A new curriculum model for second-level physical education: Y-PATH PE4Me

References

• Alexander, K., & Luckman, J. (2001). Australian teachersí perceptions and uses of the Sport Education Curriculum Model. European Physical Education Review, 7(3), 243–267. doi:https://doi.org/10.1177/1356336X010073002
   Google Scholar
• Armour, K., Quennerstedt, M., & Chambers, F. (2015). What is ‘effective’ CPD for contemporary physical education teachers ? A Deweyan framework what is ‘effective’ CPD for contemporary physical education. 3322(September), doi:https://doi.org/10.1080/13573322.2015.1083000
   Google Scholar
• Barnett, L. M., Beurden, E. V., Morgan, P. J., Brooks, L. O., & Beard, J. R. (2009). Childhood motor skill proficiency as a predictor of adolescent physical activity. 44, 252–259. doi:https://doi.org/10.1016/j.jadohealth.2008.07.004
   Google Scholar
• Bauman, A. E., Reis, R. S., Sallis, J. F., Wells, J. C., Loos, R. J. F., Martin, B. W., … Group, W. (2012). Correlates of physical activity : Why are some people physically active and others not ? Lancet, 380, 258–271.
   PubMed Web of Science ®Google Scholar
• Bechtel, P. A., & Sullivan, M. O. (2007). Enhancers and inhibitors of teacher change among secondary physical educators. Journal of Teaching in Physical Education, 26, 221–235.
   Web of Science ®Google Scholar
• Belton, S., Issartel, J., McGrane, B., Powell, D., & O’Brien, W. (2019). A consideration for physical literacy in Irish youth, and implications for physical education in a changing landscape. Irish Educational Studies, 38(2), doi:https://doi.org/10.1080/03323315.2018.1552604
   Google Scholar
• Belton, S., McCarren, A., McGrane, B., Powell, D., & Issartel, J. (2019). The youth-physical activity towards health (Y-PATH) intervention: Results of a 24 month cluster randomised controlled trial. PLoS ONE, 14(9), 1–16. doi:https://doi.org/10.1371/journal.pone.0221684
   Web of Science ®Google Scholar
• Belton, S., O’Brien, W., Issartel, J., McGrane, B., & Powell, D. (2016). Where does the time go? Patterns of physical activity in adolescent youth. Journal of Science and Medicine in Sport, 19(11), 921–925. doi:https://doi.org/10.1016/j.jsams.2016.01.008
   Web of Science ®Google Scholar
• Belton, S., O’Brien, W., McGann, J., & Issartel, J. (2019). Bright spots physical activity investments that work: Youth-physical activity towards health (Y-PATH). British Journal of Sports Medicine, 53(4), 208–212. doi:https://doi.org/10.1136/bjsports-2018-099745
   PubMed Web of Science ®Google Scholar
• Belton, S., O’Brien, W., Meegan, S., Woods, C., & Issartel, J. (2014). Youth-physical activity towards health: Evidence and background to the development of the Y-PATH physical activity intervention for adolescents. BMC Public Health, 14(1), doi:https://doi.org/10.1186/1471-2458-14-122
   PubMedGoogle Scholar
• Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful experiences in Physical Education and Youth Sport: A review of the literature. Quest (Grand Rapids, MI), 69(3), 291–312. doi:https://doi.org/10.1080/00336297.2016.1224192
   Web of Science ®Google Scholar
• Burrows, L., O’Sullivan, M., Halbert, G., & Scott, E. (2020). The aims and outcomes challenge: Preparing physical education teacher educators and teachers for twenty-first century redesign imperatives and accountability challenges. In A. MacPhail & H. Lawson (Eds.), School Physical Education and Teacher Education, Collaborative Redesign for the 21st century (pp. 31–49). London: Routledge
   Google Scholar
• Casey, A. (2014). Models-based practice: Great white hope or white elephant? Physical Education and Sport Pedagogy, 19(1), 18–34. doi:https://doi.org/10.1080/17408989.2012.726977
   Web of Science ®Google Scholar
• Casey, A., & MacPhail, A. (2018). Adopting a models-based approach to teaching physical education. Physical Education and Sport Pedagogy, 23(3), 294–310. doi:https://doi.org/10.1080/17408989.2018.1429588
   Web of Science ®Google Scholar
• Castelli, D., & Rink, J. (2003). A comparison of high and low performing secondary physical education programs. Journal of Teaching in Physical Education, 22(5), 512–532.
