Authentic Learning Through PEAK Conditions in Secondary Physical Education

Abstract

Authentic learning in physical education (PE) is one of many tools to promote lifelong movement through meaningful experiences. Self-Determination Theory is tied to authentic learning through student connection in PE and authentic learning. Teachers can become facilitators of authentic learning experiences through embracing a shift in power dynamics in the classroom by inviting students to make decisions about what and how they learn in PE. To assist teachers in implementing an authentic learning experience, this article will focus on four components of an authentic learning experience: the authentic problem to solve (purpose), the outcomes/assessment of the project (essentials), the students’/teachers’ role in solving the problem (agency), and the presentation of the findings (knowledge). The purpose of this article is to share relevant details on authentic learning and collaboration in PE with the intent of providing strategies for teachers to facilitate meaningful learning with their students.

Additional information

Notes on contributors

Jordan Manley

Jordan Manley ([email protected]) is a wellness/health and physical education teacher at STEAM Academy in Lexington, KY.

Ken Murfay

Ken Murfay is an assistant professor in Department of Health, Sport, and Exercise Sciences at University of Kansas, Lawrence, KS.

Heather E. Erwin

Heather E. Erwin is a professor in the Department of Kinesiology and Health Promotion at the University of Kentucky, Lexington, KY.

Aaron Beighle

Aaron Beighle is a professor in Department of Kinesiology and Health Promotion at the University of Kentucky, Lexington, KY.