Routledge Handbook of Physical Education Pedagogies  book cover
1st Edition

Routledge Handbook of Physical Education Pedagogies

Edited By

Catherine D. Ennis

ISBN 9781138820999
Published August 17, 2016 by Routledge
682 Pages 16 B/W Illustrations

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Book Description

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.

Table of Contents


[Catherine D. Ennis, University of North Carolina at Greensboro, USA]

Section A: Designing and Conducting Research


[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


[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


[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


[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 Kudláček, 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


[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


[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


[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


[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


[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]

View More



Senior Editor:

Catherine D. Ennis is a Professor in the Department of Kinesiology at the University of North Carolina at Greensboro, USA. Professor Ennis is past president of the National Academy of Kinesiology and a former president of the Research Consortium of SHAPE America. Professor Ennis has published well over 100 articles and chapters including more than 75 referred articles in the area of curriculum theory and development. She also has presented over 150 papers or invited addresses at national and international conferences. As a principal investigator, she has received over US$3 million in grants from the U.S. National Institutes of Health to design, implement, and evaluate the Science, PE, and Me! elementary (2003-2008) and Healthful Living middle school physical education curriculum models (2011-2016) She has served on the editorial boards of Sport, Education and Society, Physical Education and Sport Pedagogy, European Physical Education Review, and Contemporary Educational Psychology

Associate Editors:

Kathleen Armour is Professor of Education and Sport, and Head of the School of Sport, Exercise and Rehabilitation Sciences at the University of Birmingham, UK. Kathleen’s teaching and research focus on career-long professional learning for teachers and coaches and its impact on young people’s learning in physical education and youth sport. She has pioneered the development of ‘pedagogical cases’ as a new mechanism for bridging theory/research and practice for the benefit of practitioners and researchers in the field. Kathleen is a Fellow of the Academy of Social Sciences in the UK, International Fellow of National Academy of Kinesiology in the USA, and has been honoured as the SIG Scholar at AERA 2016. She was also an academic assessor for the field of Sport and Exercise Sciences, Leisure and Tourism in the UK’s most recent national assessment of research quality. Most recently, Kathleen has been appointed as the next Pro-Vice Chancellor (Education) at the University of Birmingham

Ang Chen is Professor of Kinesiology at the University of North Carolina at Greensboro, USA. His research encompasses children/adolescent motivation for physical activity, learning in physical education, physical activity and physical skill assessment, and program evaluation. Dr. Chen has been a principal investigator and co-investigator in several federally funded, large-scale, multi-year physical education curriculum intervention studies involving dozens of public schools and thousands of students. His research has been published widely in research journals and scholarly books. Dr. Chen has served on many expert panels including the US Institute of Medicine (IOM) Committee on Physical Activity and Physical Education in the School Environment. He is Active Fellow of the National Academy of Kinesiology. Dr. Chen received his Bachelor of Education degree from Nanjing Teachers University and Master of Education degree from the Shanghai University of Sport in China. He completed his Ph.D. study at the University of Maryland – College Park, USA

Alex C. Garn is a Senior Lecturer and member of the Teachers and Teaching research group in the School of Education at the University of Newcastle in New South Wales, Australia. He earned his PhD from Indiana University, Bloomington in 2007 and spent eight years in the School of Kinesiology at Louisiana State University prior to his appointment at the University of Newcastle. His research interests focus on achievement motivation and multidimensional self-concept in a variety of contexts. Dr. Garn has also worked closely with the Wayne State University Center for School Health focusing on Comprehensive School Physical Activity Programs. He currently holds leadership roles in both the Physical Education Special Interest Group of the American Education Research Association and SHAPE America and is an Associate Editor for the Journal of Teaching in Physical Education

