Routledge Handbook of Physical Education Pedagogies (Paperback)

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, Sao 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, Sao 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, Sao Paulo State University, Brazil, Aija Klavina, Latvian Academy of Sport Education, Latvia; Martin Kudla?ek, 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, Orebro 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]