It’s how PE should be!’
Classroom teachers’ experiences of implementing Meaningful Physical Education
Bibliographic Data
| ID | 12565392 |
|---|---|
| Authors | Stephanie Beni (0000-0001-8455-557X, Brock University, corresponding author), Déirdre Ní Chróinín (0000-0002-0920-980X, Mary Immaculate College), Tim Fletcher (0000-0002-7352-4775, Brock University) |
| Year | 2021 |
| Volume | 27 |
| Issue | 3 |
| Pages | 666-683 |
| Publication date | 2021-01-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x20984188 |
| PMID | 35637756 |
| OpenAlex | W3125583073 |
| Language | EN |
| Citations received | 26 |
| References cited | 30 |
Meaningful Physical Education (PE) is a pedagogical approach to PE instruction designed with the aim of helping teachers explicitly prioritise meaningful experiences for students. The purpose of the current study was to conduct a small-scale implementation of a preliminary version of Meaningful PE with a sample of five primary classroom teachers in Ireland to receive their feedback on the approach and their experiences of implementing it in their classrooms. Qualitative data were collected across an eight-week implementation period. An actor-oriented analysis was used to focus specifically on teachers' decisions concerning both what and how to implement the approach, as well as the reasons why they implemented Meaningful PE the way they did. Results show teachers were generally supportive of Meaningful PE as they attempted to implement several components of the approach in their classrooms. Teachers' implementation was highly related to their positive interpretations of the approach, in relation to both their perceptions of beneficial student outcomes and in drawing connections between the approach and prior experiences of and beliefs about teaching. This study adds further support to prior small-scale studies where implementation of Meaningful PE has been assessed and provides insight into how the approach might be introduced to and implemented more broadly by teachers in the future
Focus group · Mathematics education · Pedagogy · Physical education · Qualitative research · Sample (material · Scale (ratio · Sociology · Children's Physical and Motor Development · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Psychology
More than movement
Teachers’ perspectives of outdoor aquatic education as a meaningful activity in lower- secondary school
Meaningful Physical Education in Focus. A Scoping Review
Promovendo experiências significativas por meio da natação
Non-PE teachers’ perceptions of Physical Education status
Effects of Sport Education Model on Meaningful Experiences in Physical Education and (De)Motivating Teaching Approaches
Mathematics on the Move
Life Skills and Volleyball Teaching
The Consolidated Framework for Implementation Research
Physical Education and Physical Activity Promotion
Quantitative insights into meaningful physical education in Spain
Practising collaboration in model implementation in physical education
Pupils’ meaningful experiences in outdoor aquatic education
A Website for Culturally Responsive Pedagogy in Physical Education
Negotiating the ‘Q’ and the ‘q’
Co-designing a running/walking programme with adolescent girls using meaningful physical activity and an activist approach
Effect of pedagogical models on novelty satisfaction in physical education
It's not a linear thing; there are a lot of intersecting circles
The Impact of Non-Physical Education Teachers’ Perceptions on the Promotion of Active and Healthy Lifestyles
Exploring South Korean Elementary School Classroom Teachers’ Beliefs and Practices in Physical Education
Lower primary school pupils’ experience of meaningfulness in physical education – a movement culture analysis
Pupils’ experiences of aquatic education as a meaningful activity in physical education
Sensory methodologies and disabled sporting embodiment
Choreographing meaningfulness
It’s how PE should be!’
Writing is not like doing
Meaningful Experiences in Physical Education and Youth Sport
Professional Development and Teacher Change
Innovation with change
Implementation Research
Fidelity in Models-Based Practice Research in Sport Pedagogy
An Introduction to Dewey's Theory of Functional "Trans-Action"
A Sense of Connection
A focus on the how of meaningful physical education in primary schools
Investigating learning in physical education—a transactional approach
Children's motivational experiences following autonomy-supportive games lessons
Using features of meaningful experiences to guide primary physical education practice
Exploring a pedagogy for meaning-making in physical education
It’s how PE should be!’
Can I do it in my pyjamas?’ Negotiating a physical education curriculum with teenage girls
Teacher implementation of an adolescent reading intervention
How Design Experiments Can Inform a Rethinking of Transfer andViceVersa
Using thematic analysis in psychology
| Citations per year | 5.2 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |