho, Emi Tsuda, Phillip Ward

{"title":"Developing adaptive teaching competence in preservice physical education teachers","authors":"Kyuil Cho, Emi Tsuda, Phillip Ward","doi":"10.1177/1356336x241240621","DOIUrl":"https://doi.org/10.1177/1356336x241240621","url":null,"abstract":"This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed content (MC) that PSTs had in their peer teaching? We used a descriptive-analytic study to evaluate teaching data from 22 PSTs. The course included different pedagogical strategies (e.g. discussing teaching scenarios, repeated teaching, and reflecting on teaching) to develop adaptive competence. A total of 85 teaching videos were analyzed using three coding variables (adaptations added, adaptation corrections, and MC) by comparing them with the PSTs’ lesson plans. The descriptive analyses showed that all PSTs were able to make substantive and consistent teaching adaptations across the five-week period. The amount of MC decreased across the five weeks. This study demonstrated that the pedagogical cycle designed to promote adaptive teaching competence was effective in helping PSTs make adaptations to their teaching. Simply providing PSTs opportunities to teach or teach repetitively is not sufficient to develop adaptive competence. Intentional integration of the pedagogical strategies is essential to equipping PSTs with effective teaching skills and knowledge, and helping them connect theory and practice with ongoing feedback and reflection.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"66 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140340805","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

Associations between physical educators’ appearance and sex and high school pupils’ cognitive performance and perceptions of teacher characteristics 体育教师的外貌和性别与高中生认知能力和对教师特征的看法之间的关系

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-03-27 DOI: 10.1177/1356336x241240421

YuChun Chen, Brian Myers

{"title":"Associations between physical educators’ appearance and sex and high school pupils’ cognitive performance and perceptions of teacher characteristics","authors":"YuChun Chen, Brian Myers","doi":"10.1177/1356336x241240421","DOIUrl":"https://doi.org/10.1177/1356336x241240421","url":null,"abstract":"The importance of physical educators obtaining a discipline-specific appearance as role models is documented in the literature. Previous research has examined the influence of physical education teachers’ body fatness, (dis)ability, and age on pupils’ learning and perceptions of the teachers. To expand the research line, this study focused on teachers’ formal/informal appearance and their sex. Four 20-minute videos consisting of female informal appearance (FIA), female formal appearance (FFA), male informal appearance (MIA), and male formal appearance (MFA) were created to collect data from 533 high school pupils. A content examination and a perception questionnaire were used to measure cognitive performance and perceptions of the teachers. Factorial analysis of variance (ANOVA) was conducted to identify any significant main effects or interaction effects on the tchoukball examination, two content areas (i.e. techniques and strategies), and perceptions of three teacher characteristics (i.e. likability, competence, and appropriateness as a role model). Findings revealed significant main effects for teacher appearance on the overall examination and both content areas. Participants who watched the informal appearance videos scored significantly higher than those who watched the formal appearance videos. Furthermore, there was an interaction effect on the strategy portion of the examination. Participants who watched the MIA video scored the highest, followed by those who watched the FIA, FFA, and MFA videos. Factorial ANOVA found no significant main effect or interaction effect on the three teacher characteristics. One key conclusion indicates that the formal/informal appearance is far more open to interpretation than the (dis)ability and age aspects.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"13 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140317183","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 teacher educator pedagogical decision-making about a combined pedagogy of social justice and meaningful physical education 探索教师教育者对社会正义和有意义的体育教育相结合的教学法的教学决策

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-03-26 DOI: 10.1177/1356336x241240400

