Pedagogical principles that support the prioritisation of meaningful experiences in physical education
Conceptual and practical considerations
Bibliographic Data
| ID | 21784055 |
|---|---|
| Authors | Tim Fletcher (0000-0002-7352-4775, Brock University, corresponding author), Déirdre Ní Chróinín (0000-0002-0920-980X, Mary Immaculate College) |
| Year | 2022 |
| Volume | 27 |
| Issue | 5 |
| Pages | 455-466 |
| Publication date | 2022-09-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Physical Education and Sport Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1740-8989 • E-ISSN: 1742-5786 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17408989.2021.1884672 |
| OpenAlex | W3132295937 |
| Language | EN |
| Citations received | 54 |
| References cited | 56 |
Background An emphasis on meaningfulness may facilitate the types of experiences that are more likely to lead children towards a commitment to physical activity participation in ways that enrich the quality of their lives. While several authors have highlighted the importance of prioritising meaningfulness, direction is lacking on how teachers can consistently and intentionally foster meaningful experiences for pupils in physical education.Purpose Our purpose in this paper is to draw on conceptual understandings of meaningful experiences to propose a coherent set of pedagogical principles that can support teachers in making decisions that facilitate meaningful experiences for pupils.Pedagogical Principles Interrogation of the concepts meaningful experiences provides two preliminary pedagogical principles for teaching for meaningfulness. First, the personal nature of identifying experiences as meaningful indicates the value of adopting democratic approaches that allow for ownership and individualisation of experience. Democratic principles include teachers fostering inclusive environments and helping pupils actively make authentic connections between their lived experiences inside and outside of their classroom and communities. Second, the introspective and retrospective characteristics of meaningful experiences points to the central role of reflection. Reflective principles capture the continuity of experience (past-present-future) to help pupils look back and generate awareness of what makes an experience meaningful while also moving toward future meaningful experiences. These principles also provide insight into ideas and actions that do not represent an approach where personal meaningfulness is prioritised.Conclusions Reflective and democratic pedagogical principles provide concept-based practical direction for teachers in facilitating meaningful experiences for pupils in physical education and for future research on meaningfulness in physical education
Introspection · Mathematics education · Meaningful learning · Pedagogy · Computer Science · Inclusion and Disability in Education and Sport · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology
‘What’s in a step if not a story?’ Cultivating Individual Interest and Engagement in Philippine Traditional Dance for Cultural Continuity
Opening up Neat New Things
Shaping Physical Activity through Facilitating Student Agency in Secondary Schools in the Netherlands
Adaptation and Validation of the Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) for Brazilian Physical Education Pre-Service Teachers
The Emotional Dimension of Enacting Student Voice Practices in Primary Physical Education
Meaningfulness in youth sport participation
Meaningful Physical Education in Focus. A Scoping Review
A rubric for pre-service teachers to evaluate meaningful physical education
“It’s Good to Have a Voice”
Dimensions of Meaning in Physical Education—Voices from Experienced Teachers
Physical Education and Physical Activity Promotion
Advancing Quality Physical Education
The Head Coach as a Coach Developer
Exploring students experiences of secondary school Physical Education in England
Six teaching strategies to support meaningful PE experiences in early primary schools – results from an action research project
Golf coaches’ perceptions of the role and use of player errors in motor learning
How is embodiment in physical education theoretically conceptualised? A concept analysis
Is meaningful physical education and social justice a complimentary combination? A physical education teacher educator collaborative self-study
Meaningful physical education versus autonomy support
Teachers’ enactment of contextualized instruction in primary physical education
Effects of a unit of circus activities through a hybridization of cooperative learning and self-made material
Reflecting on student reflections in physical education practice
Prioritising meaningful physical education experiences
Teachers’ sensemaking in implementation of Meaningful Physical Education
Emergence of physical literacy in physical education
Two teachers’ positioning toward Meaningful PE
Pupils’ meaningful experiences in outdoor aquatic education
Understanding Parents’ Views on Physical Education and Physical Activity
Exploring the Value of Student Autonomy in Physical Education
‘Just let them have a say!’ Students’ perspective of student voice pedagogies in primary physical education
Exploring what makes learning meaningful for postgraduate business students in higher education
This Is Not Gym”
Lower primary school pupils’ experience of meaningfulness in physical education – a movement culture analysis
Students’ experiences of fitness testing in secondary school physical education in England
Beyond marginalisation
Sensory methodologies and disabled sporting embodiment
Are kinesiology programs oppressive? a content analysis of Canadian university kinesiology curricula and websites
Physical education teachers’ reality and experience from teaching during a pandemic
Conceptualizing cultural leadership in physical education and youth sport
Journeying into the kinescape of unicycling
Learning to facilitate student voice in primary physical education
Choreographing meaningfulness
Meaningful physical education
Co-designing a running/walking programme with adolescent girls using meaningful physical activity and an activist approach
What is the meaning of PE? Exploring the influence of an educational curriculum approach on students’ participation and non-participation in physical education
That's what I like! Fostering enjoyment in primary physical education
Examining how observed need-supportive and need-thwarting teaching behaviours relate to pupils’ affective outcomes in physical education
Exploring teacher educator pedagogical decision-making about a combined pedagogy of social justice and meaningful physical education
Significativo na Educação Física
All the better for it
What's right with PE
Teachers learning to use student voice in primary physical education – ready, steady, go
Weak’ physical education teacher education practice
Tensions in enacting democratic approaches in physical education teacher education
Defining Reflection
Meaningful Experiences in Physical Education and Youth Sport
Still feeling like a spare piece of luggage? Embodied experiences of (dis)ability in physical education and school sport
Significant Work Is About Self-Realization and Broader Purpose
The three meanings of meaning in life
Exercise, physical activity, and self-determination theory
Measuring Meaningful Work
Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement
Using the meaningful physical education features as a lens to view student experiences of democratic pedagogy in higher education
The A–Z of Social Justice Physical Education
The A–Z of Social Justice Physical Education
John Dewey, subject purposes and schools of tomorrow
The meaning of movement in the everyday lives of Danish high-school students
A Sense of Connection
What’s in it for me? Young teenagers’ meaning-making experiences of movement activities
Knowing in primary physical education in the UK
Re-engaging disengaged pupils in physical education
Physical education and the art of teaching
Communicating aims and learning goals in physical education
Students’ views on the purpose of physical education in upper secondary school. Physical education as a break in everyday school life – learning or just fun
Investigating learning in physical education—a transactional approach
Positive Pedagogy for sport coaching
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
Pupils' perceptions of and experiences in team invasion games
Can I do it in my pyjamas?’ Negotiating a physical education curriculum with teenage girls
Beyond Health and Happiness
Meaning and Movement
Experience and Education
| Unique citing works | 54 |
|---|---|
| Citations per year | 10,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 53 |