European Physical Education Review, Vol. 28, 2022, No. 3


Open Access
A comparative analysis of discourses shaping physical education provision within and across the UK
Shirley Gray, Rachel Sandford, Julie Stirrup, David Aldous, Stephanie Hardley, Nicola Rhys Carse, Oliver Hooper, and Anna S Bryant

Open Access
The relationships among motivational climate, perceived competence, physical performance, and affects during physical education fitness testing lessons
Mikko Huhtiniemi, Arja Sääkslahti, Asko Tolvanen, Anthony Watt, and Timo Jaakkola

When teachers Google physical literacy: A cartography of controversies analysis
Lisa Young, Laura Alfrey, and Justen O’Connor

Physical education students’ usage and perceptions of a supplemental online health-related fitness knowledge curriculum (iPE)
Chad M Killian and Amelia Mays Woods

Journeying into the kinescape of unicycling: A Deleuzian perspective
Håkan Larsson, Gunn Nyberg, and Dean Barker

Open Access
The dynamics of external provision in physical education
Jessica Mangione, Melissa Parker, and Mary O’Sullivan

Relationships between university instructors’ and preservice teachers’ content knowledge
Fatih Dervent, Aykan Kurucan, Erhan Devrilmez, and Phillip Ward

Examining high school student perceptions of physical education
Ken Murfay, Aaron Beighle, Heather Erwin, and Erin Aiello

See the forest by looking at the trees: Physical education teachers’ interpersonal style profiles and students’ engagement
Francisco M Leo, Juan J Pulido, David Sánchez-Oliva, Miguel A López-Gajardo, and Athanasios Mouratidis

Open Access
Teaching health in physical education: An action research project
Hanne H Mong and Øyvind F Standal

Photo by Spikeball on Unsplash

Open Access
Physical education in a post-COVID world: A blended-gamified approach
Dylan Owen Blain, Martyn Standage, and Thomas Curran

Adaptation and testing of the factorial structure of the Achievement Emotional Questionnaire-Short to the Spanish context of physical education classes
Rubén Trigueros and José M Aguilar-Parra

Open Access
‘Why don’t you really learn anything in PEH?’ – Students’ experiences of valid knowledge and the basis for assessment in physical education and health (PEH)
Nina Modell and Göran Gerdin

Effects of a two-stage physical education teacher education programme on preservice teachers’ specialised content knowledge and students’ game-play in a student-centred Sport Education-Step Game approach
Cláudio Farias, Joaquim Teixeira, Eugénio Ribeiro, and Isabel Mesquita

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