K Andrew R Richards
Dados Biográficos
| ID | 6007233 |
|---|---|
| NOME | K Andrew R Richards |
| PRENOMES | K Andrew R |
| SOBRENOME | Richards |
| ASSINATURA | RICHARDS K A R |
| AFILIAÇÕES | University of Illinois Urbana-Champaign |
| ORCID | 0000-0003-3045-6001 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 51 |
| TOTAL DE CITAÇÕES | 82 |
| TOTAL COMO AUTOR | 51 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
The 2024 Aera SIG 93 Catherine D. Ennis Scholar Lecture
Background This paper is built upon the remarks I provided as part of the 2024 Catherine D. Ennis Scholar Award Lecture, which is hosted annually by the Research on Learning and Instruction in Physical Education Special Interest Group (SIG 93) of the American Educational Research Association (AERA).Key Concepts The narrative from my speech is an attempt to display vulnerability in considering elements of my own scholarly and personal journeys. I …
Disrupting Negative Loops of Teacher Motivation and Well-Being in Physical Education
Physical education (PE) teachers often experience a negative loop of diminishing motivation, well-being, and performance, which can lead to ineffective teaching practices and poor student outcomes. This article explores various types of negative motivational loops that early-, mid-, and late-career PE teachers may encounter and proposes actionable strategies to disrupt these vicious cycles. Through empirically informed vignettes, the unique chall…
Psychological Resource Development for Preservice Teachers
Physical education teacher education programs in the United States are multifaceted and aligned with the six professional standards created by SHAPE America -Society of Health and Physical Educators. Driven by faculty members, these programs allow preservice teachers to attain the necessary competencies to become adept stewards of the profession. However, as preservice teachers transition into the workforce, research has shown that some experienc…
It's already set in my mind’
The occupational socialisation of physical education (PE) teachers has received limited scholarly attention in the UK, and even less is known about the influence of acculturation on their ideological preconceptions of PE teaching. Most research investigating PE teachers’ acculturation has relied on the retrospective accounts of PE teacher education (PETE) students or in-service teachers, what we call reflection- on -acculturation. Understanding t…
‘The elephants in the room’
Background Our study concerned a school-based professional learning (SBPL) innovation enabled through the Fulbright Specialist Program (FSP) at two non-government Australian co-educational schools. The SBPL focused on helping nine participants, four primary and four secondary specialist physical education (PE) teachers, integrate Teaching Personal and Social Responsibility (TPSR) pedagogy into their lessons for Year 4 to 6 (nine to 11 years old) …
Integrating Project Management into a Physical Activity–Based After-School Program
The Young Olympians Program was developed to further a partnership between a university and the local Boys and Girls Club in central Illinois. The program was developed to improve youth participants’ academic efficacy and social and emotional learning, while also engaging them in physical activity. This article shares the project-management stages used to develop the program (i.e., initiating, planning, executing, monitoring, closing), as well as…
Examining the relationships among preservice physical education teachers’ beliefs, emotions, and professional identity
Teacher identities, shaped within teacher education programs, are linked to professional commitment, career longevity, teaching effectiveness, and student learning. The purpose of this study was to examine the relationships among teacher beliefs, emotions during student teaching, and professional identity in physical education (PE) preservice teachers (PSTs). The PE PSTs ( N = 268), who were in the final weeks of completing their semester-long st…
Co-constructing meaning through teaching personal and social responsibility
Teacher education faculty members are disciplinary stewards who have a responsibility for advancing their field through research, teaching, and engagement activities. Engagement can include working in schools with inservice teachers as facilitators of professional development (PD). Not all teacher educators spent time teaching in schools before assuming faculty roles, however, and those without teaching experience may feel a sense of imposter syn…
Exploring perceived mattering in physical educators across the teacher career cycle
Physical education (PE) teachers often experience frustration and struggle to be taken seriously within their profession. When these negative feelings are internalized, PE teachers may withdraw from using best practices and question their importance within the school. Perceived mattering can help navigate marginalization and the negative feelings associated with it. Grounded in the teacher career cycle framework and the psychological construct of…
Feature Conclusion
The purpose of this six-article JOPERD Feature has been to provide a series of exemplary, cross-sector partnerships and collaborations designed to address a known issue and challenge within physical education. There is much to take away from these case studies and readers are encouraged to reflect on how the case narratives relate to and inform their own scholarship and practice. As a way to frame these recommendations, this feature conclusion ap…
