Overview

A comprehensive review of theory, research and practice in physical education, this handbook is an essential, evidence-based guide for all students, researchers and practitioners working in PE. Showcasing the latest research, it offers insights into programme development, student learning, and teaching across a variety of learning environments.

Full Product Details

Author:   Catherine D. Ennis (University of North Carolina, US) ,  Kathleen Armour (University of Birmingham, UK) ,  Ang Chen ,  Alex C. Garn
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 17.40cm , Height: 4.10cm , Length: 24.60cm
Weight:   1.296kg
ISBN:  

9781138820999

ISBN 10:   1138820997
Pages:   682
Publication Date:   15 August 2016
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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

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Author Information

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)

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