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Laura Alfrey & J. O’Connor. (2024) Transforming physical education: an analysis of context and resources that support curriculum transformation and enactment. Physical Education and Sport Pedagogy 29:1, pages 1-17.
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Suzanne Lundvall & Andreas Fröberg. (2023) From individual to lifelong environmental processes: reframing health in physical education with the sustainable development goals. Sport, Education and Society 28:6, pages 684-696.
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J. Jung, J. Yun & H. M. Wegis. (2023) Physical Education Teacher Educators’ Curricular Beliefs. International Journal of Kinesiology in Higher Education 7:2, pages 130-143.
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S. Stevens & K. Thompson. (2022) Contradictions and realisations – a critical friendship in the pursuit of transformative PETE. Curriculum Studies in Health and Physical Education 13:3, pages 238-252.
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Byron J. Kemp, Dylan P. Cliff, Katharina E. Kariippanon, Ruth Crowe & Anne-Maree Parrish. (2022) ‘Not just for fun anymore’: a qualitative exploration of social norms related to the decline in non-organised physical activity between childhood and adolescence in Australia. Sport, Education and Society 27:1, pages 41-56.
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K. Andrew R. Richards, Ben D. Kern, Suzan F. Ayers, Amelia Mays Woods & Kim C. Graber. (2021) A Theoretically Informed Conceptual Framework for Recruitment and Retention in PETE. Quest 73:1, pages 63-81.
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Ben D. Kern, K. Andrew R. Richards, Kim C. Graber, Thomas J. Templin & Lynn D. Housner. (2021) Toward an Integrative Model for Teacher Change in Physical Education. Quest 73:1, pages 1-21.
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Laura Alfrey & Justen O’Connor. (2020) Critical pedagogy and curriculum transformation in Secondary Health and Physical Education. Physical Education and Sport Pedagogy 25:3, pages 288-302.
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Déirdre Ní Chróinín, Stephanie Beni, Tim Fletcher, Ciara Griffin & Caitlin Price. (2019) Using meaningful experiences as a vision for physical education teaching and teacher education practice. Physical Education and Sport Pedagogy 24:6, pages 598-614.
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Christopher Mihajlovic. (2019) Teachers’ perceptions of the Finnish national curriculum and inclusive practices of physical education. Curriculum Studies in Health and Physical Education 10:3, pages 247-261.
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Frank Herold & Michael Waring. (2017) Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education. Physical Education and Sport Pedagogy 22:3, pages 231-245.
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Articles from other publishers (13)
Lorraine Cale. (2023) Physical Education: At the Centre of Physical Activity Promotion in Schools. International Journal of Environmental Research and Public Health 20:11, pages 6033.
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Johannes Müller & Nicola Böhlke. (2023) How Lesbian, Gay, and Bisexual Teachers Experience Physical Education—A Systematic Review of Qualitative Studies. Sexes 4:1, pages 65-79.
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Lúcia Gomes, João Martins, Madalena Ramos & Francisco Carreiro da Costa. (2023) The Impact of Non-Physical Education Teachers’ Perceptions on the Promotion of Active and Healthy Lifestyles: A Cross-Sectional Qualitative Study. International Journal of Environmental Research and Public Health 20:3, pages 2026.
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Jordan Wintle. (2022) Physical Education and Physical Activity Promotion: Lifestyle Sports as Meaningful Experiences. Education Sciences 12:3, pages 181.
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Craig Parkes, Jamie Jacob Brunsdon & Nick O’Leary. (2022) Influence of Secondary Organizational Socialization on How Physical Education Teacher Education Program Coordinators Execute Their Administrative Roles and Responsibilities. Journal of Teaching in Physical Education, pages 1-9.
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Peter Iserbyt, Hans van der Mars, Hannelore Drijvers & Jan Seghers. (2022) Generalization of Participation in Fitness Activities From Physical Education to Lunch Recess by Gender and Skill Level. Journal of Teaching in Physical Education, pages 1-10.
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Julia Hapke, Clemens Töpfer & Julia Lohmann. (2021) Challenging German physical education teacher educators’ health-related beliefs through Cooperative Planning. Health Promotion International 36:Supplement_2, pages ii26-ii39.
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Manolis Adamakis & Aspasia Dania. (2019) Are pre-service teachers’ beliefs toward curricular outcomes challenged by teaching methods modules and school placement? Evidence from three Greek physical education faculties. European Physical Education Review 26:4, pages 729-746.
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Monique Gill, Sarah E. Roth, Lindsay N. Rice, Michael L. Prelip & Deborah Koniak-Griffin. (2018) “You Only Teach PE and It Doesn’t Really Matter”: Middle School PE Teachers’ Perspectives on Intervention Efforts to Increase Physical Activity. The Journal of School Nursing 36:2, pages 94-103.
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Celina Salvador-García, Carlos Capella-Peris, Oscar Chiva-Bartoll & Pedro Jesús Ruiz-Montero. (2020) A Mixed Methods Study to Examine the Influence of CLIL on Physical Education Lessons: Analysis of Social Interactions and Physical Activity Levels. Frontiers in Psychology 11.
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