Feature Introduction
This JOPERD feature identifies and highlights exemplars of cross-sector partnerships that support the broader physical education system. These partnerships and collaborations are designed to address the known issues and challenges related to the recruitment and retention of qualified teachers within the physical education profession from a multi-sector, multi-dimensional perspective. A secondary purpose of the feature is to describe the process o…
Exploring perceived mattering in physical education teacher education faculty
Looking forwards and backwards
This study examined how physical education (PE) teachers in one Australian state approached and implemented their practice following the COVID-19 pandemic. Semi-structured interviews were undertaken with 14 primary and high school PE specialist teachers who participated in our previous COVID-19-focused studies to understand the changes that occurred in their practice over time. Analysing teachers’ experiences as part of the figurations they form …
Relationships and differences between goal orientations and emotional experiences of physical education teachers
Fostering Positive Relationships Among Adapted and General Physical Educators in Support of Students With Disabilities
During an educational climate that is marked by teacher attrition and shortages, relationship-building among teachers is more critical than ever. The workplace relationships between adapted and general physical education teachers has been problematized and may negatively affect the education of their students with disabilities. Grounded in role socialization theory, we present three non-fiction narratives of adapted physical education teachers to…
Developing Out-of-School, Community-Based Physical Activity Programs for Youth From Communities Affected by Poverty
Partnerships between communities and institutions of higher education have become central ways in which post-secondary students and faculty members interact with teachers and students in community environments. These partnerships can be challenging to develop, however, particularly given the numerous and shifting priorities of both schools and institutions of higher education. Acknowledging that much of this work is contextual, the purpose of thi…
Understanding Midwestern US Teacher Socialization during the Covid-19 Pandemic
The COVID-19 pandemic has had both short- and long-term impacts on the institution of schooling, as well as on teachers and students who experienced it. While much has been learned about the impact of the pandemic, including in physical education, less is known about how physical education teachers navigated the sociopolitical realities of their work as they were socialized through the pandemic. Adopting occupational socialization theory, the pur…
Learning on the fly
Occupational socialization theory has been extensively applied to study the recruitment, professional preparation, and ongoing socialization of inservice physical education teachers. Less is known, however, about the socialization of physical education teacher education (PETE) faculty members. This qualitative panel study aimed to understand early career faculty members’ perspectives on their preparation for and experiences in the role of teacher…
Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of Pete faculty members
Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among …
The association of perceived mattering and emotions with physical educator teacher resilience
The purpose of this study was to examine the relationships among teachers’ perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Perceptions of teacher mattering and teacher emotions were examined as characteristics that may directly and indirectly be associated with teacher resilience. Physical educators ( N = 379; M age = 42.44; 54% male; 46% female) participated in a cross-secti…
Teaching Physical Education in an Urban Intensive Environment
The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four themes: (a) working with limited and inconsistent infrastructure, (b) navigating student diversity, (…
An evaluation of the integrative model for learning and motivation in the college classroom
Social and Emotional Learning as an Integrated Part of Physical Education
This Viewpoint is a response to last month’s Viewpoint that looks at social and emotional learning (SEL) in physical education. The authors here actively promote the integration of SEL into physical education and use this piece to identify points and present alternative perspectives to move the conversation forward
Students' Perceptions of Learning Life Skills Through the Teaching Personal and Social Responsibility Model
Purpose Physical education (PE) lags behind community-based sport and physical activity programs in the integration of positive youth development (PYD) principles and practices such as teaching transferable life skills. However, research and educational policy indicates this can and should be part of the PE curriculum. Therefore, there is a significant need to explore students' perceptions and experiences about learning life skills within the PE …
Recruiting for Our Future
The U.S. is in the midst of one of the worst teacher shortages in recent memory. While some students will naturally find their way into teaching, other qualified candidates may only need a little encouragement. The purpose of this editorial is to provide a few ideas for increasing recruitment efforts and helping students who show interest in HPE teaching careers connect with HPETE programs
