Introduction
[Catherine D. Ennis, University of North Carolina at Greensboro, USA]
Section A: Designing and Conducting Research
Introduction
[Catherine D. Ennis, University of North Carolina at Greensboro and Stephen J. Silverman, Teachers College, Columbia University, USA]
1. The Research Enterprise in Physical Education
[Thomas J. Templin, University of Michigan and K. Andrew R. Richards, University of Alabama, USA]
2. Interpretive and Critical Research: A View through a Qualitative Lens
[Amelia Mays Woods and Kim C. Graber, University of Illinois, USA]
Section B: Curriculum Theory and Development
Introduction
[Catherine D. Ennis, University of North Carolina at Greensboro, USA]
3. Designing Effective Programs: Creating Curriculum to Enhance Student Learning
[Donetta J. Cothran, Indiana University, USA]
4. Models-Based Practice
[Ashley Casey, Loughborough University, UK]
5. Sport-based Physical Education
[Peter A. Hastie, Auburn University, USA and Isabel Mesquita, University of Oporto, Portugal]
6. Fitness and Physical Activity Curriculum
[Malcolm Thorburn, University of Edinburgh, UK]
7. Complexity, Curriculum and the Design of Learning Systems
[Alan Ovens, University of Auckland, Australia and Joy Butler, University of British Columbia, Canada]
8. Globalized Curriculum: Scaling Sport Pedagogy Themes for Research
[Catherine D. Ennis, University of North Carolina at Greensboro, USA]
Section C: Curriculum Policy and Reform
Introduction
[Dawn Penney, Monash University, Australia]
9. Policy and Possibilities
[Dawn Penney, Monash University, Australia]
10. Curriculum reform and Policy Cohesion in Physical Education
[Mike Jess and Shirley Gray, University of Edinburgh, UK]
11. Reforming Curricula from the Outside-In
[Dawn Penney, Monash University, Australia and Stephen Mitchell, Kent State University, USA]
12. Curriculum Reform Where It Counts
[Kirsten Petrie, University of Waikato, New Zealand]
13. Equity and Inequity Amidst Curriculum Reform
[Shaun D. Wilkinson, Northumbria University, UK]
Section D: Adapted Physical Activity
Introduction
[Eliane Mauerberg-deCastro, São Paulo State University, Brazil]
14. Theory and Practice in Adapted Physical Education: The Disability Rights Paradigm in Synchrony with Complex Systems Concepts
[Eliane Mauerberg-deCastro, São Paulo State University, Brazil]
15. Advances in Disability and Motor Behavior Research
[Rosa Angulo-Barroso and Teri Todd, California State University-Northridge, USA]
16. An International Perspective in Physical Education and Professional Preparation in Adapted Physical Education and Adapted Physical Activity
[Eliane Mauerberg-deCastro, São Paulo State University, Brazil, Aija Klavina, Latvian Academy of Sport Education, Latvia; Martin Kudlácek, Palacky University Olomouc, Czech Republic; Cindy Sit, Chinese University of Hong Kong, Hong Kong; and Serap Inal Yeditepe University, Turkey]
