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Tong Zhou. (2023) Bibliometric analysis and visualization of online education in sports. Cogent Social Sciences 9:1.
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Okseon Lee, Mark Griffiths, Victoria Goodyear, Hyunsoo Jung, Hyukjun Son, Unjong Lee & Euichang Choi. (2023) Influence of a professional development programme on the life skills teaching practices of secondary PE teachers. Sport, Education and Society 28:8, pages 901-914.
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Zhenlong Wang, Ashley Casey & Ed Cope. (2023) Coach experiences of formal coach education developed by national governing bodies: a systematic review. Physical Education and Sport Pedagogy 0:0, pages 1-13.
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Luke Jones. (2023) Integrating theory and practice in physical education: preservice teachers’ views on practitioner research. Curriculum Studies in Health and Physical Education 14:2, pages 161-173.
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Lise Porsanger. (2023) Risk and safety management in physical education: teachers’ knowledge. Physical Education and Sport Pedagogy 28:1, pages 16-28.
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Luke Jones. (2022) Lesson study in physical education: a collaborative and contextualised approach to initial teacher training. Sport, Education and Society 0:0, pages 1-11.
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David Aldous, Victoria Evans, Rhys Lloyd, Fiona Heath-Diffey & Fiona Chambers. (2022) Realising curriculum possibilities in Wales: teachers’ initial experiences of re-imagining secondary physical education. Curriculum Studies in Health and Physical Education 13:3, pages 253-269.
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Carla Valério, Cláudio Farias, Carla Luguetti & Isabel Mesquita. (2022) Pre-service teachers’ negotiation of meaning in their Physical Education Teacher Education programme: a two-year follow-up ethnography. Physical Education and Sport Pedagogy 0:0, pages 1-15.
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Luiza Gonçalves, Melissa Parker, Carla Luguetti & Michele Carbinatto. (2022) ‘We united to defend ourselves and face our struggles’: nurturing a physical education teachers’ community of practice in a precarious context. Physical Education and Sport Pedagogy 27:4, pages 339-352.
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Semiyu Adejare Aderibigbe, Eimear Holland, Iris Marusic & Rachel Shanks. (2022) A comparative study of barriers to mentoring student and new teachers. Mentoring & Tutoring: Partnership in Learning 30:3, pages 355-376.
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Sarahjane Belton, Wesley O’Brien, Elaine Murtagh, Joao Costa, Johann Issartel, Jamie McGann & Mika Manninen. (2022) A new curriculum model for second-level physical education: Y-PATH PE4Me. Curriculum Studies in Health and Physical Education 13:2, pages 101-122.
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M.A. Griffiths, V.A. Goodyear & K.M. Armour. (2022) Massive open online courses (MOOCs) for professional development: meeting the needs and expectations of physical education teachers and youth sport coaches. Physical Education and Sport Pedagogy 27:3, pages 276-290.
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Xiuye Xie. (2022) Facilitating Preservice Teachers’ Learning through an Online Professional Learning Community. Journal of Physical Education, Recreation & Dance 93:4, pages 39-43.
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Luiza Lana Gonçalves, Melissa Parker, Carla Luguetti & Michele Carbinatto. (2022) The facilitator’s role in supporting physical education teachers’ empowerment in a professional learning community. Sport, Education and Society 27:3, pages 272-285.
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Fiona King & Eimear Holland. (2022) A transformative professional learning meta-model to support leadership learning and growth of early career teachers. International Journal of Leadership in Education 0:0, pages 1-25.
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Vincent Coleman, Shirley Gray & Sarah MacIsaac. (2022) Being an early-career teacher–researcher in physical education: a narrative inquiry. Curriculum Studies in Health and Physical Education 13:1, pages 19-33.
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Lars Bjørke, Øyvind Førland Standal & Kjersti Mordal Moen. (2021) ‘While we may lead a horse to water we cannot make him drink’: three physical education teachers’ professional growth through and beyond a prolonged participatory action research project. Sport, Education and Society 26:8, pages 889-902.
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Keejoon Yoon, Changhyun Lee & Hyunwoo Jung. (2021) Creation of an instructional model in a community of practice and its impact on relationships between members. Physical Education and Sport Pedagogy 26:5, pages 504-516.
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Collin Brooks, Peter Stoepker, Brian Mosier,Brent Heidorn. (2021) The Development and Delivery of Online Professional Development in Physical Education. Strategies 34:5, pages 46-48.
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C Szedlak, M. J. Smith & B. Callary. (2021) Developing a ‘letter to my younger self’ to learn from the experiences of expert coaches. Qualitative Research in Sport, Exercise and Health 13:4, pages 569-585.
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Zack Beddoes, Keven Prusak, Aaron Beighle & Todd Pennington. (2021) Utilizing School-based, Professional Learning Communities to Enhance Physical Education Programs and Facilitate Systems Change (Part 1). Quest 73:3, pages 283-293.
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Donal Howley & Mary O’Sullivan. (2021) ‘Getting better bit by bit’: Exploring learners’ enactments of student voice in physical education. Curriculum Studies in Health and Physical Education 12:1, pages 3-19.
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Aspasia Dania & Linda L. Griffin. (2021) Using social network theory to explore a participatory action research collaboration through social media. Qualitative Research in Sport, Exercise and Health 13:1, pages 41-58.
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Takahiro Sato, Emi Tsuda, Cathy McKay, Yu Furuta & Kazuhiro Kajita. (2020) Japanese Elementary Teachers’ Learning Experiences of Physical Education Professional Development. The Teacher Educator 55:4, pages 373-391.
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Idar Lyngstad, Øyvind Bjerke & Pål Lagestad. (2020) Phronesis, praxis and autotelic acts in physical education teaching. Sport, Education and Society 25:6, pages 631-642.
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Takahiro Sato, Emi Tsuda, Douglas Ellison & Samuel R. Hodge. (2020) Japanese elementary teachers’ professional development experiences in physical education lesson studies. Physical Education and Sport Pedagogy 25:2, pages 137-153.
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Carla Luguetti, Raquel Aranda, Oscar Nuñez Enriquez & Kimberly L. Oliver. (2019) Developing teachers’ pedagogical identities through a community of practice: learning to sustain the use of a student-centered inquiry as curriculum approach. Sport, Education and Society 24:8, pages 855-866.
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Victoria A. Goodyear, Melissa Parker & Ashley Casey. (2019) Social media and teacher professional learning communities. Physical Education and Sport Pedagogy 24:5, pages 421-433.
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Jeffrey Colburn, Rachyl Stephenson & Xiaofen Keating. (2019) A Push for Professional Development Innovators. Strategies 32:5, pages 3-9.
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Okseon Lee, Euichang Choi, Mark Griffiths, Victoria Goodyear, Kathleen Armour, Hyukjun Son & Hyunsoo Jung. (2019) Landscape of secondary physical education teachers’ professional development in South Korea. Sport, Education and Society 24:6, pages 597-610.
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Mustafa Levent Ince. (2019) Supporting learning of practitioners and early career scholars in physical education and sports pedagogy. Sport, Education and Society 24:6, pages 584-596.
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Ludvig J. T. Rasmussen, Lars D. Østergaard & Vlad P. Glăveanu. (2019) Creativity as a developmental resource in sport training activities. Sport, Education and Society 24:5, pages 491-506.
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Shirley Gray, Jennifer Treacy & Edward T. Hall. (2019) Re-engaging disengaged pupils in physical education: an appreciative inquiry perspective. Sport, Education and Society 24:3, pages 241-255.
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Louise Sund, Mikael Quennerstedt & Marie Öhman. (2019) The embodied social studies classroom – Repositioning the body in the social sciences in school. Cogent Education 6:1.
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Kyriaki Makopoulou. (2018) An investigation into the complex process of facilitating effective professional learning: CPD tutors’ practices under the microscope. Physical Education and Sport Pedagogy 23:3, pages 250-266.
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Mark A. Griffiths, Kathleen M. Armour & Christopher J. Cushion. (2018) ‘Trying to get our message across’: successes and challenges in an evidence-based professional development programme for sport coaches. Sport, Education and Society 23:3, pages 283-295.
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Kimberly L. Oliver, Carla Luguetti, Raquel Aranda, Oscar Nuñez Enriquez & Ana-Alycia Rodriguez. (2018) ‘Where do I go from here?’: learning to become activist teachers through a community of practice. Physical Education and Sport Pedagogy 23:2, pages 150-165.
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Victoria A. Goodyear, Ashley Casey & Mikael Quennerstedt. (2018) Social media as a tool for generating sustained and in-depth insights into sport and exercise practitioners’ ongoing practices. Qualitative Research in Sport, Exercise and Health 10:1, pages 1-16.
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Alexander T. C. De Lyon, Ross D. Neville & Kathleen M. Armour. (2017) The Role of Fitness Professionals in Public Health: A Review of the Literature. Quest 69:3, pages 313-330.
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Anna Stodter & Christopher J. Cushion. (2017) What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning. Qualitative Research in Sport, Exercise and Health 9:3, pages 321-338.
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Susan Whatman, Mikael Quennerstedt & Juliana McLaughlin. (2017) Indigenous knowledges as a way to disrupt norms in physical education teacher education. Asia-Pacific Journal of Health, Sport and Physical Education 8:2, pages 115-131.
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Ashley Casey, Victoria A. Goodyear & Kathleen M. Armour. (2017) Rethinking the relationship between pedagogy, technology and learning in health and physical education. Sport, Education and Society 22:2, pages 288-304.
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Victoria A. Goodyear. (2017) Sustained Professional Development on Cooperative Learning: Impact on Six Teachers' Practices and Students' Learning. Research Quarterly for Exercise and Sport 88:1, pages 83-94.
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