Kyriaki Makopoulou
Biographic Data
| ID | 6509028 |
|---|---|
| NAME | Kyriaki Makopoulou |
| GIVEN NAMES | Kyriaki |
| FAMILY NAME | Makopoulou |
| SIGNATURE | MAKOPOULOU K |
| AFFILIATIONS | University of Birmingham |
| ORCID | 0000-0003-0728-1135 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 50 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The complex journey towards the enactment of inclusion in physical education
Background: The provision of inclusive education in schools is a global priority. However, provision in schools is often criticised for being varied and inconsistent, often perpetuating a rhetoric of exclusion [Warnes, E., E. J. Done, and H. Knowler. 2022. “Mainstream Teachers’ Concerns About Inclusive Education for Children with Special Educational Needs and Disability in England Under Pre-Pandemic Conditions.” Journal of Research in Special Edu…
Writing is not like doing
Girls’ experiences in Physical Education (PE) is an established area of research in the Western world. Yet, a lack of research on girls’ unique challenges and experiences in various parts of the world creates a gap in understanding how cultural, educational, social and economic factors affect girls’ experiences. The present study was designed to examine girls’ views and experiences of the implementation of PE in female-only state schools in the K…
Promoting mental health and well-being in physical education
Debates about the importance of mental health and well-being in the context of education and physical education have burgeoned in recent years. Yet, despite the recognition that good teachers have their students’ mental health and well-being high on their agenda, participation in PE lessons does not provide universally positive experiences to all students. Furthermore, there is very little understanding of how PE teachers promote positive mental …
Teachers’ attitudes towards inclusion in physical education
The case for inclusion of students with disabilities and special educational needs (SEND) in mainstream physical education (PE) classes has increased over the last four decades. This is because PE has been consistently reported as a key whole-child context for promoting the inclusion of SEND students; though, research still shows that teachers’ attitudes are still proximal factors constraining the inclusion of achievement of inclusion goals. This…
Does a dance-based physical education (DBPE) intervention improve year 4 pupils’ reading comprehension attainment? Results from a pilot study in England
There is consensus on the need for new interventions which enhance reading attainment in English schools. In this study, we examine the effects of a Dance-Based Physical Education (DBPE) intervention on reading comprehension (RC). The study employed a mixed-methodology: combining a pre-post test quasi-experimental research design (intervention, n = 24; control n = 18) with process evaluation (follow-up) focus groups. Participants were two Year 4 …
Social media use informing behaviours related to physical activity, diet and quality of life during Covid-19
The evidence shows that participants were critical users of social media and were able to use social media to derive benefit for their health and wellbeing. Detailed guidance for those who use social media, as well as those who recommend and endorse social media content is required to maximise the potential of social media to support health behaviours. Future public health strategies and social media interventions should acknowledge diversity in …
Implications for European Physical Education Teacher Education during the Covid-19 pandemic
The present study, using a sample of Physical Education Teacher Education (PETE) representatives from five Higher Education European institutions (England, Finland, Greece, Ireland, and Portugal) sought to investigate the proposed measures of change required for programme delivery during the academic year of 2020–21. Each team completed a SWOT (strengths, weaknesses, opportunities and threats) examination through inductive cross-analysis, using a…
Effect of a six-week dance-based physical education intervention on primary school children’s creativity
There is international consensus that creativity is a fundamental outcome of schooling. Opportunities exist to enhance the creativity of schoolchildren, particularly in movement-based subjects such as physical education (PE). In this pilot study, we investigated the effect of a six-week dance-based PE intervention on children’s creativity in a primary school context. Forty second grade students participated in a controlled trial. One class ( n = …
What sort of ‘inclusion’ is Continuing Professional Development promoting? An investigation of a national CPD programme for inclusive physical education
Inclusion is positioned at the forefront of global educational reform. The study reported focused on a national Continuing Professional Development (CPD) programme for Inclusive Physical Education (IPE) in England. The research was designed to critically explore how CPD providers (i.e. tutors) variously conceptualised and practiced inclusion in the context of running a day-long CPD course for physical education teachers. Using qualitative methodo…