   Web of Science ®Google Scholar
• Chu, T. L. (Alan), & Zhang, T. (2018). Motivational processes in Sport Education programs among high school students: A systematic review. European Physical Education Review, 24(3), 372–394. doi:https://doi.org/10.1177/1356336X17751231
   Web of Science ®Google Scholar
• Clarke, H., O’Brien, W., Issartel, J., & Belton, S. (2017). Youth physical activity towards health (Y-PATH): Meeting the needs of Irish teachers and students. PEPAYS Annual Conference.
   Google Scholar
• Coulter, M., Scanlon, D., MacPhail, A., O’Brien, W., Belton, S., & Woods, C. (2020). The (mis)alignment between young people’s collective physical activity experience and physical education curriculum development in Ireland. Curriculum Studies in Health and Physical Education, 11(3), 204–221. doi:https://doi.org/10.1080/25742981.2020.1808493
   Google Scholar
• Department of Education and Skills. (2003). Junior cycle physical education (Issue February).
   Google Scholar
• Department of Education and Skills. (2015). A Framework for the Junior Cycle. www.education.ie
   Google Scholar
• Enright, E., & O’Sullivan, M. (2010). ‘Can I do it in my pyjamas?’ Negotiating a physical education curriculum with teenage girls. European Physical Education Review, 16(3), 203–222.
   Web of Science ®Google Scholar
• Fernández-Balboa, J. M. (2009). Bio-pedagogical self-reflection in PETE: Reawakening the ethical conscience and purpose in pedagogy and research. Sport, Education and Society, 14(2), 147–163. doi:https://doi.org/10.1080/13573320902808981
   Web of Science ®Google Scholar
• Flynn, P. (2017). The learner voice research study : Research report. In NCCA. doi:https://doi.org/10.13140/RG.2.2.34477.18408
   Google Scholar
• Hallal, P. C., Andersen, L. B., Bull, F. C., Guthold, R., Haskell, W., & Ekelund, U. (2012). Global physical activity levels: Surveillance progress, pitfalls, and prospects. Lancet, 380(9838), 247–257. doi:https://doi.org/10.1016/S0140-6736(12)60646-1
   PubMed Web of Science ®Google Scholar
• Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19(3), 278–300. doi:https://doi.org/10.1080/17408989.2012.754005
   Web of Science ®Google Scholar
• Hastie, P. A., de Ojeda, D. M., & Calderón, A. (2011). A review of research on sport education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103–132. doi:https://doi.org/10.1080/17408989.2010.535202
   Web of Science ®Google Scholar
• Hastie, P. A., Rudisill, M., & Wadsworth, D. (2013). Providing students with voice and choice: Lessons from intervention research on autonomy-supportive climates in physical education. Sport, Education and Society, 18(1), 38–56.
   Web of Science ®Google Scholar
• Healthy Ireland. (2016). Get Ireland Active! The National Physical Activity Plan for Ireland. http://health.gov.ie/wp-content/uploads/2016/01/Get-Ireland-Active-the-National-Physical-Activity-Plan.pdf
   Google Scholar
• How, Y. M., Whipp, P., Dimmock, J., & Jackson, B. (2013). The effects of choice on autonomous motivation, perceived autonomy support, and physical activity levels in high school physical education. Journal of Teaching in Physical Education, 32(2), 131–148.
   Web of Science ®Google Scholar
• Kim, M. S., & Jung, J. (2019). Application of instructional alignment to promote moderate-to-vigorous physical activity during physical education. Strategies, 32(3), 12–18. doi:https://doi.org/10.1080/08924562.2019.1583619
   Google Scholar
• Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97. doi:https://doi.org/10.1016/j.tate.2003.10.002
   Web of Science ®Google Scholar
• Lai, S. K., Costigan, S. A., Morgan, P. J., Lubans, D. R., Stodden, D. F., Salmon, J., & Barnett, L. M. (2014). Do school-based interventions focusing on physical activity, fitness, or fundamental movement skill competency produce a sustained impact in these outcomes in children and adolescents? A systematic review of follow-up studies. Sports Medicine, 44(1), 67–79. doi:https://doi.org/10.1007/s40279-013-0099-9
   PubMed Web of Science ®Google Scholar
• Landi, D., Fitzpatrick, K., & McGlashan, H. (2016). Models based practices in physical education: A sociocritical reflection. Journal of Teaching in Physical Education, 35(4), 400–411. doi:https://doi.org/10.1123/jtpe.2016-0117
   Web of Science ®Google Scholar
• Lawson, H. (Ed.). (2018). Redesigning physical education. An equity agenda in which every child matters (1st ed.). London: Routledge.
   Google Scholar
• Lund, J., & Tannehill, D. (2014). Standards-based physical education curriculum development (3rd ed.). Jones & Bartlett. https://books.google.fi/books?hl = en&lr = &id = HYmOAwAAQBAJ&oi = fnd&pg = PR1&dq = curriculum+education&ots = eVhePZjyr_&sig = 1gv-jzeY0qikaixAVgzDFLewE40&redir_esc = y#v = onepage&q = curriculum model&f = false
   Google Scholar
• Lundy, L. (2007). ‘Voice’ is not enough: Conceptualising Article 12 of the United Nations convention on the rights of the child. British Educational Research Journal, 33(6), 927–942.
   Web of Science ®Google Scholar
• MacPhail, A., Halbert, J., & O’Neill, H. (2018). The development of assessment policy in Ireland: A story of junior cycle reform. Assessment in Education: Principles, Policy and Practice, 25(3), 310–326. doi:https://doi.org/10.1080/0969594X.2018.1441125
   Web of Science ®Google Scholar
• MacPhail, A., & Murphy, F. (2017). Too much freedom and autonomy in the enactment of assessment? Assessment in physical education in Ireland. Irish Educational Studies, 36(2), 237–252. doi:https://doi.org/10.1080/03323315.2017.1327365
   Web of Science ®Google Scholar
• MacPhail, A., Tannehill, D., & Goc Karp, G. (2013). Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices. Teaching and Teacher Education, 33, 100–112. doi:https://doi.org/10.1016/j.tate.2013.02.008
   Web of Science ®Google Scholar
• Martins, J., Marques, A., Peralta, M., Palmeira, A., & da Costa, F. C. (2017). Correlates of physical activity in young people: Anarrative review of reviews. Implications for physical education based on a socio-ecological approach. Retos, 2017(31), 292–299. doi:https://doi.org/10.47197/retos.v0i31.53505
   Google Scholar
• McGrane, B., Belton, S., Fairclough, S. J., Powell, D., & Issartel, J. (2018). Outcomes of the Y-PATH randomised controlled trial: Can a school based intervention improve fundamental movement skill proficiency in adolescent youth? Journal of Physical Activity and Health, 15(2), 89–98. doi:https://doi.org/10.1123/jpah.2016-0474
   PubMed Web of Science ®Google Scholar
• McGrane, B., Powell, D., Belton, S., & Issartel, J. (2018). Investigation into the relationship between adolescents’ perceived and actual fundamental movement skills and physical activity. Journal of Motor Learning and Development, 6, S424–S439. doi:https://doi.org/10.1123/jmld.2016-0073
   Google Scholar
• McGregor, D. P., Morelli, P. T., Matsuoka, J. K., & Minerbi, L. (2003). An ecological model of wellbeing. In H. A. Becker & F. Vanclay (Eds.), The international handbook of social impact assessment: Conceptual and methodological advances (pp. 108–128). New York, NY: Edward Elgar.
   Google Scholar
• McLeroy, K. R., Bibeau, D., Steckler, A., & Glanz, K. (1988). An ecological perspective on health promotion programs. Health Education & Behavior, 15(4), 351–377.
   Web of Science ®Google Scholar
• Metzler, M., McKenzie, T. L., van der Mars, H., Barrett-Williams, S. L., & Ellis, R. (2013). Health optimizing physical education (HOPE): A new curriculum for school programsPart 1: Establishing the need and describing the model. Journal of Physical Education, Recreation & Dance, 84(October 2013), 41–47. doi:https://doi.org/10.1080/07303084.2013.773826
   Google Scholar
• Morgan, P. J., & Hansen, V. (2008). The relationship between PE biographies and PE teaching practices of classroom teachers. Sport, Education and Society, 13(4), 373–391. doi:https://doi.org/10.1080/13573320802444994
   Web of Science ®Google Scholar
• National Council for Curriculum and Assessment. (2016). Short Course Physical Education: Specification for Junior Cycle (Issue June). www.ncca.ie
   Google Scholar
• National Council for Curriculum and Assessment. (2017). Physical Education Curriculum Specification: Leaving certificate. Department of Education and Skills. http://search.ebscohost.com/login.aspx?direct = true&db = sph&AN = 24616881&site = ehost-live
   Google Scholar
• National Council for Curriculum and Assessment. (2018). Senior cycle physical education framework.
   Google Scholar
• NCCA. (2017a). Junior cycle physical education short course. Guidelines for the Classroom-Based Assessment (pp. 1–27). National Council for Curriculum and Assessment. https://www.curriculumonline.ie/getmedia/bce8ddab-9592-4af4-b8bb-9a4de6bf92a0/PE_AssessmentGuidelines_Feb2017.pdf
   Google Scholar
• NCCA. (2017b). Junior cycle wellbeing guidelines. National Council for Curriculum and Assessment.
