Physical Education and Sport Pedagogy最新文献

{"title":"A game-based approach to teaching combative activities for children in pedagogical context","authors":"Alba Iara Cae Rodrigues, Risto Marttinen, Dominique Banville, Marcelo Moreira Antunes","doi":"10.1080/17408989.2025.2505884","DOIUrl":"https://doi.org/10.1080/17408989.2025.2505884","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"7 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193894","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}

{"title":"Golf coaches’ perceptions of the role and use of player errors in motor learning: an exploratory survey","authors":"Callum Ferguson, Dave Collins, Howie J. Carson","doi":"10.1080/17408989.2025.2502121","DOIUrl":"https://doi.org/10.1080/17408989.2025.2502121","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"53 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193892","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}

{"title":"Development of the situational emotional labor and deviance model: relevance in Physical Education and Sport Pedagogy","authors":"Oriane Petiot, Gilles Kermarrec","doi":"10.1080/17408989.2025.2501580","DOIUrl":"https://doi.org/10.1080/17408989.2025.2501580","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"3 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193662","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}

{"title":"Parental engagement and implementation fidelity in a mHealth motor skills intervention for young children.","authors":"Amanda E Staiano, Sanjoy Saha, Robbie A Beyl, Chelsea L Kracht, Robert L Newton, E Kipling Webster","doi":"10.1080/17408989.2023.2235394","DOIUrl":"10.1080/17408989.2023.2235394","url":null,"abstract":"<p><strong>Introduction: </strong>Mobile apps (i.e., mHealth) provide unprecedented opportunity for widespread dissemination of health behavior programs. However, for programs directed towards young children, parental engagement may explain differing results of mHealth programs. Within the context of an app-based fundamental motor skill (FMS) intervention that improved children's motor skills (PLAY), this paper examines parents' fidelity to the intervention and the extent to which fidelity was related to children's motor skill improvements.</p><p><strong>Methods: </strong>In the PLAY trial, 72 children aged 3-5 years were randomized for their parents to access a Motor Skills app or Free Play app for a 12-week intervention. The Motor Skills app contained lessons, videos, and activity breaks totaling 1 hour/week of directed FMS instruction by the parent to the child over a 12-week period. The Free Play app was similar in appearance and format but focused on unstructured physical activity. Children's FMS were evaluated with the Test of Gross Motor Development (TGMD-3) at baseline, 12-weeks, and 24-week follow-up. Implementation fidelity data included dosage completed (activity breaks completed), parental engagement (duration of video views), and quality of intervention delivery (feasibility and acceptability). Dosage and engagement were dichotomized within the Motor Skills condition into high vs. low. Linear mixed effects models were used to examine the association of dosage completed and parental engagement with changes in children's FMS both within and between conditions. The level of significance was set at 0.05 for all analyses.</p><p><strong>Results: </strong>Children completed 70% (8.4 of 12 hours) of the prescribed activity breaks based on parental report in the Motor Skills condition and 87% (10.4 of 12 hours) in the Free Play condition (not significantly different). Parental engagement based on video viewing duration for the Motor Skills condition was on average 8.0 ± 8.6 of the 9.8 available minutes and for the Free Play condition was 5.0 ± 5.5 of the available 18 minutes, with no significant difference between conditions. Parents rated high acceptability and usability for both apps. Children in the Motor Skills condition improved their FMS more than children in the Free Play condition regardless of whether they were classified as receiving high or low dosage or high or low parental engagement.</p><p><strong>Conclusion: </strong>Parents and children consistently engaged with a 12-week Motor Skills app intervention, and the salience of FMS improvements did not differ by the level of parent fidelity or engagement with the mHealth app. The intervention potency, parental engagement, and dosage completed were sufficient to produce the desired child motor skills improvements.</p>","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":"390-402"},"PeriodicalIF":3.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12326528/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43608985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ experiences of enacting pedagogical models and models-based practice: a systematic mixed study review","authors":"Ashley Casey, Lars Bjørke","doi":"10.1080/17408989.2024.2415325","DOIUrl":"https://doi.org/10.1080/17408989.2024.2415325","url":null,"abstract":"The shift from traditional, teacher-led methods towards more student-centred approaches in many countries has positioned pedagogical models and Models-based Practice (MbP) as a potential future for...","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"67 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142556183","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}

{"title":"‘I have normalised being treated differently’. Analysis of the experiences of foreign students in Physical Education","authors":"David Hortigüela-Alcalá, Ángel Pérez-Pueyo, Raúl A. Barba-Martín, Daniel Bores-García, Gustavo González-Calvo","doi":"10.1080/17408989.2024.2413061","DOIUrl":"https://doi.org/10.1080/17408989.2024.2413061","url":null,"abstract":"The aim of the study is to analyse the experiences of 7 students (4 girls and 3 boys) from different continents (Africa, Asia and South America) in Physical Education, in order to know to what exte...","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"15 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142556185","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}

{"title":"Teacher's understanding of early childhood physical literacy: thematic analysis based on teaching experience from an Indonesian perspective","authors":"Gita Febria Friskawati","doi":"10.1080/17408989.2024.2413076","DOIUrl":"https://doi.org/10.1080/17408989.2024.2413076","url":null,"abstract":"Early childhood is a critical period for the formation of physical literacy from an early age. Teachers play an important role in supporting the growth of children's physical literacy. Unfortunatel...","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"60 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440158","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}

{"title":"How do we teach about ethnic and cultural diversity in PETE? A discourse analysis of interviews from Norway, Aotearoa/New Zealand and Canada","authors":"Sandro Claudio Vita, Kristin Walseth, Tonje Fjogstad Langnes","doi":"10.1080/17408989.2024.2413065","DOIUrl":"https://doi.org/10.1080/17408989.2024.2413065","url":null,"abstract":"Although social justice has been a topic of interest in physical education for over 40 years, research still shows that physical education excludes and marginalises students based on various identi...","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"135 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142556184","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}

{"title":"A mixed methods analysis of a yearlong intercultural competence curriculum strand","authors":"James D. Wyant, Emi Tsuda, Jeremy T. Yeats","doi":"10.1080/17408989.2024.2400058","DOIUrl":"https://doi.org/10.1080/17408989.2024.2400058","url":null,"abstract":"Background: In a published 2016 report, it was estimated that approximately 80% of public-school teachers identified as White (United States Department of Education 2016). The duality of the issue ...","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"2 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142235328","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}

{"title":"‘Facilitating change from within’: investigating students’ experiences of using core reflection in physical education teacher education","authors":"Marc Esser-Noethlichs, Siv Lund, Lars Bjørke","doi":"10.1080/17408989.2024.2400069","DOIUrl":"https://doi.org/10.1080/17408989.2024.2400069","url":null,"abstract":"Reflection plays a pivotal role in professional development, particularly in physical education teacher education (PETE). Research shows that student reflections in PETE often remain at a superfici...","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":"22 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142231599","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}