What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework
It is widely argued that continuing professional development (CPD) for physical education (PE) teachers is important, yet questions remain about ‘effective’ CPD. We consider these questions afresh from a Deweyan perspective. An overview of the CPD/PE-CPD literature reveals conflicting positions on teachers as learners. Considering the nature of contemporary PE, and the learning needs of teachers, we argue that a different model of PE-CPD is requi…
Progression in physical education teachers’ career-long professional learning
This paper considers the issue of learning ‘progression’ in pedagogy for physical education (PE) teachers in their career-long professional development (CPD). This issue arose from an analysis of findings from three research projects in which the authors were involved. The projects were undertaken in different national contexts (Ireland, Greece, England), but all used similar methods to investigate questions about effective/ineffective PE-CPD. Th…
Physical education teachers' career-long professional learning
The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider learning goals, an understanding of teachers' engagement in professional learning is worthy of scruti…
Great expectations
What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework
It is widely argued that continuing professional development (CPD) for physical education (PE) teachers is important, yet questions remain about ‘effective’ CPD. We consider these questions afresh from a Deweyan perspective. An overview of the CPD/PE-CPD literature reveals conflicting positions on teachers as learners. Considering the nature of contemporary PE, and the learning needs of teachers, we argue that a different model of PE-CPD is requi…
Great expectations
Progression in physical education teachers’ career-long professional learning
This paper considers the issue of learning ‘progression’ in pedagogy for physical education (PE) teachers in their career-long professional development (CPD). This issue arose from an analysis of findings from three research projects in which the authors were involved. The projects were undertaken in different national contexts (Ireland, Greece, England), but all used similar methods to investigate questions about effective/ineffective PE-CPD. Th…
Effect of a six-week dance-based physical education intervention on primary school children’s creativity
There is international consensus that creativity is a fundamental outcome of schooling. Opportunities exist to enhance the creativity of schoolchildren, particularly in movement-based subjects such as physical education (PE). In this pilot study, we investigated the effect of a six-week dance-based PE intervention on children’s creativity in a primary school context. Forty second grade students participated in a controlled trial. One class ( n = …
What sort of ‘inclusion’ is Continuing Professional Development promoting? An investigation of a national CPD programme for inclusive physical education
Inclusion is positioned at the forefront of global educational reform. The study reported focused on a national Continuing Professional Development (CPD) programme for Inclusive Physical Education (IPE) in England. The research was designed to critically explore how CPD providers (i.e. tutors) variously conceptualised and practiced inclusion in the context of running a day-long CPD course for physical education teachers. Using qualitative methodo…
Physical education teachers' career-long professional learning
The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider learning goals, an understanding of teachers' engagement in professional learning is worthy of scruti…
Physical education teachers' career-long professional learning
The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider learning goals, an understanding of teachers' engagement in professional learning is worthy of scruti…
Great expectations
Progression in physical education teachers’ career-long professional learning
This paper considers the issue of learning ‘progression’ in pedagogy for physical education (PE) teachers in their career-long professional development (CPD). This issue arose from an analysis of findings from three research projects in which the authors were involved. The projects were undertaken in different national contexts (Ireland, Greece, England), but all used similar methods to investigate questions about effective/ineffective PE-CPD. Th…
What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework
It is widely argued that continuing professional development (CPD) for physical education (PE) teachers is important, yet questions remain about ‘effective’ CPD. We consider these questions afresh from a Deweyan perspective. An overview of the CPD/PE-CPD literature reveals conflicting positions on teachers as learners. Considering the nature of contemporary PE, and the learning needs of teachers, we argue that a different model of PE-CPD is requi…
