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Celeste Fletcher, Cassandra Iannucci & Dylan Scanlon. (2023) A teacher’s self-study of digitally-enabled assessment practices to support enhancements in assessment literacy in primary physical education. Curriculum Studies in Health and Physical Education 0:0, pages 1-19.
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Christopher Clark, Dawn Penney, Rachael Whittle & Andrew Jones. (2023) Gendered pedagogy in senior secondary physical education curriculum enactment. Curriculum Studies in Health and Physical Education 0:0, pages 1-19.
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Emilio J. Barrientos Hernán, Víctor M. López-Pastor, Eloísa Lorente-Catalán & David Kirk. (2023) Challenges with using formative and authentic assessment in physical education teaching from experienced teachers’ perspectives. Curriculum Studies in Health and Physical Education 14:2, pages 109-126.
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Wesley O’Brien, Conor Philpott, Diarmuid Lester, Sarahjane Belton, Michael J. Duncan, Brian Donovan, Fiona Chambers & Till Utesch. (2023) Motor competence assessment in physical education – convergent validity between fundamental movement skills and functional movement assessments in adolescence. Physical Education and Sport Pedagogy 28:3, pages 306-319.
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Dag Ove G. Hovdal, Tommy Haugen, Inger Beate Larsen & Bjørn Tore Johansen. (2023) “It’s Not Just About the Activity, It’s Also About How the Activity is Facilitated”: Investigating Students’ Experiences in Two Competitive Situations in Physical Education. Scandinavian Journal of Educational Research 67:2, pages 294-308.
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Stine Frydendal & Lone Friis Thing. (2023) PE as resonance? The role of physical education in an accelerated education system. Sport, Education and Society 0:0, pages 1-13.
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William Walters, Vikki MacLaughlin & Alanna Deakin. (2023) Perspectives and reflections on assessment in physical education: A narrative inquiry of a pre-service, in-service and physical education teacher educator. Curriculum Studies in Health and Physical Education 14:1, pages 73-91.
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Dylan Scanlon, Ann MacPhail, Claire Walsh & Deborah Tannehill. (2023) Embedding assessment in learning experiences: enacting the principles of instructional alignment in physical education teacher education. Curriculum Studies in Health and Physical Education 14:1, pages 3-20.
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Björn Tolgfors & Dean Barker. (2023) The glocalization of physical education assessment discourse. Sport, Education and Society 28:1, pages 1-16.
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Nina Modell & Göran Gerdin. (2022) ‘But in PEH it still feels extra unfair’: students’ experiences of equitable assessment and grading practices in physical education and health (PEH). Sport, Education and Society 27:9, pages 1047-1060.
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Eirik Aarskog, Dean Barker & Jorunn Spord Borgen. (2022) ‘When it’s something that you want to do.’ Exploring curriculum negotiation in Norwegian PE. Physical Education and Sport Pedagogy 27:6, pages 640-653.
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Youngjoon Kim & Okseon Lee. (2022) Exploring the phenomenological meanings of assessment in physical education through primary teachers’ lived experiences. Physical Education and Sport Pedagogy 27:6, pages 578-590.
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Hannah R. Goss, Cara Shearer, Zoe R. Knowles, Lynne M. Boddy, Elizabeth J. Durden-Myers & Lawrence Foweather. (2022) Stakeholder perceptions of physical literacy assessment in primary school children. Physical Education and Sport Pedagogy 27:5, pages 515-530.
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Carlos Evangelio, Sixto González-Víllora, Javier Fernandez-Rio & Carmen Peiró-Velert. (2022) Students’ perceptions on three-way pedagogical models hybridization: contributing to the development of active identities. Sport, Education and Society 27:6, pages 717-731.
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Paul Godbout & Jean-Francis Gréhaigne. (2022) Regulation of tactical learning in team sports – the case of the tactical-decision learning model. Physical Education and Sport Pedagogy 27:3, pages 215-230.
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Alexander Jansson, Gunilla Brun Sundblad, Suzanne Lundvall, Daniel Bjärsholm & Johan R. Norberg. (2022) Students’ perceived learning in physical education: variations across students’ gender and migration background in Sweden. Sport, Education and Society 27:4, pages 421-433.
