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Education Sciences
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Physical Education: Teaching and Learning
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Physical Education: Teaching and Learning

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 July 2024) | Viewed by 4641

Special Issue Editors

Dr. Manolis Adamakis

E-Mail Website
Guest Editor
School of Physical Education and Sport Science, National and Kapodistrian University of Athens, 17237 Dafne, Greece
Interests: physical education; sport pedagogy; teaching and learning; physical activity; validity and reliability of research tools; new technologies in physical education and physical activity
Dr. Claude Scheuer

E-Mail Website
Guest Editor
Conseil Européen de Recherche en Éducation Physique et Sportive (CEREPS), D-48149 Münster, Germany
Interests: physical education; physical education teacher education; primary education; basic motor competencies
Prof. Dr. Richard Peter Bailey

E-Mail Website
Guest Editor
Faculty of Social Sciences and Liberal Arts, UCSI University, Jalan Menara Gading, Cheras, Kuala Lumpur 56000, Malaysia
Interests: philosophy of education; learning sciences; exercise neuroscience; sport pedagogy

Special Issue Information

Dear Colleagues,

This Special Issue seeks to provide a forum for high-quality research, which contributes important and innovative insights into teaching and learning in Physical Education (PE), as well as addressing new scientific perspectives and evidence-based practices in PE.

Evidence-based practices in PE are an important focus of this Special Issue, as most teaching and learning are carried out without reference to evidence, and most teachers use practices that have either not been found to work or found not to work. Evidence-based practice is a systematic method of reviewing the best evidence, combining it with the art of athletic training or your clinical expertise, and making informed choices. Evidence-based PE models report on different PE instructions, designs, and interventions and their impact on students’ psychomotor, cognitive, affective, and social outcomes.

Additionally, teaching quality is seen as a central determinant of successful learning in school. However, instructional research shows that the learning performance of pupils is influenced less using specific teaching methods than the quality of teaching. Regarding the social legitimation of PE teaching, it is stressed that PE cannot evade the demand of working to improve the quality of teaching and accounting for the results. Determining characteristics of quality PE teaching and systematically analyzing their importance for successful learning, thus, has far-reaching significance for PE, on both motor and cognitive activation.

Moreover, quality implementation of different phases of PE teacher education (PETE; initial teacher education, induction, continuous professional development, and in-service education) has a significant impact on the quality of teaching and learning in PE in all educational levels. Based on this, PETE programmes and their impact on pre-service and in-service PE teachers are another focus of this Special Issue.

Thus, we aim to develop public pedagogies and knowledge in the interests of critical educational intervention. For this reason, we look forward to receiving high-quality original research studies (e.g., longitudinal, randomized control trials; mixed methods; qualitative; systematic reviews; and meta-analyses) focused on PE and PETE. We encourage contributions addressing core problems in PE related to learners’ experiences, pedagogy, inclusion, policy, and evidence-based practice. Although studies related to the promotion of healthy habits within PE are welcome, priority will be given to the following topics that need further research within PE: 1) teaching and learning PE school-based implementation and interventions; 2) outcomes associated with the use of different pedagogical models and formative assessment in PE; and 3) innovative teaching and learning methods used in the context of PE. The section will further consider papers that investigate how pedagogical practices are shaped by broader political, economic, socio-cultural, discursive, affective, material, and technological dimensions. In addition, papers from different social science disciplines and methodological approaches, including interdisciplinary and multidisciplinary research, are welcome.

We look forward to receiving your contributions. 

Dr. Manolis Adamakis
Dr. Claude Scheuer
Prof. Dr. Richard Peter Bailey
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

 

Keywords

  • physical education
  • educational research
  • learning
  • teaching
  • teacher education
  • pedagogy
  • evidence-based practices
  • pedagogical models
  • assessment

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Published Papers (3 papers)

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Research

15 pages, 275 KiB  
Article
“It’s Good to Have a Voice”: What Do Students Think about the Impact of a Flexible Curricular Implementation of Student-Centered Pedagogies on Their Own Learning Experiences?
by Rita Silva, Cláudio Farias and Isabel Mesquita
Educ. Sci. 2024, 14(10), 1074; https://doi.org/10.3390/educsci14101074 - 30 Sep 2024
Viewed by 563
Abstract
While there is extensive evidence that student-centered pedagogies (SCPs) develop multidimensional (motor, cognitive, social) outcomes in students, the coalesced use of some of the core pedagogies of student-centered models (SCMs) can facilitate the achievement of more than one educational theme in the same [...] Read more.
While there is extensive evidence that student-centered pedagogies (SCPs) develop multidimensional (motor, cognitive, social) outcomes in students, the coalesced use of some of the core pedagogies of student-centered models (SCMs) can facilitate the achievement of more than one educational theme in the same intervention and may facilitate student engagement in more representative physical education (PE) experiences. In this study, students’ voices are explored concerning the impact of a flexible and coalesced curricular implementation of SCPs on their own PE learning experiences. An insider action-research design was implemented for one entire school year (50 lessons of 90 min each) with 25 students aged 16–17 years, enrolled in the 12th grade at a high school in Portugal. A qualitative data collection source was used (semi-structured focus-group interviews), analyzed through a mixed inductive–deductive thematic analysis. The findings emphasize that a flexible and coalesced curricular implementation of various SCPs over an extended period of time, considering the sport content, the context, and the skill level of students, seems to contribute to the development of more positive learning experiences for students. In summary, these learning experiences require that teachers learn to listen and respond to students’ voices. Full article
(This article belongs to the Special Issue Physical Education: Teaching and Learning)
15 pages, 1255 KiB  
Article
Fundamental Movement Skills in Hong Kong Kindergartens: A Grade-Level Analysis
by Thomas Fan, Alfredo Bautista and Derwin K. C. Chan
Educ. Sci. 2024, 14(8), 911; https://doi.org/10.3390/educsci14080911 - 20 Aug 2024
Cited by 1 | Viewed by 749
Abstract
Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and [...] Read more.
Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children’s FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation. Full article
(This article belongs to the Special Issue Physical Education: Teaching and Learning)
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15 pages, 293 KiB  
Article
Exploring the Barriers to Physical Education Opportunities in India’s Schools: A Study of Parental Perceptions after the Unprecedented Performance at the Tokyo Olympics
by Awadhesh Kumar Shirotriya, Lalit Sharma and Aaron Beighle
Educ. Sci. 2023, 13(12), 1184; https://doi.org/10.3390/educsci13121184 - 24 Nov 2023
Viewed by 2262
Abstract
This qualitative study explored parents’ perceptions of physical education (PE) subject following the success of the Indian Olympic team in the Tokyo Olympics. Six focus-group discussions were organized across the Delhi and National Capital Region (NCR) of India. The participants were 24 parents, [...] Read more.
This qualitative study explored parents’ perceptions of physical education (PE) subject following the success of the Indian Olympic team in the Tokyo Olympics. Six focus-group discussions were organized across the Delhi and National Capital Region (NCR) of India. The participants were 24 parents, 13 (54.16%) of whom were males and 11 (45.84%) were females. Data were analyzed using interpretative phenomenological analysis, which revealed five superordinate themes: (1) educating the public, (2) developing a support system, (3) advocating for PE, (4) developing policies and justifications, and (5) leveraging the relationship between the Olympics and PE. This study suggests that the Olympic results should be leveraged to promote PE; however, strategies that will encourage parents to involve themselves formally and effectively in their children’s school PE are needed. Full article
(This article belongs to the Special Issue Physical Education: Teaching and Learning)
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