Role socialization theory
Much has been learned about the socialization of physical education (PE) teachers using occupational socialization theory (OST). However, important to understanding any socialization process is explaining how the roles that individuals play are socially constructed and contextually bound. OST falls short of providing a comprehensive overview of how the role of the PE teacher is defined and negotiated within schools. The purpose of this paper is t…
Understanding the perceived mattering of physical education teachers
Previous research related to occupational socialization theory has indicated that, in certain school contexts, physical education (PE) and physical education teachers are socially constructed as being less important than, or marginal to, the primary purpose of schooling. This research highlights the challenges associated with occupying a position of marginality. Another way to look at the social experiences of physical education teachers is to ex…
The impact of resilience on role stressors and burnout in elementary and secondary teachers
Understanding physical educators’ perceptions of mattering
Previous research has illustrated that physical educators feel their subject is valued less than others in the context of schools. However, to date, no instruments have been developed to measure physical education teachers’ perceptions of mattering. This study sought to propose and validate the Perceived Mattering Questionnaire – Physical Education (PMQ-PE). In total, 460 physical educators completed an online survey that measured perceived matte…
Disciplinary marginalization and sociopolitics
Limited research in the context of physical education teacher education has examined faculty members’ preparation for the teaching aspect of the faculty role, particularly using longitudinal methods. Grounded in occupational socialization theory, the purpose of this qualitative, longitudinal panel study was to develop an in-depth understanding of pre-tenure PETE faculty members’ preparation for and perceptions of the role of teacher educator. Par…
Recruitment and initial socialization into adapted physical education teacher education
While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical educ…
Transforming in the visiting assistant professor role
Transitioning into faculty roles can be a challenging experience. Responsibilities related to teaching, research, and service can be difficult to balance, and mismatch between personal preferences for work focus and instructional expectations can be problematic. This is particularly true of visiting assistant professors who want to work toward tenure-track positions, but whose current job focus is on teaching. Through transformative learning theo…
Privacy Management in the Military Family during Deployment
This study examines military adolescents’ experiences of managing private information within their families during a parental deployment. Thirty-eight adolescents were interviewed about how they and their families managed private information across the deployment cycle. Our interviewees suggested that when a deployment occurs: (a) family members should limit the information that they share with the deployed parent about events at home, (b) childr…
Pre-service teacher perspectives of case-based learning in physical education teacher education
Case-based learning (CBL) is a constructivist pedagogy in which students read hypothetical accounts of real world situations and consider how they would respond if facing similar challenges. In physical education teacher education, research has shown that CBL has the potential to promote critical thinking, contribute to students’ cognitive growth and affect students’ value orientations. The purpose of this study was to examine pre-service teacher…
The association of perceived mattering and emotions with physical educator teacher resilience
The purpose of this study was to examine the relationships among teachers’ perceived mattering, their identified emotional experiences while teaching, and their self-reported teacher resilience. Perceptions of teacher mattering and teacher emotions were examined as characteristics that may directly and indirectly be associated with teacher resilience. Physical educators ( N = 379; M age = 42.44; 54% male; 46% female) participated in a cross-secti…
Understanding US Pete Faculty Stress in the Sociopolitical Environment of Higher Education
Teacher socialization theories have been extensively applied to understand the sociopolitical stressors faced by inservice physical education teachers. On the other hand, little is known as it relates to how physical education teacher education (PETE) faculty members experience and navigate stress in their jobs. Through the lens of occupational socialization theory, this study sought to understand US PETE faculty members’ experiences navigating t…
Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction
Job dissatisfaction has been linked to decreased performance and increased workplace turnover. It is, therefore, important to understand the experiences that are associated with physical education teacher job satisfaction and dissatisfaction. This study examined relationships among perceived mattering, role stress, emotional exhaustion, and job satisfaction in teacher/coaches and non-coaching physical education teachers. The participants included…
