Routledge Handbook of Physical Education Pedagogies
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. Its nine sections cover a wide range of topics including:
- curriculum theory, development, policy and reform
- transformative pedagogies and adapted physical activity
- educating teachers and analysing teaching
- the role of student and teacher cognition
- achievement motivation.
Offering an unprecedented wealth of material, the Routledge Handbook of Physical Education Pedagogies is an essential reference for any undergraduate or postgraduate degree programme in physical education or sports coaching, and any teacher training course with a physical education element.
Section A: Designing and Conducting Research 1. The Research Enterprise in Physical Education 2. Interpretive and Critical Research: A View through a Qualitative Lens Section B: Curriculum Theory and Development 3. Designing Effective Programs: Creating Curriculum to Enhance Student Learning 4. Models-Based Practice 5. Sport-based Physical Education 6. Fitness and Physical Activity Curriculum 7. Complexity, Curriculum and the Design of Learning Systems 8. Globalized Curriculum: Scaling Sport Pedagogy Themes for Research Section C: Curriculum Policy and Reform 9. Policy and Possibilities 10. Curriculum Reform and Policy Cohesion in Physical Education 11. Reforming Curricula from the Outside-In 12. Curriculum Reform Where It Counts 13. Equity and Inequity Amidst Curriculum Reform Section D: Adapted Physical Activity 14. Theory and Practice in Adapted Physical Education: The Disability Rights Paradigm in Synchrony with Complex Systems Concepts 15. Advances in Disability and Motor Behavior Research 16. An International Perspective in Physical Education and Professional Preparation in Adapted Physical Education and Adapted Physical Activity 17. Inclusive Settings in Adapted Physical Activity: A Worldwide Reality? Section E: Transformative Pedagogies 18. Transformative Pedagogies and Physical Education: Exploring the Possibilities for Personal Change and Social Change 19. Transformative Aspirations and Realities in Physical Education Teacher Education (PETE) 20. Transformative Pedagogies for Challenging Body Culture in Physical Education 21. Gender Sexuality and Physical Education 22. The Transformative Possibilities of Narrative Inquiry 23. Shifting Stories of Size: Critical Obesity Scholarship as Transformative Pedagogy for Disrupting Weight-based Oppression in Physical Education 24. Transformative Pedagogy in Physical Education and the Challenges of Young People with Migration Backgrounds Section F: Analyzing Teaching 25. Teacher Accountability and Effective Teaching 26. Measurement of Teaching in Physical Education 27. Teaching about Active Lifestyles Section G: Educating Teachers ‘Effectively’ from PETE to CPD 28. The Role of Learning Theory in Learning to Teach 29. Effective Physical Education Teacher Education: A Principled Position Perspective 30. What Research Tells Us about Effective Continuing Professional Development for Physical Education Teachers 31. Educating Teachers in Health Pedagogies 32. Educating Teachers for Effective Inclusive Pedagogies Section H: The Role of Student and Teacher Cognition in Student Learning 33. Student Cognition: Understanding How Students Learn in Physical Education 34. Student Physical Self-Concept Beliefs 35. Student Attitudes and Perspectives 36. Teacher Efficacy and Beliefs 37. The Emotional Dimensions of Physical Education Teacher Knowledge 38. The Nature and Consequences of Obesity Bias in Physical Education: Implications for Teaching Section I: Achievement Motivation 39. Motivation Research in Physical Education: Learning to Become Motivated 40. Expectancy-Value Based Motivation for Learning 41. Maximizing Student Motivation in Physical Education: A Self-Determination Theory Perspective 42. Individual and Situational Interest 43. Goal Adaptation and Maladaptation in Physical Education 44. Motivation as a Learning Strategy