17. Inclusive Settings in Adapted Physical Activity: A Worldwide Reality?
[Lauren J. Lieberman, The College at Brockport, USA and Martin Block, University of Virginia, USA]
Section E: Transformative Pedagogies
Introduction
[Richard Tinning, University of Queensland, Australia]
18. Transformative Pedagogies and Physical Education: Exploring the Possibilities for Personal Change and Social Change
[Richard Tinning, University of Queensland, Australia]
19. Transformative Aspirations and Realities in Physical Education Teacher Education (PETE)
[Alan Ovens, University of Auckland, New Zealand]
20. Transformative Pedagogies for Challenging Body Culture in Physical Education
[Kimberly L. Oliver, New Mexico State University, USA and David Kirk, University of Strathclyde, UK]
21. Gender, Sexuality and Physical Education
[Katie Fitzpatrick, University of Auckland, New Zealand and Eimear Enright, University of Queensland, Australia]
22. The Transformative Possibilities of Narrative Inquiry
[Fiona Dowling, Norwegian School of Sport Sciences, Norway and Robyne Garrett, University of South Australia, Australia]
23. Shifting Stories of Size: Critical Obesity Scholarship as Transformative Pedagogy for Disrupting Weight-based Oppression in Physical Education
[Erin Cameron, Memorial University of Newfoundland, Canada and Moss Norman and LeAnne Petherick, University of Manitoba, Canada]
24. Transformative Pedagogy in Physical Education and the Challenges of Young People with Migration Backgrounds
[Dean Barker, University of Gothenburg, Sweden and Suzanne Lundvall, The Swedish School of Sport and Health Sciences, Sweden]
Section F: Analyzing Teaching
Introduction
[Catherine D. Ennis, University of North Carolina at Greensboro and Stephen J. Silverman, Teachers College, Columbia University, USA]
25. Teacher Accountability and Effective Teaching
[Bryan A. McCullick, University of Georgia, Karen Lux Gaudreault, University of Wyoming, Nilo C. Ramos, Oklahoma State University]
26. Measurement of Teaching in Physical Education
[Prithwi Raj Subramaniam and Deborah A Wuest, Ithaca College, USA]
27. Teaching about Active Lifestyles
[Lorraine Cale, Loughborough University, UK]
Section G: Educating Teachers Effectively from PETE to CPD
Introduction
[Kathleen M. Armour, University of Birmingham, UK]
28. The Role of Learning Theory in Learning to Teach
[Mikael Quennerstedt and Ninitha Maivorsdotter, Örebro University, Sweden]
29. Effective Physical Education Teacher Education: A Principled Position Perspective
[Louise McCuaig and Eimear Enright, University of Queensland, Australia]
30. What Research Tells Us about Effective Continuing Professional Development for Physical Education Teachers
[Melissa Parker, University of Limerick, Ireland and Kevin Patton, California State University-Chico, USA]
31. Educating Teachers in Health Pedagogies
[Leen Haerens, Nathalie Aelterman, An De Meester and Isabel Tallir, Ghent University, Belgium]
32. Educating Teachers for Effective Inclusive Pedagogies
[Kyriaki Makopoulou and Gary Thomas, University of Birmingham, UK]
Section H: The Role of Student and Teacher Cognition in Student Learning
Introduction
[Melinda Solmon, Louisiana State University, USA and Alex Garn, University of Newcastle, Australia]
33. Student Cognition: Understanding How Students Learn in Physical Education
[Melinda A. Solmon, Louisiana State University, USA]
34. Student Physical Self-Concept Beliefs
[Alex C. Garn, University of Newcastle, Australia]
35. Student Attitudes and Perspectives
[Collin A. Webster, University of South Carolina, USA]
36. Teacher Efficacy and Beliefs
[Pamela Hodges Kulinna, Arizona State University and Donetta Cothran, Indiana University, USA]
37. The Emotional Dimensions of Physical Education Teacher Knowledge
[Nate McCaughtry, Wayne State University and Matthew Ferry, George Mason University, USA]
38. The Nature and Consequences of Obesity Bias in Physical Education: Implications for Teaching
[Weidong Li, The Ohio State University, USA]
Section I: Achievement Motivation
Introduction
[Ang Chen, University of North Carolina at Greensboro, USA]
39. Motivation Research in Physical Education: Learning to Become Motivated
[Ang Chen, University of North Carolina at Greensboro, USA]
40. Expectancy-Value Based Motivation for Learning
[Ping Xiang, Texas A&A University, USA]
41. Maximizing Student Motivation in Physical Education: A Self-Determination Theory Perspective
[C. K. John Wang, National Institute of Education, Nanyang Technology University, Singapore]
42. Individual and Situational Interest
[Bo Shen, Wayne State University, USA]
43. Goal Adaptation and Maladaptation in Physical Education
[Sami Raine Yli-Piipari, University of Georgia, USA]
44. Motivation as a Learning Strategy
[Haichun Sun, University of South Florida, USA]
The first fully comprehensive review of theory, research and practice in physical education to be published in over a decade, this handbook represents an essential, evidence-based guide for all students, researchers and practitioners working in PE. Showcasing the latest research and theoretical work, it offers important insights into effective curriculum management, student learning, teaching and teacher development across a variety of learning environments.
This handbook not only examines the methods, influences and contexts of physical education in schools, but also discusses the implications for professional practice. It includes both the traditional and the transformative, spanning physical education pedagogies from the local to the international. It also explores key questions and analysis techniques used in PE research, illuminating the links between theory and practice...