Co-constructing meaning through teaching personal and social responsibility
Teacher education faculty members are disciplinary stewards who have a responsibility for advancing their field through research, teaching, and engagement activities. Engagement can include working in schools with inservice teachers as facilitators of professional development (PD). Not all teacher educators spent time teaching in schools before assuming faculty roles, however, and those without teaching experience may feel a sense of imposter syn…
Learning on the fly
Occupational socialization theory has been extensively applied to study the recruitment, professional preparation, and ongoing socialization of inservice physical education teachers. Less is known, however, about the socialization of physical education teacher education (PETE) faculty members. This qualitative panel study aimed to understand early career faculty members’ perspectives on their preparation for and experiences in the role of teacher…
Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of Pete faculty members
Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among …
Implementing lessons learned through occupational socialization theory to influence preservice teachers’ subjective theories
The purpose of this study was to examine the influence of a secondary physical education methods course and early field experience, supplemented with reflective discussions via Twitter, on subjective theories of physical education. The course was organized using recommendations from the occupational socialization theory literature. Participants were 22 preservice teachers enrolled in the course. The preservice teachers were organized into groups …
A qualitative inquiry into the workplace experiences of adapted physical education teachers
While much is known about the lived experiences of physical education teachers and individuals preparing for careers in physical education, there is a dearth of research on how adapted physical educators are socialized into and through their careers. While physical educators and adapted physical educators have similar goals, such as a general focus on teaching physical skills, they also have different roles and responsibilities as adapted physica…
Workplace experiences of physical educators with and without National Board Certification
Physical educators tend to be perceived as teachers of a non-core, ancillary subject, meaning that they often contend with marginalization. In previous research, physical education National Board Certified Teachers (NBCTs) reported enhanced self-efficacy and confidence in their teaching with reduced feelings of marginality. Nevertheless, direct comparisons between the perceived workplace experiences of physical education NBCTs and non-NBCTs have …
Learning to work together
Faculty supervision has been identified as a critical component of doctoral student socialization in both the higher education and physical education literature. Nevertheless, few faculty members receive explicit training for supervisory roles, and few published scholarly articles discuss the process through which faculty members develop supervisory practices. Drawing from occupational socialization theory, and adopting self-study of teacher educ…
Development and initial validation of the Teaching Multiple School Subjects Role Conflict Scale (TMSS-RCS)
There is a need to better understand the reality of enacting dual teaching positions, or roles, within a school. Therefore, role conflict experienced by teachers who are tasked with concurrently teaching multiple subjects warrants further understanding. For example, teachers responsible for teaching physical education (PE) and another school subject(s). There is, however, currently no published instrument for measuring role conflict of this natur…
The Socialization of Teachers in Physical Education
Occupational socialization theory describes the acculturation, professional preparation, and organizational socialization of physical education teachers and addresses factors that contribute to their decisions and behaviors. Utilizing occupational socialization theory as a grounding framework, this paper summarizes research conducted on teacher socialization in physical education and provides recommendations for future research. Each of the three…
Privacy Management in the Military Family during Deployment
This study examines military adolescents’ experiences of managing private information within their families during a parental deployment. Thirty-eight adolescents were interviewed about how they and their families managed private information across the deployment cycle. Our interviewees suggested that when a deployment occurs: (a) family members should limit the information that they share with the deployed parent about events at home, (b) childr…
Pre-service teacher perspectives of case-based learning in physical education teacher education
Case-based learning (CBL) is a constructivist pedagogy in which students read hypothetical accounts of real world situations and consider how they would respond if facing similar challenges. In physical education teacher education, research has shown that CBL has the potential to promote critical thinking, contribute to students’ cognitive growth and affect students’ value orientations. The purpose of this study was to examine pre-service teacher…
Role socialization theory
