Lars B Borghouts
Biographic Data
| ID | 6604547 |
|---|---|
| NAME | Lars B Borghouts |
| GIVEN NAMES | Lars B |
| FAMILY NAME | Borghouts |
| SIGNATURE | BORGHOUTS L B |
| AFFILIATIONS | Fontys University of Applied Sciences |
| ORCID | 0000-0001-6899-0555 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Evaluation of the digital teacher professional development Target-tool for optimizing the motivational climate in secondary school physical education
Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. This study explored the applicability of the developed…
Formative assessment in physical education
Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designi…
Promoting instructional alignment in physical education teacher education
Introduction: Effective teaching should demonstrate a match between what learners are intended to know and be able to do, the opportunities they receive to learn and practice, and how we assess for learning. In turn, this promotes more worthwhile and meaningful learning. The purpose of this paper is to add to the limited examples of practices that directly connect with the coherent alignment of learning outcomes, assessment and instructional prac…
Effectiveness of a lesson study intervention on teacher behaviour and student motivation in physical education lessons
Background There is a strong need for evidence based, effective continuous professional development (CPD) for physical education teachers. This need includes CPD aimed at impacting student motivation. Existing CPD on teachers’ motivating style often takes the form of singular events such as a workshop or training session. Research shows that in general, this only has a small impact on teacher behaviour and the effects on student motivation have n…
That's what I like! Fostering enjoyment in primary physical education
Enjoyment in primary physical education (PE) is a key factor in increasing children's physical activity engagement in PE and leisure time. While existing PE research has largely focused on a motivational PE climate and meaningful experiences in PE, research on children's perceptions of enjoyable teaching practices (TPs) in PE is limited. Therefore, this study aimed to explore primary school children's perspectives on TPs that foster PE enjoyment.…
Do goal clarification and process feedback positively affect students’ need-based experiences? A quasi-experimental study grounded in Self-Determination Theory
Background: The importance of clarifying goals and providing process feedback for student learning has been widely acknowledged. From a Self-Determination Theory perspective, it is suggested that motivational and learning gains will be obtained because in well-structured learning environments, when goals and process feedback are provided, students will feel more effective (need for competence), more in charge over their own learning (need for aut…
Teachers’ perceptions of a lesson study intervention as professional development in physical education
Although continuous professional development (CPD) is a key strategy for physical education (PE) teachers to update skills and knowledge in order to provide the best possible education to students, various concerns have been voiced regarding the effectiveness and feasibility of CPD in the context of PE. One approach to CPD that seems promising in this respect is lesson study, which is a form of collaborative, teacher-led and inquiry-based profess…
How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach
Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating st…
Development and optimisation of an in-service teacher training programme on motivational assessment in physical education
Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contem…
Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education
Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a single-gender grouping strategy within co-educational classes. A final sample of 216 students (90 girls; …
Formative assessment in physical education
Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designi…
How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach
Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating st…
Development and optimisation of an in-service teacher training programme on motivational assessment in physical education
Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contem…
Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education
Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a single-gender grouping strategy within co-educational classes. A final sample of 216 students (90 girls; …
That's what I like! Fostering enjoyment in primary physical education
Enjoyment in primary physical education (PE) is a key factor in increasing children's physical activity engagement in PE and leisure time. While existing PE research has largely focused on a motivational PE climate and meaningful experiences in PE, research on children's perceptions of enjoyable teaching practices (TPs) in PE is limited. Therefore, this study aimed to explore primary school children's perspectives on TPs that foster PE enjoyment.…
Teachers’ perceptions of a lesson study intervention as professional development in physical education
Although continuous professional development (CPD) is a key strategy for physical education (PE) teachers to update skills and knowledge in order to provide the best possible education to students, various concerns have been voiced regarding the effectiveness and feasibility of CPD in the context of PE. One approach to CPD that seems promising in this respect is lesson study, which is a form of collaborative, teacher-led and inquiry-based profess…
Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education
Creating environments in physical education (PE) that foster perceived competence and physical activity during gender-mixed game play lessons is a challenge, especially with adolescent girls. This study is a small experiment in one PE lesson that aimed to increase the perceived competence and in-class physical activity in girls, by applying a single-gender grouping strategy within co-educational classes. A final sample of 216 students (90 girls; …
Development and optimisation of an in-service teacher training programme on motivational assessment in physical education
Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contem…
How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach
Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating st…
Do goal clarification and process feedback positively affect students’ need-based experiences? A quasi-experimental study grounded in Self-Determination Theory
Background: The importance of clarifying goals and providing process feedback for student learning has been widely acknowledged. From a Self-Determination Theory perspective, it is suggested that motivational and learning gains will be obtained because in well-structured learning environments, when goals and process feedback are provided, students will feel more effective (need for competence), more in charge over their own learning (need for aut…
Teachers’ perceptions of a lesson study intervention as professional development in physical education
Although continuous professional development (CPD) is a key strategy for physical education (PE) teachers to update skills and knowledge in order to provide the best possible education to students, various concerns have been voiced regarding the effectiveness and feasibility of CPD in the context of PE. One approach to CPD that seems promising in this respect is lesson study, which is a form of collaborative, teacher-led and inquiry-based profess…
Promoting instructional alignment in physical education teacher education
Introduction: Effective teaching should demonstrate a match between what learners are intended to know and be able to do, the opportunities they receive to learn and practice, and how we assess for learning. In turn, this promotes more worthwhile and meaningful learning. The purpose of this paper is to add to the limited examples of practices that directly connect with the coherent alignment of learning outcomes, assessment and instructional prac…
Effectiveness of a lesson study intervention on teacher behaviour and student motivation in physical education lessons
Background There is a strong need for evidence based, effective continuous professional development (CPD) for physical education teachers. This need includes CPD aimed at impacting student motivation. Existing CPD on teachers’ motivating style often takes the form of singular events such as a workshop or training session. Research shows that in general, this only has a small impact on teacher behaviour and the effects on student motivation have n…
That's what I like! Fostering enjoyment in primary physical education
Enjoyment in primary physical education (PE) is a key factor in increasing children's physical activity engagement in PE and leisure time. While existing PE research has largely focused on a motivational PE climate and meaningful experiences in PE, research on children's perceptions of enjoyable teaching practices (TPs) in PE is limited. Therefore, this study aimed to explore primary school children's perspectives on TPs that foster PE enjoyment.…
Evaluation of the digital teacher professional development Target-tool for optimizing the motivational climate in secondary school physical education
Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. This study explored the applicability of the developed…
Formative assessment in physical education
Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designi…
Psychology (10 works) · Motivation and Self-Concept in Sports (8 works) · Physical education (8 works) · Physical Education and Pedagogy (8 works) · Mathematics education (7 works) · Medicine (7 works) · Pedagogy (7 works) · Medical education (6 works) · Computer Science (5 works) · Sociology (5 works)