Pedagogical principles of learning to teach meaningful physical education
Déirdre Ní Chróinín, Tim Fletcher & Mary O’Sullivan
Pages: 117-133 | DOI: 10.1080/17408989.2017.1342789
Dynamics of student interactions: an empirical study of orienteering lessons in physical education
Clément Jourand, David Adé, Carole Sève, John Komar & Régis Thouvarecq
Pages: 134-149 | DOI: 10.1080/17408989.2017.1342790
‘Where do I go from here?’: learning to become activist teachers through a community of practice
Kimberly L. Oliver, Carla Luguetti, Raquel Aranda, Oscar Nuñez Enriquez & Ana-Alycia Rodriguez
Pages: 150-165 | DOI: 10.1080/17408989.2017.1350263
Old wine in new bottles: a response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework
Stephen Harvey, Shane Pill & Len Almond
Pages: 166-180 | DOI: 10.1080/17408989.2017.1359526
An investigation of the relationships between the teaching climate, students’ perceived life skills development and well-being within physical education
Lorcan Donal Cronin, Justine Allen, Claire Mulvenna & Paul Russell
Pages: 181-196 | DOI: 10.1080/17408989.2017.1371684
On practising in physical education: outline for a pedagogical model
K. Aggerholm, O. Standal, D. M. Barker & H. Larsson
Pages: 197-208 | DOI: 10.1080/17408989.2017.1372408
Developing the practising model in physical education: an expository outline focusing on movement capability
D. M. Barker, K. Aggerholm, O. Standal & H. Larsson
Pages: 209-221 | DOI: 10.1080/17408989.2017.1371685
Effectiveness of motor skill intervention varies based on implementation strategy
Ali Brian & Sally Taunton
Pages: 222-233 | DOI: 10.1080/17408989.2017.1413709