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A. Stride, R. Brazier, S. Piggott, M. Staples & A. Flintoff. (2022) Gendered power alive and kicking? An analysis of four English secondary school PE departments. Sport, Education and Society 27:3, pages 244-258.
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Benoît Lenzen, Claire Barthe, Adrián Cordoba, Daniel Deriaz, Bernard Poussin, Cédric Pürro, Lionel Saillen, Yves Suter & Nicolas Voisard. (2022) Merging observational and interview data to study and improve the adaptability of the products of didactic engineering to ordinary teaching in physical education. Physical Education and Sport Pedagogy 27:2, pages 186-199.
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Taemin Ha, Brian Dauenhauer & Jennifer Krause. (2022) Facilitating Alternative Assessment with Technology in Physical Education. Strategies 35:2, pages 36-39.
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Javier Fernández-Ruiz, Ernesto Panadero & Daniel García-Pérez. (2021) Assessment from a disciplinary approach: design and implementation in three undergraduate programmes. Assessment in Education: Principles, Policy & Practice 28:5-6, pages 703-723.
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Julia Sargent & Shrehan Lynch. (2021) ‘None of my other teachers know my face/emotions/thoughts’: digital technology and democratic assessment practices in higher education physical education. Technology, Pedagogy and Education 30:5, pages 693-705.
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Fernando Manuel Otero-Saborido, Francisco Javier Vázquez-Ramos, José Manuel Cenizo-Benjumea & José Antonio González-Jurado. (2021) Analysis of the assessment in Physical Education curricula in Primary Education. Sport, Education and Society 26:8, pages 903-916.
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Eirik Aarskog. (2021) ‘No assessment, no learning’: exploring student participation in assessment in Norwegian physical education (PE). Sport, Education and Society 26:8, pages 875-888.
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Christa Krijgsman, Tim Mainhard, Lars Borghouts, Jan van Tartwijk & Leen Haerens. (2021) Do goal clarification and process feedback positively affect students’ need-based experiences? A quasi-experimental study grounded in Self-Determination Theory. Physical Education and Sport Pedagogy 26:5, pages 483-503.
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André Moura, Amândio Graça, Ann MacPhail & Paula Batista. (2021) Aligning the principles of assessment for learning to learning in physical education: A review of literature. Physical Education and Sport Pedagogy 26:4, pages 388-401.
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Lisa Young, Justen O’Connor, Laura Alfrey & Dawn Penney. (2021) Assessing physical literacy in health and physical education. Curriculum Studies in Health and Physical Education 12:2, pages 156-179.
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Chad M. Killian & Amelia Mays Woods. (2021) Assessment Practices in K–12 Physical Education in the United States: A Scoping Review of Research, 2000–2020. Research Quarterly for Exercise and Sport 92:2, pages 248-258.
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John Williams, Shane Pill & Mitch Hewitt. (2021) ‘I think everyone is on board with changing how we do things, but we are yet to find a best fit model’: A figurational study of assessing games and sport in physical education. Sport, Education and Society 26:3, pages 253-266.
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Aron Laxdal, Atle Mjåtveit, Eva Leibinger, Tommy Haugen & Rune Giske. (2020) Self-regulated Learning in Physical Education: An Analysis of Perceived Teacher Learning Support and Perceived Motivational Climate as Context Dependent Predictors in Upper Secondary School. Scandinavian Journal of Educational Research 64:7, pages 1120-1132.
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Suzy Macken, Ann MacPhail & Antonio Calderon. (2020) Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement. Physical Education and Sport Pedagogy 25:5, pages 539-554.
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David Bezeau, S. Turcotte, S. Beaudoin & J. Grenier. (2020) Health education assessment practices used by physical education and health teachers in a collaborative action research. Physical Education and Sport Pedagogy 25:4, pages 379-393.
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Erik Aasland, Kristin Walseth & Gunn Engelsrud. (2020) The constitution of the ‘able’ and ‘less able’ student in physical education in Norway. Sport, Education and Society 25:5, pages 479-492.
