Esben Stilund Volshøj
Biographic Data
| ID | 6685857 |
|---|---|
| NAME | Esben Stilund Volshøj |
| GIVEN NAMES | Esben Stilund |
| FAMILY NAME | Volshøj |
| SIGNATURE | VOLSHØJ E S |
| AFFILIATIONS | VIA University College |
| ORCID | 0000-0002-6846-7489 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Phenomenologically grounded action research
Six teaching strategies to support meaningful PE experiences in early primary schools – results from an action research project
Background In recent years, there has been a growing interest in research on meaningful physical education (PE) that aims to establish pedagogical principles to foster pupils’ meaningful experiences in PE. However, few studies have explored meaningful PE among early primary school pupils. The present study seeks to provide insights into how meaningful PE can be implemented in this age group. Against that background, it explores what supports mean…
Versatility and pedagogical models in physical education
Background: In this paper, we contribute to the discussion of models-based practice (MbP) in physical education (PE). While versatility is a global ideal for PE, the common pedagogical approach to PE has been criticized for being biased towards activity-based instruction and mastering discipline-specific skills. To address this problem, Kirk, Metzler, and Haerens et al. suggest PE based on pedagogical models (a MbP) to meet the ideal of versatili…
Meaningful physical education
International research on students’ meaningful experiences in physical education (PE) has led to the proposal of the Meaningful PE approach, aiming to guide pedagogical principles to support students’ meaningful experiences in PE. The approach currently includes democratic and reflective pedagogical principles. With this paper, we aim to contribute to the Meaningful PE approach by emphasizing the need to address a third pedagogical principle that…
Meaningful physical education
International research on students’ meaningful experiences in physical education (PE) has led to the proposal of the Meaningful PE approach, aiming to guide pedagogical principles to support students’ meaningful experiences in PE. The approach currently includes democratic and reflective pedagogical principles. With this paper, we aim to contribute to the Meaningful PE approach by emphasizing the need to address a third pedagogical principle that…
Versatility and pedagogical models in physical education
Background: In this paper, we contribute to the discussion of models-based practice (MbP) in physical education (PE). While versatility is a global ideal for PE, the common pedagogical approach to PE has been criticized for being biased towards activity-based instruction and mastering discipline-specific skills. To address this problem, Kirk, Metzler, and Haerens et al. suggest PE based on pedagogical models (a MbP) to meet the ideal of versatili…
Meaningful physical education
International research on students’ meaningful experiences in physical education (PE) has led to the proposal of the Meaningful PE approach, aiming to guide pedagogical principles to support students’ meaningful experiences in PE. The approach currently includes democratic and reflective pedagogical principles. With this paper, we aim to contribute to the Meaningful PE approach by emphasizing the need to address a third pedagogical principle that…
Six teaching strategies to support meaningful PE experiences in early primary schools – results from an action research project
Background In recent years, there has been a growing interest in research on meaningful physical education (PE) that aims to establish pedagogical principles to foster pupils’ meaningful experiences in PE. However, few studies have explored meaningful PE among early primary school pupils. The present study seeks to provide insights into how meaningful PE can be implemented in this age group. Against that background, it explores what supports mean…
Phenomenologically grounded action research
Mathematics education (3 works) · Physical Education and Pedagogy (3 works) · Psychology (3 works) · Action research (2 works) · Pedagogy (2 works) · Children's Physical and Motor Development (1 work) · Collaborative Teaching and Inclusion (1 work) · Computer Science (1 work) · Educational Environments and Student Outcomes (1 work) · Educational research (1 work)