Déirdre Ní Chróinín, Cassandra Iannucci, Carla Luguetti, Declan Hamblin

{"title":"Exploring teacher educator pedagogical decision-making about a combined pedagogy of social justice and meaningful physical education","authors":"Déirdre Ní Chróinín, Cassandra Iannucci, Carla Luguetti, Declan Hamblin","doi":"10.1177/1356336x241240400","DOIUrl":"https://doi.org/10.1177/1356336x241240400","url":null,"abstract":"Teacher educators shape curriculum in the pedagogical decisions they make ( Lunenberg et al., 2007 ). Yet, evidence is lacking about how physical education (PE) teacher educators make decisions about what to include in their teacher education pedagogies. Four teacher educators in four different PE teacher education (PETE) programmes collaborated to examine their decision-making as they explored ideas related to Meaningful PE and social justice pedagogies. Insight into how teacher educators make decisions can add nuance to understanding pedagogical decision-making in PETE. A self-study of teacher education practices frame supported collective and individual interrogation of our decision-making processes. Data included planning documentation for each teaching episode ( n = 42), individual reflections ( n = 33), recordings of conversations with critical friends ( n = 15), and recordings of collective meetings ( n = 8). Pedagogical confrontations ( Moran et al., 2019 ) provided a lens for each teacher educator to gain perspective and insight into their decision-making related to Meaningful PE and social justice pedagogies The findings are presented in the form of four individual cases that illustrate the distinct story of each teacher educator’s engagement with Meaningful PE and social justice pedagogies. Teacher educators’ decisions were guided by their purposes and influenced by their contexts. Additionally, peers were an important source of pedagogical confrontations to influence decision-making practices. This research contributes to the understanding of innovation in PETE by illustrating how clarity about priorities promotes deliberate decision-making by teacher educators resulting in adoption or rejection of innovation.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"20 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140317251","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 purpose of primary physical education: The views of teacher educators 小学体育教育的目的：师范教育工作者的观点

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-03-21 DOI: 10.1177/1356336x241237081

Mike Jess, Melissa Parker, Nicola Carse, Andrew Douglass, Jeanne Keay, Lucio Martinez Alvarez, Alison Murray, Julie Pearson, Vicky Randall, Tony Sweeney

{"title":"The purpose of primary physical education: The views of teacher educators","authors":"Mike Jess, Melissa Parker, Nicola Carse, Andrew Douglass, Jeanne Keay, Lucio Martinez Alvarez, Alison Murray, Julie Pearson, Vicky Randall, Tony Sweeney","doi":"10.1177/1356336x241237081","DOIUrl":"https://doi.org/10.1177/1356336x241237081","url":null,"abstract":"This paper reports on the first phase of a longitudinal project investigating the perceived purposes that different stakeholders have for primary physical education (PE). In the study, the views of 19 teacher educators from seven countries across Europe were sought. While teacher educators may have some influence across the layers of an education system, little is known about this stakeholder group and their views about primary PE. Analysis of focus group conversations depicts that, while the teacher educators come from a wide range of contexts, their views on the purposes of primary PE were more similar than different. With primary PE in danger of disconnecting into different schools of thought, this finding is important because it suggests that more coherent and connected approaches have the potential to be developed. In line with most government policies from the seven countries, similarities focused on both an educational and outward-looking view of primary PE. Significantly, while the teacher educators recognised the key role of physical learning in primary PE, they also highlighted how children's social, emotional, and cognitive learning form part of an integrated view of primary PE. Teacher educators recognised the importance of primary PE expanding beyond the hall/gymnasium and into classroom, school, and community settings. However, some concerns were voiced about the influence of outsourcing and sport agendas that currently dominate. The views of these teacher educators offer a useful starting point for further investigation, particularly as they present the purposes of primary PE from both an integrated and educational perspective.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"158 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140192814","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

Formative assessment in physical education: teachers’ experiences when designing and implementing formative assessment activities 体育教学中的形成性评价：教师设计和实施形成性评价活动的经验

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-03-18 DOI: 10.1177/1356336x241237398

Menno Slingerland, Gwen Weeldenburg, Lars Borghouts

{"title":"Formative assessment in physical education: teachers’ experiences when designing and implementing formative assessment activities","authors":"Menno Slingerland, Gwen Weeldenburg, Lars Borghouts","doi":"10.1177/1356336x241237398","DOIUrl":"https://doi.org/10.1177/1356336x241237398","url":null,"abstract":"Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"18 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140162184","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