What sort of ‘inclusion’ is Continuing Professional Development promoting? An investigation of a national CPD programme for inclusive physical education
Inclusion is positioned at the forefront of global educational reform. The study reported focused on a national Continuing Professional Development (CPD) programme for Inclusive Physical Education (IPE) in England. The research was designed to critically explore how CPD providers (i.e. tutors) variously conceptualised and practiced inclusion in the context of running a day-long CPD course for physical education teachers. Using qualitative methodo…
Implications for European Physical Education Teacher Education during the Covid-19 pandemic
The present study, using a sample of Physical Education Teacher Education (PETE) representatives from five Higher Education European institutions (England, Finland, Greece, Ireland, and Portugal) sought to investigate the proposed measures of change required for programme delivery during the academic year of 2020–21. Each team completed a SWOT (strengths, weaknesses, opportunities and threats) examination through inductive cross-analysis, using a…
Effect of a six-week dance-based physical education intervention on primary school children’s creativity
There is international consensus that creativity is a fundamental outcome of schooling. Opportunities exist to enhance the creativity of schoolchildren, particularly in movement-based subjects such as physical education (PE). In this pilot study, we investigated the effect of a six-week dance-based PE intervention on children’s creativity in a primary school context. Forty second grade students participated in a controlled trial. One class ( n = …
Does a dance-based physical education (DBPE) intervention improve year 4 pupils’ reading comprehension attainment? Results from a pilot study in England
There is consensus on the need for new interventions which enhance reading attainment in English schools. In this study, we examine the effects of a Dance-Based Physical Education (DBPE) intervention on reading comprehension (RC). The study employed a mixed-methodology: combining a pre-post test quasi-experimental research design (intervention, n = 24; control n = 18) with process evaluation (follow-up) focus groups. Participants were two Year 4 …
Social media use informing behaviours related to physical activity, diet and quality of life during Covid-19
The evidence shows that participants were critical users of social media and were able to use social media to derive benefit for their health and wellbeing. Detailed guidance for those who use social media, as well as those who recommend and endorse social media content is required to maximise the potential of social media to support health behaviours. Future public health strategies and social media interventions should acknowledge diversity in …
Teachers’ attitudes towards inclusion in physical education
The case for inclusion of students with disabilities and special educational needs (SEND) in mainstream physical education (PE) classes has increased over the last four decades. This is because PE has been consistently reported as a key whole-child context for promoting the inclusion of SEND students; though, research still shows that teachers’ attitudes are still proximal factors constraining the inclusion of achievement of inclusion goals. This…
Promoting mental health and well-being in physical education
Debates about the importance of mental health and well-being in the context of education and physical education have burgeoned in recent years. Yet, despite the recognition that good teachers have their students’ mental health and well-being high on their agenda, participation in PE lessons does not provide universally positive experiences to all students. Furthermore, there is very little understanding of how PE teachers promote positive mental …
The complex journey towards the enactment of inclusion in physical education
Background: The provision of inclusive education in schools is a global priority. However, provision in schools is often criticised for being varied and inconsistent, often perpetuating a rhetoric of exclusion [Warnes, E., E. J. Done, and H. Knowler. 2022. “Mainstream Teachers’ Concerns About Inclusive Education for Children with Special Educational Needs and Disability in England Under Pre-Pandemic Conditions.” Journal of Research in Special Edu…
Writing is not like doing
Girls’ experiences in Physical Education (PE) is an established area of research in the Western world. Yet, a lack of research on girls’ unique challenges and experiences in various parts of the world creates a gap in understanding how cultural, educational, social and economic factors affect girls’ experiences. The present study was designed to examine girls’ views and experiences of the implementation of PE in female-only state schools in the K…
Psychology (13 works) · Pedagogy (11 works) · Physical Education and Pedagogy (9 works) · Medicine (8 works) · Physical education (8 works) · Sociology (8 works) · Inclusion and Disability in Education and Sport (7 works) · Medical education (6 works) · Social science (6 works) · Context (archaeology (5 works)