Investigating learning in physical education—a transactional approach

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Pedagogical principles that support the prioritisation of meaningful experiences in physical education: conceptual and practical considerations (2021, background): “…field (or other site of movement); objects such as balls, nets, or apparatus, and; the tasks that represent subject matter and the role of movement in the pupil’s lived experience and surrounding sociocultural context (Quennerstedt, Almqvist, and Öhman 2011a; Quennerstedt, Öhman, and Öhman 2011b).”
What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework (2017, background): “For example, in his classic work, Sparkes (1987) illustrated vividly the adept ways in which PE teachers managed to give the impression of being compliant with system requirements by adopting what he termed ‘strategic rhetoric’, while actively maintaining their personal – and often opposing – belief”
Pedagogical principles of learning to teach meaningful physical education (2018, background): “Individual meaning interpretations are also influenced by social and institutional dimensions which allow for commonalities across meaningful experiences among participants (Quennerstedt, Öhman, and Öhman 2011).”