Children's motivation for moderate-to-vigorous physical activity during the Daily Mile: A theory of planned behaviour perspective 儿童在 "每日一英里 "活动中进行中等强度体育锻炼的动机：计划行为理论视角

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-03-11 DOI: 10.1177/1356336x241236122

Phillip M. Gray, Andrew L. Evans

{"title":"Children's motivation for moderate-to-vigorous physical activity during the Daily Mile: A theory of planned behaviour perspective","authors":"Phillip M. Gray, Andrew L. Evans","doi":"10.1177/1356336x241236122","DOIUrl":"https://doi.org/10.1177/1356336x241236122","url":null,"abstract":"Sustained motivation for Daily Mile participation at higher physical activity intensities may contribute to the attainment of children's daily moderate-to-vigorous physical activity (MVPA) targets and long-term health benefits. However, individual variability exists in the amount of MVPA accumulated by children during the Daily Mile. The current study explored children's motivation for participating in the Daily Mile at MVPA intensity, using a theory of planned behaviour framework. Twenty-five children (mean age = 10.07 ± 0.60 years) from the Northwest of England were recruited to the study; 52% were female and 88% were White. Participants completed a questionnaire, with an open-ended response format, probing behavioural, control, and normative beliefs for participation in the Daily Mile at MVPA intensity. Template analysis was conducted independently by two researchers to identify main themes and subthemes. Findings showed that children possessed a range of behavioural, control, and normative beliefs about MVPA participation during the Daily Mile. Prominent behavioural beliefs included fitness enhancement, implications for concentration and learning, positive affective states, and pain and discomfort. Key control beliefs included weather, space and health restrictions, and distractions from peers. Finally, peers and parents were salient normative beliefs. Children possessed a range of modal beliefs in relation to MVPA participation during the Daily Mile. Implications of the findings, and methods for practitioners seeking to maximise the contribution of the Daily Mile to children's daily MVPA targets are discussed.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"35 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140104909","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 scoping review of feedback in physical education: Conceptualisations and the role of teachers and students 对体育教学中的反馈进行范围审查：概念以及教师和学生的作用

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-02-20 DOI: 10.1177/1356336x241230829

Paul Treschman, Michalis Stylianou, Cam Brooks

{"title":"A scoping review of feedback in physical education: Conceptualisations and the role of teachers and students","authors":"Paul Treschman, Michalis Stylianou, Cam Brooks","doi":"10.1177/1356336x241230829","DOIUrl":"https://doi.org/10.1177/1356336x241230829","url":null,"abstract":"Given the important role of feedback in student learning, this scoping review investigated how feedback has been conceptualised and examined, and how the teacher and student have been positioned in feedback processes in physical education (PE) research. Following recommended processes for conducting a scoping review, 110 papers were included, and data were extracted and synthesised to address the aim. Findings identified a lack of conceptual and theoretical underpinnings, and considerable variability in feedback terminology used in PE. Feedback was mainly positioned as being transmitted verbally from the teacher to the student to evaluate performances. Research methods mainly focused on the teacher's feedback behaviours, with less attention given to how the student receives, interprets, and uses feedback to advance their learning. Based on the findings, we recommend that future feedback research in PE is underpinned by theory and frameworks that acknowledge the active role of both the teacher and the student in the feedback process. Additionally, given the critical element of feedback effectiveness is not in the provision of feedback, but how it is interpreted and used, research methods that further consider how students engage with feedback opportunities are required. If we are to maximise feedback's learning potential, future PE research and practices should consider how students can be further activated in the feedback process.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938997","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 physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning 学生对体育教师通过环形方法（去）激励方式的看法：不同性别、年级、经历、活动意愿和学习的差异

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2024-02-20 DOI: 10.1177/1356336x241229353

Sergio Diloy-Peña, Ángel Abós, Javier Sevil-Serrano, Javier García-Cazorla, Luis García-González