   Google Scholar
• NCCA. (2021). Wellbeing guidelines. In Guidelines for Wellbeing in Junior Cycle (Issue (Update of 2017 guidelines)).
   Google Scholar
• O’Brien, W., Belton, S., & Issartel, J. (2015a). Promoting physical literacy in Irish Adolescent Youth : The youth-physical activity towards health (Y-PATH) intervention. MOJ Public Health, 2(6), 4–9. doi:https://doi.org/10.15406/mojph.2015.02.00041
   Google Scholar
• O’Brien, W., Belton, S., & Issartel, J. (2015b). The relationship between adolescents’ physical activity, fundamental movement skills and weight status. Journal of Sports Sciences, 0414(October), 1–9. doi:https://doi.org/10.1080/02640414.2015.1096017
   Google Scholar
• O’Brien, W., Belton, S., & Issartel, J. (2016). Fundamental movement skill proficiency amongst adolescent youth. Physical Education and Sport Pedagogy, 21(6), 557–571. doi:https://doi.org/10.1080/17408989.2015.1017451
   Web of Science ®Google Scholar
• O’Brien, W., Issartel, J., & Belton, S. (2013). Evidence for the efficacy of the youth-physical activity towards health (Y-PATH) intervention. Advances in Physical Education, 03(04), 145–153. doi:https://doi.org/10.4236/ape.2013.34024
   Google Scholar
• Perlman, D., & Webster, C. (2011). Supporting student autonomy in physical education. Journal of Physical Education, Recreation & Dance, 82(5), 46–49.
   Google Scholar
• Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. doi:https://doi.org/10.1006/ceps.1999.1020
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68–78. http://www.ncbi.nlm.nih.gov/pubmed/11392867
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., Patrick, H., Deci, E. L., & Williams, G. C. (2008). Facilitating health behaviour change and its maintenance : Interventions based on self-determination theory. European Health Psychologist, 10(1), 2–5.
   Google Scholar
• Salmon, J., Booth, M. L., Phongsavan, P., Murphy, N., & Timperio, A. (2007). Promoting physical activity participation among children and adolescents. Epidemiologic Reviews, 29(1), 144–159. doi:https://doi.org/10.1093/epirev/mxm010
   PubMed Web of Science ®Google Scholar
• Sánchez-Oliva, D., Pulido-González, J. J., Leo, F. M., González-Ponce, I., & García-Calvo, T. (2017). Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. PLoS ONE, 12(12), 1–17. doi:https://doi.org/10.1371/journal.pone.0189986
   Web of Science ®Google Scholar
• Tannehill, D., Van Der Mars, H., & MacPhail, A. (2013). Building effective physical education programs. Burlington, MA: Jones & Bartlett.
   Google Scholar
• Toshalis, E., & Nakkula, M. J. (2012). Motivation, engagement, and student voice. Education Digest, 78(1), 29–35. http://search.ebscohost.com/login.aspx?direct = true&db = aph&AN = 82981814&site = ehost-live
   Google Scholar
• Wallhead, T., & O’sullivan, M. (2005). Sport Education: Physical education for the new millennium? Physical Education & Sport Pedagogy, 10(2), 181–210. doi:https://doi.org/10.1080/17408980500105098
   Google Scholar
• Whittle, R., & MacPhail, A. (2020). The PE school curriculum challenge: The shared construction, implementation and enactment of school Physical Education Curriculum. In M. A & L. H (Eds.), School physical education and teacher education: Collaborative redesign for the 21st century (pp. 112–125). London: Routledge.
   Google Scholar
• Woods, C. B., Powell, C., Saunders, J. A., O’Brien, W., Murphy, M. H., Duff, C., … Belton, S. (2018). The children's sport participation and physical activity study 2018 (CSPPA 2018), 1–108. Dublin: Sport Ireland.
   Google Scholar
• Woods, C., Moyna, N., Quinlan, A., Tannehill, D., & Walsh, J. (2010). The Children’s Sport Participation and Physical Activity Study (CSPPA Study). Report 1. https://www4.dcu.ie/shhp/downloads/CSPPA.pdf
   Google Scholar
• World Health organisation. (2018). Global action plan on Physical Activity 2018–2030: More active people for a healthier world. doi:https://doi.org/10.1016/j.jpolmod.2006.06.007
   Google Scholar
• Young, M. (2013). Overcoming the crisis in curriculum theory: A knowledge-based approach. Journal of Curriculum Studies, 45(2), 101–118. doi:https://doi.org/10.1080/00220272.2013.764505
   Web of Science ®Google Scholar