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Nikki Hollett, Sheri J. Brock, Jessica R. Grimes & Brenna Cosgrove. (2020) Is knowledge really power? Characteristics contributing to social status during group work in physical education. Physical Education and Sport Pedagogy 25:1, pages 16-28.
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Eirik Aarskog, Dean Barker & Jorunn Spord Borgen. (2019) What were you thinking? A methodological approach for exploring decision-making and learning in physical education. Sport, Education and Society 24:8, pages 828-840.
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Chad M. Killian, Chris J. Kinder & Amelia Mays Woods. (2019) Digital Instruction in Physical Education: An Avenue for Advocacy. Strategies 32:5, pages 39-41.
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Alexander Jansson, Gunilla Brun Sundblad, Suzanne Lundvall & Johan Norberg. (2019) Assessing Students’ Perceived Learning and Contentment in Physical Education: A Scale Development Study and Structural Equation Modeling Analysis. Measurement in Physical Education and Exercise Science 23:3, pages 280-290.
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Tess Armstrong & Ingrid L. Johnson. (2019) Redesigning the Assessment Experience with Design Thinking: Using the Creative Process to Break Assessment Barriers. Strategies 32:3, pages 41-48.
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Kevin M. Fisher & Rick C. Ferkel. (2019) Applying Key Principles of Motor Skill Learning and Assessment to Your Physical Education Program. Strategies 32:2, pages 15-23.
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Dylan Scanlon, Ann MacPhail & Antonio Calderón. (2019) Original intentions and unintended consequences: the ‘contentious’ role of assessment in the development of Leaving Certificate Physical Education in Ireland. Curriculum Studies in Health and Physical Education 10:1, pages 71-90.
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Rachael J. Whittle, Amanda C. Benson, Shahid Ullah & Amanda Telford. (2018) Investigating the influence of question type and cognitive process on academic performance in VCE Physical Education: a secondary data analysis. Educational Research and Evaluation 24:8, pages 504-522.
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Jenna R. Starck, K. Andrew R. Richards & Kason O’Neil. (2018) A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education. Quest 70:4, pages 519-535.
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Carolyn Pluim & Michael Gard. (2018) Physical education’s grand convergence: Fitnessgram®, big-data and the digital commerce of children’s health. Critical Studies in Education 59:3, pages 261-278.
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Karin Bertills, Mats Granlund, Örjan Dahlström & Lilly Augustine. (2018) Relationships between physical education (PE) teaching and student self-efficacy, aptitude to participate in PE and functional skills: with a special focus on students with disabilities. Physical Education and Sport Pedagogy 23:4, pages 387-401.
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Björn Tolgfors. (2018) Different versions of assessment for learning in the subject of physical education. Physical Education and Sport Pedagogy 23:3, pages 311-327.
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Lena Svennberg, Jane Meckbach & Karin Redelius. (2018) Swedish PE teachers struggle with assessment in a criterion-referenced grading system. Sport, Education and Society 23:4, pages 381-393.
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Idar Lyngstad. (2017) Legitimate, expert and referent power in physical education. Sport, Education and Society 22:8, pages 932-942.
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Rachael J. Whittle, Amanda C. Benson, Shahid Ullah & Amanda Telford. (2017) Student performance in high-stakes examinations based on content area in senior secondary (VCE) physical education. Physical Education and Sport Pedagogy 22:6, pages 632-646.
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Rachael Jayne Whittle, Amanda Clare Benson & Amanda Telford. (2017) Enrolment, content and assessment: a review of examinable senior secondary (16–19 year olds) physical education courses: an international perspective. The Curriculum Journal 28:4, pages 598-625.
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Lars B. Borghouts, Menno Slingerland & Leen Haerens. (2017) Assessment quality and practices in secondary PE in the Netherlands. Physical Education and Sport Pedagogy 22:5, pages 473-489.
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Ann MacPhail & Frances Murphy. (2017) Too much freedom and autonomy in the enactment of assessment? Assessment in physical education in Ireland. Irish Educational Studies 36:2, pages 237-252.
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Petter E. Leirhaug & Claes Annerstedt. (2016) Assessing with new eyes? Assessment for learning in Norwegian physical education. Physical Education and Sport Pedagogy 21:6, pages 616-631.