{"title":"Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning","authors":"Sergio Diloy-Peña, Ángel Abós, Javier Sevil-Serrano, Javier García-Cazorla, Luis García-González","doi":"10.1177/1356336x241229353","DOIUrl":"https://doi.org/10.1177/1356336x241229353","url":null,"abstract":"Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12–17 years (mean age ( Mage) = 14.65; standard deviation ( SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"9 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938952","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

Working with trauma-affected young people in secondary schools: Exploring ‘self-care’ with pre-service physical education teachers 在中学与受创伤影响的青少年合作：与职前体育教师探讨 "自我保健 "问题

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2023-12-21 DOI: 10.1177/1356336x231221665

T. Quarmby, R. Sandford, Shirley Gray, O. Hooper

{"title":"Working with trauma-affected young people in secondary schools: Exploring ‘self-care’ with pre-service physical education teachers","authors":"T. Quarmby, R. Sandford, Shirley Gray, O. Hooper","doi":"10.1177/1356336x231221665","DOIUrl":"https://doi.org/10.1177/1356336x231221665","url":null,"abstract":"Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers’ experiences of working with students affected by trauma, and (2) consider the potential implications of this for their well-being. Through an online professional learning programme, we worked with three distinct groups of pre-service PE teachers ( n = 22). The workshops generated data through individual activities and group tasks that allowed participants to reflect on their experiences. Findings revealed that pre-service teachers had several encounters during their school-based placements with young people who may have experienced trauma. These experiences were felt by the pre-service PE teachers – both emotionally and physically. Pre-service PE teachers were encouraged to develop self-care strategies; however, our participants indicated that this was not always easy to do. That said, pre-service PE teachers were able to describe some of the strategies they engaged with to take care of themselves and safeguard their own well-being. Many of these strategies were relational and involved spending time with others – such as school colleagues (teachers and/or mentors) – who were available to offer both practical and emotional guidance and support. Thus, our findings reinforce the importance of pre-service teachers learning about self-care and emotional regulation as part of initial teacher education courses.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"34 8","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952737","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

It's game time: Improving basic psychological needs and promoting positive behaviours through gamification in physical education 游戏时间到通过体育游戏化改善基本心理需求和促进积极行为

IF 3.4 2区教育学

European Physical Education Review Pub Date : 2023-12-19 DOI: 10.1177/1356336x231217404

V. Sotos-Martínez, J. Tortosa-Martínez, Salvador Baena-Morales, Alberto Ferriz-Valero

{"title":"It's game time: Improving basic psychological needs and promoting positive behaviours through gamification in physical education","authors":"V. Sotos-Martínez, J. Tortosa-Martínez, Salvador Baena-Morales, Alberto Ferriz-Valero","doi":"10.1177/1356336x231217404","DOIUrl":"https://doi.org/10.1177/1356336x231217404","url":null,"abstract":"Student's motivation towards physical education (PE) classes is a key factor for increasing physical activity (PA) levels in children. In order to increase motivation in PE, new teaching techniques are needed, such as gamification. This study examines the potential influence of gamification in PE classes on motivation-related variables such as basic psychological needs (BPNs) and positive behaviours in primary school students, considering the perceptions of students and teachers. A total of nine teachers and 506 primary students participated in this study: 250 from a gamified group and 256 from a control group. The students filled in the BPNs in the Classroom Scale in order to measure three BPNs (autonomy, competence and relatedness). In addition, the perceptions, feelings, and behaviours of the students and teachers were analysed and classified through drawings, teacher's diaries, and focus groups. An improvement in the three BPNs, namely autonomy ( p < 0.001), competence ( p < 0.001) and relatedness ( p < 0.001), was observed for the gamified group compared to the control group. The qualitative findings showed a perceived increase in student motivation, participation, and cooperation behaviours. Students also reported values such as respect, and rejection of contempt and harassment. In short, gamification was associated with an increase in all BPNs and positive behaviours in primary school students in gamified PE classes compared to non-gamified classes.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"112 37","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959275","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