Much has been learned about the socialization of physical education (PE) teachers using occupational socialization theory (OST). However, important to understanding any socialization process is explaining how the roles that individuals play are socially constructed and contextually bound. OST falls short of providing a comprehensive overview of how the role of the PE teacher is defined and negotiated within schools. The purpose of this paper is t…
The impact of resilience on role stressors and burnout in elementary and secondary teachers
Understanding the perceived mattering of physical education teachers
Previous research related to occupational socialization theory has indicated that, in certain school contexts, physical education (PE) and physical education teachers are socially constructed as being less important than, or marginal to, the primary purpose of schooling. This research highlights the challenges associated with occupying a position of marginality. Another way to look at the social experiences of physical education teachers is to ex…
Understanding physical educators’ perceptions of mattering
Previous research has illustrated that physical educators feel their subject is valued less than others in the context of schools. However, to date, no instruments have been developed to measure physical education teachers’ perceptions of mattering. This study sought to propose and validate the Perceived Mattering Questionnaire – Physical Education (PMQ-PE). In total, 460 physical educators completed an online survey that measured perceived matte…
Socialisation and learning to teach using the teaching personal and social responsibility approach
Occupational socialisation theory (OST) is a dialectical approach to understanding teachers’ recruitment, training, and lived experiences in school settings. Research using this model has shown that socialisation influences how physical educators interpret or ‘read’ pedagogical models. However, this research has not been extended to the teaching personal and social responsibility (TPSR) model, which differs from other models in its concurrent foc…
Transforming in the visiting assistant professor role
Transitioning into faculty roles can be a challenging experience. Responsibilities related to teaching, research, and service can be difficult to balance, and mismatch between personal preferences for work focus and instructional expectations can be problematic. This is particularly true of visiting assistant professors who want to work toward tenure-track positions, but whose current job focus is on teaching. Through transformative learning theo…
Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction
Job dissatisfaction has been linked to decreased performance and increased workplace turnover. It is, therefore, important to understand the experiences that are associated with physical education teacher job satisfaction and dissatisfaction. This study examined relationships among perceived mattering, role stress, emotional exhaustion, and job satisfaction in teacher/coaches and non-coaching physical education teachers. The participants included…
A Practical Guide to Collaborative Qualitative Data Analysis
The purpose of this article is to provide an overview of a structured, rigorous approach to collaborative qualitative analysis while attending to challenges associated with working in team environments. The method is rooted in qualitative data analysis literature related to thematic analysis, as well as the constant comparative method. It seeks to capitalize on the benefits of coordinating qualitative data analysis in groups, while controlling fo…
Personal and contextual factors related to teachers’ experience with stress and burnout
Teaching has been characterised as a stressful profession that is prone to burnout. Less is known about the specific ways in which teachers experience and navigate stressors associated with their work. This study aimed to qualitatively understand how teachers who perceive high and low levels of burnout characterise their lived experiences in school environments. Data were collected through interviews with 28 inservice teachers (11 male, 17 female…
Physical education teachers’ perceptions of perceived mattering and marginalization
Background: In many countries around the world, physical education (PE) has been identified as a marginalized subject. PE teachers have been found to feel negative consequences associated with marginality, such as stress, burnout, and early career attrition. Recent evidence also indicates that physical educators can develop a sense of perceived mattering both in relation the subject of PE and their role as that teacher of that subject. Less is kn…
Learning to work together
Faculty supervision has been identified as a critical component of doctoral student socialization in both the higher education and physical education literature. Nevertheless, few faculty members receive explicit training for supervisory roles, and few published scholarly articles discuss the process through which faculty members develop supervisory practices. Drawing from occupational socialization theory, and adopting self-study of teacher educ…
Development and initial validation of the Teaching Multiple School Subjects Role Conflict Scale (TMSS-RCS)
There is a need to better understand the reality of enacting dual teaching positions, or roles, within a school. Therefore, role conflict experienced by teachers who are tasked with concurrently teaching multiple subjects warrants further understanding. For example, teachers responsible for teaching physical education (PE) and another school subject(s). There is, however, currently no published instrument for measuring role conflict of this natur…