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Petter E. Leirhaug, Ann MacPhail & Claes Annerstedt. (2016) ‘The grade alone provides no learning’: investigating assessment literacy among Norwegian physical education teachers. Asia-Pacific Journal of Health, Sport and Physical Education 7:1, pages 21-36.
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Petter E. Leirhaug & Ann MacPhail. (2015) ‘It's the other assessment that is the key’: three Norwegian physical education teachers' engagement (or not) with assessment for learning. Sport, Education and Society 20:5, pages 624-640.
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Gerard F. Shaw. (2015) Introducing iPad Applications to Teacher Education Students in a Fencing Course: A Journey of Self-Discovery. Journal of Physical Education, Recreation & Dance 86:5, pages 21-26.
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Mary O'Sullivan. (2013) New directions, new questions: relationships between curriculum, pedagogy, and assessment in physical education. Sport, Education and Society 18:1, pages 1-5.
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HalA. Lawson. (2013) Appreciating complexity, endemic tensions and selectivity in proposals for program improvement and new institutional designs. Sport, Education and Society 18:1, pages 121-129.
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Anvar A. Akhmatgatin, Vladislav Y. Lebedinsky, Gennady K. Khomyakov, Mikhail D. Kudryavtsev, Alena G. Galimova, Tatyana L. Kamoza, Evgeniy V. Panov, Vladimir A. Kuzmin, Alexey V. Gaskov, Leonid K. Sidorov & Sergey A. Doroshenko. (2020) The effectiveness of students’ preparation in physical training at the universities of various departments. Physical education of students 24:1, pages 4-10.
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Aron Gauti Laxdal. 2020. The learning environment in upper secondary school physical education: The student perspective. The learning environment in upper secondary school physical education: The student perspective.
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Leen Haerens, Christa Krijgsman, Athanasios Mouratidis, Lars Borghouts, Greet Cardon & Nathalie Aelterman. (2018) How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach. European Physical Education Review 25:4, pages 983-1001.
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Sergio J. Ibáñez, Sergio Martinez-Fernández, Sergio Gonzalez-Espinosa, Javier García-Rubio & Sebastián Feu. (2019) Designing and Validating a Basketball Learning and Performance Assessment Instrument (BALPAI). Frontiers in Psychology 10.
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Paula Batista. (2019) Avaliação em Educação Física: O Que Sabemos? Onde Estamos? Para Onde Queremos Caminhar?. Journal of Sport Pedagogy & Research 5:3, pages 46-52.
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Ana SilvaAndré MouraPaula Batista. (2019) Avaliar para Aprender no Ensino da Ginástica Acrobática em Contexto de Estágio. Journal of Sport Pedagogy & Research 5:3, pages 36-45.
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Mehmet ASMA, Hüseyin ÇAMLIYER, Mümine SOYTÜRK, Tarık BALCI & Hatice ÇAMLIYER. (2018) Beden Eğitimi ve Spor Öğretiminde Alternatif Ölçme ve Değerlendirme Üzerine Bir İncelemeAn Investigation on Alternative Measurement and Evaluation in Physical Education and Sport Teaching. Sakarya University Journal of Education 8:3, pages 37-62.
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Liesbeth K. J. Baartman & Frans J. Prins. (2018) Transparency or Stimulating Meaningfulness and Self-Regulation? A Case Study About a Programmatic Approach to Transparency of Assessment Criteria. Frontiers in Education 3.
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Mercè Felis-Anaya, Daniel Martos-Garcia & José Devís-Devís. (2017) Socio-critical research on teaching physical education and physical education teacher education. European Physical Education Review 24:3, pages 314-329.
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Annabelle Grandchamp, Jacques Méard & Grégory Quin. (2018) Analyse de l’évolution des pratiques évaluatives en éducation physique : revue de littérature. Spirale - Revue de recherches en éducation N° varia:E1, pages 1-14.
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Yun Hee Shin, Jihea Choi, Margaret J. Storey & Seul Gi Lee. (2017) Effectiveness of Self-directed Learning on Competency in Physical Assessment, Academic Self-confidence and Learning Satisfaction of Nursing Students. Journal of Korean Academy of Fundamentals of Nursing 24:3, pages 181-188.
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