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Purpose: The purpose of this study was to carry out a systematic review of intervention programs that have addressed affective learning outcomes within physical education and to explore pedagogical practices in alignment with teaching, lesson content, and learning outcomes. Method: The literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Included were 26 peer-reviewed pedagogical studies of physical education programs that addressed affective outcomes and reported fidelity of implementation. Results and Discussion: Affective outcomes were grouped into four themes: motivation, emotional responses, self-concept, and resilience. The findings showed that offering choice, encouraging peer feedback, asking deductive questions, focusing on personal improvement, and differentiating are effective teaching strategies that were widely used to support affective learning in children and adolescents. This review highlights the importance of fidelity of implementation to understand how intervention programs are delivered.

This paper examines teachers' use of printed curriculum materials (PCM) during physical education (PE) instruction in Spanish secondary schools and the role they play in the enacted curriculum and in the construction of pedagogical knowledge. Three hundred and ten participants (mean age: 37.7 ± 8.7) responded to an interview-questionnaire on teachers' pedagogical roles and tasks linked to PCM in PE. Results indicated that while PCM were used very frequently for registering students' attendance and recording observational notes from lessons, textbooks were less and infrequently used. Both, "materials for data registration" and "student textbook" showed the highest and lowest level of teachers' satisfaction, respectively. "Student diary" was the PCM used more by female and less experienced teachers than their counterparts, while textbooks were used more by experienced teachers than those with less years of teaching experience. Over fifty percent of teachers considered PCM to be "Quite important" because they facilitate students to study theoretical knowledge, investigate and be creative. The paper discusses the contribution of teachers' use of PCM to the enacted curriculum and their participation in the social construction of PE knowledge through Bernstein's theory of pedagogic device. In particular, it indicates that PE teachers are relatively independent from external agencies in curriculum development and participate in the social construction of pedagogical knowledge. Female and less experienced teachers' use of PCM facilitated students' participation in the construction of knowledge, which suggests weaker framing of the teaching-learning process.

In this article, we were interested in how young people learn to play games within a tactical games model (TGM) approach (Griffin, Oslin, & Mitchell, 1997) in terms of the physical-perceptual and social-interactive dimensions of situativity. Kirk and MacPhail's (2002) development of the Bunker-Thorpe TGfU model was used to conceptualize the nature of situated learning in the context of learning to play an invasion game as part of a school physical education program. An entire class of 29 Year-5 students (ages 9-10 years) participated in a 12-lesson unit on an invasion game, involving two 40-min lessons per week for 6 weeks. Written narrative descriptions of videotaped game play formed the primary data source for the principal analysis of learning progression. We examined the physical-perceptual and social-interactive dimensions of situated learning (Kirk, Brooker, & Braiuka, 2000) to explore the complex ways that students learn skills. Findings demonstrate that for players who are in the early stages of learning a ball game, two elementary, or fundamental, skills of invasion game play--throwing and catching a ball--are complex, relational, and interdependent. (Contains 1 table.)

The development of feelings of identity, the sense of belonging to a team, and the growth of social skills are experiences that sport, if properly conducted, is well placed to offer (Siedentop, 1994). Evidence suggests that some characteristics of traditional, multiactivity forms of physical education work against realizing these goals (Locke, 1992). Siedentop's Sport Education (SE) model is one attempt to overcome this shortcoming by recasting units as seasons and maintaining persisting groups as teams throughout the season. Extended units intended to foster team affiliation while promoting affective and social development are common objectives in physical education. We report on a 16-week SE unit that includes over 70 Year-5 students (9- to 10-year-olds) from one UK school. Our findings show that the opportunity to become affiliated with a team was an attractive feature of the pupils' physical education experience and that, under the framework of SE, there was an obvious investment made by the Year-5 Forest Gate students in relation to their sense of identity and involvement as members of a persisting group.

Presents a new version of the Teaching Games for Understanding (TGfU) model in physical education which draws on a situated learning perspective, describing the TGfU approach, reviewing recent research on TGfU, discussing constructs for conceptualizing learning in games, and outlining a situated learning perspective. This perspective is applied to rethinking the TGfU model. (Contains references.) (SM)

Critiques Siedentop's keynote address, "Junior Sport and the Evolution of Sport Cultures," reviewing and rationalizing Siedentop's four goals for junior sport (educative, public health, elite development, and preserving, protecting, and enhancing specific sport practices), discussing Siedentop's views on sport as a collective cultural and moral practice, and explaining the salience of Siedentop's views today and in the future. (SM)

Currently, the dominant approach in research on teaching in physical education (the objectivist, scientific approach) has failed to provide a solution to how its findings, which are embodied in theories, can bring about change in the curriculum. This approach is critiqued with reference to issues of strategy, power, and politicization. (IAH)

The purpose of this study was to examine the effects of an 8-week body-focused physical and health education module on self-objectification and social physique anxiety (SPA) in a sample of 85 Irish schoolgirls. Classrooms were randomly assigned to receive the experimental module or the standard curriculum. Participants completed pre- and postassessments of the value they placed on objectifying and nonobjectifying physical attributes, along with a measure of SPA. Girls in the experimental condition increased the value they placed on physical health and strength, decreased the value they placed on sex appeal, and showed no change in SPA. Girls in the control condition decreased the value they placed on body weight and physical fitness and experienced a significant increase in SPA. These results suggest that a body-focused module can decrease self-objectification and prevent developmentally linked increases in SPA. [ABSTRACT FROM AUTHOR]

Examines the situated learning theory in physical education. Integration of constructivist theory of learning and social constructionist research; Alienation of the youth from physical education; Use of constructivism in the physical activity pedagogy.

In this paper I argue that there is currently an orthodoxy in RT-PE that is unable, through its present epistemologies and methods, to make a major impact on curriculum practice. Three particular issues are highlighted as problematic: strategies for change adopted within the orthodoxy, who has the power to define and legitimate the research agenda, and an apolitical view of change. In presenting an alternative view of how we might close the research/practice gap in RT-PE, I suggest that researchers must develop more democratic approaches to working with teachers, for example along the lines of the teacher-as-researcher movement rather than on them. I also argue that in order to do this, we must develop more appropriate research epistemologies and methodologies. Finally, these two developments must be framed within a more sophisticated and systematically developed understanding of the social change process, and of the political nature of our attempts as educators to bring about change. [ABSTRACT FROM AUTHOR]

There has been growing advocacy for an inquiry-oriented approach to teacher education in the wake of developments in educational practice and theory, particularly through the action-research movement and critical curriculum inquiry. The inquiry-oriented approach argues that teacher education cannot be neutral, but must instead acknowledge the inherently political and ethical dimensions of the teaching act. This paper addresses the problem of developing a program for an inquiry-oriented approach and suggests that teacher education must focus on knowledge that begins with, and supports, the teaching act and portrays teacher education as a process of critical reflection on the teaching act itself. [ABSTRACT FROM AUTHOR]