Eliane Mauerberg-deCastro, Sc.D. in psychobiology, is associate professor at São Paulo State University, Rio Claro, São Paulo, Brazil (1987 to present). In 1995, Dr. Mauerberg-deCastro completed a year of post-doctoral research at Indiana University (USA) under the supervision of Dr. Beverly Ulrich, and later, in 2000, with Dr. Esther Thelen. Currently, she supervises doctoral and master’s students in three programs: psychobiology, movement science, and human development and technology. Dr. Mauerberg-deCastro has published more than 70 research articles in national and international journals and as book chapters, and, in 2005 (revised in 2011) she published the first Brazilian textbook in adapted physical activity (APA). Using psychophysics and biomechanics, she researches action-perception phenomena in people with and without disabilities. Her theoretical frameworks include ecological and dynamic systems approaches. Since 1989, she has coordinated APA programs at her university, personally providing in-service training to over 500 undergraduate students and giving physical activity and sports experiences to nearly 2,000 participants with disabilities

Dawn Penney is Professor of Physical Education and Sport Pedagogy at Monash University, Australia; and an Honorary Visiting Fellow in the School of Sport and Exercise Sciences, Loughborough University, UK. Dawn gained her PhD from the University of Southampton, UK, in 1994 and has held positions in the UK, Australia and New Zealand. Her research has focused on contemporary developments in policy, curriculum and assessment relating to Health and Physical Education and sport in schools. Working with government agencies, curriculum authorities, schools and teachers, Dawn has sought to bring equity issues to the fore of political and professional attention. Dawn’s publications include Politics, policy and practice in Physical Education (1999, E&FN Spon); Gender and Physical Education: Contemporary issues and future directions (Routledge, 2002); Sport Education in Physical Education: Research based practice (Routledge, 2005); Assessment in Physical Education: A sociocultural perspective (Routledge, 2013), many academic journal papers, chapters and professional publications

Stephen J. Silverman is Professor of education and Chair of the Department of Biobehavioral Sciences at Teachers College, Columbia University, USA. He received the B.S. degree from Temple University, the M.S. degree from Washington State University, and the Ed. D. degree from the University of Massachusetts at Amherst. His research has examined a number of teaching effectiveness variables including performance, task presentation, and feedback. His most recent research interest examines student attitudes toward physical education/activity. In addition to presenting over 200 presentations, he has published over 16 books and 120 chapters and papers, including more than 85 refereed research articles. Professor Silverman served as co-chair of the Physical Activity and Physical Education Expert Panel of the American Academy of Pediatrics. He is a Fellow in the SHAPE Research Consortium, an Active Fellow in the National Academy of Kinesiology and a past-president of both organizations. In 2010 he was named an AERA Fellow

Melinda A. Solmon is the Roy Paul Daniels Professor and Director of the School of Kinesiology at LSU, USA. Her research interests focus on factors that influence motivation in physical activity settings. She is active professionally, having served terms as the Chair and Program Chair for the American Educational Research Association (AERA)/Special Interest Group on Research on Learning and Instruction in Physical Education (SIG-PE); Secretary and President of the Research Consortium of the American Alliance for Health, Physical Education Recreation and Dance (now SHAPEAmerica), Pedagogy Section Editor for RQES, and co-editor for the Journal of Teaching in Physical Education. She is a recipient of the Outstanding Scholar Award from the AERA/SIG-PE (2007), the 2011 Honor Award from the Curriculum and Instruction Academy, and the 2015 Distinguished Service Award from the Research Council of SHAPEAmerica. She was inducted into the National Academy of Kinesiology as an active fellow in 2006

Richard Tinning is Emeritus Professor of Pedagogy and Physical Education in the School of Human Movement & Nutrition Science at the University of Queensland, Australia. Richard was an early advocate of critical pedagogy and has published extensively on school physical education and teacher education. His most recent books include Pedagogy and Human Movement Studies: Theory, Practice & Research (Routledge, 2011) and the co-edited collections Education, Social Justice & the Legacy of Deakin University: Reflections of the Deakin Diaspora. (Sense Publishing, 2011) and Education: Critical Perspectives. Routledge, 2011)