Emotional Intelligence, Job Satisfaction, Emotional Exhaustion, and Subjective Well-Being in High School Athletic Directors
Developing subjective well-being among educational leaders is beneficial for both leaders themselves and students. Evidence has suggested that emotional intelligence has implications for the mental and physical well-being of individuals in leadership positions. This relationship has not, however, been extensively investigated among school administrators, particularly athletic directors, who can influence the lives of student-athletes. Thus, this …
Recruitment and initial socialization into adapted physical education teacher education
While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical educ…
The development of US physical education teachers’ motivating styles
Physical education (PE) teachers’ interpersonal sentiments and behaviours towards students during class define their motivating styles. These motivating styles range from those that support student autonomy to those that pressure students to think and behave in certain ways. Motivating styles are believed to develop through teachers’ prior socialization experiences and the way they are socialized in their current school environments. Drawing from…
Preservice teachers’ learning to implement culturally relevant physical education with the teaching personal and social responsibility model
Background: As schools become more diverse, preservice physical educators remain predominantly White from middle class backgrounds. There is a need to provide future teachers with cultural awareness and social justice training. The culturally relevant physical education framework provides three steps to follow, the tenets of which align with the teaching personal and social responsibility model. Occupational socialization theory is a useful lens …
The relationships among personal accomplishment, resilience and teachers’ experience of teaching multiple school subjects role conflict
This study develops an understanding of the relationships among personal accomplishment, resilience, and teaching multiple school subjects role conflict (TMSS-RC) among Irish post-primary, multi-subject teachers. A theoretically informed conceptual framework was developed to explain the relationships among personal accomplishment, resilience, and the sub-domains of TMSS-RC: status conflict, schedule conflict, and energy expenditure. Participants …
Recruitment of undergraduate students in kinesiology
Physical education teacher education enrollment numbers are declining with limited empirical understanding. Recruitment into the physical education profession has been passive, although scholars have begun to advocate for an active approach. The present study utilized occupational socialization theory to understand why undergraduate kinesiology majors select a kinesiology concentration outside of physical education. Participants ( n = 75) were ki…
Recruiting for Our Future
The U.S. is in the midst of one of the worst teacher shortages in recent memory. While some students will naturally find their way into teaching, other qualified candidates may only need a little encouragement. The purpose of this editorial is to provide a few ideas for increasing recruitment efforts and helping students who show interest in HPE teaching careers connect with HPETE programs
Implementing lessons learned through occupational socialization theory to influence preservice teachers’ subjective theories
The purpose of this study was to examine the influence of a secondary physical education methods course and early field experience, supplemented with reflective discussions via Twitter, on subjective theories of physical education. The course was organized using recommendations from the occupational socialization theory literature. Participants were 22 preservice teachers enrolled in the course. The preservice teachers were organized into groups …
Disciplinary marginalization and sociopolitics
Limited research in the context of physical education teacher education has examined faculty members’ preparation for the teaching aspect of the faculty role, particularly using longitudinal methods. Grounded in occupational socialization theory, the purpose of this qualitative, longitudinal panel study was to develop an in-depth understanding of pre-tenure PETE faculty members’ preparation for and perceptions of the role of teacher educator. Par…
A qualitative inquiry into the workplace experiences of adapted physical education teachers
While much is known about the lived experiences of physical education teachers and individuals preparing for careers in physical education, there is a dearth of research on how adapted physical educators are socialized into and through their careers. While physical educators and adapted physical educators have similar goals, such as a general focus on teaching physical skills, they also have different roles and responsibilities as adapted physica…
Psychology (45 obras) · Physical Education and Pedagogy (39 obras) · Pedagogy (33 obras) · Physical education (33 obras) · Social Psychology (33 obras) · Inclusion and Disability in Education and Sport (28 obras) · Motivation and Self-Concept in Sports (27 obras) · Social Psychology (24 obras) · Sociology (24 obras) · Mathematics education (19 obras)