CRITICAL INQUIRY AND PROBLEM-SOLVING IN PHYSICAL EDUCATION

185 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The Role of Nonlinear Pedagogy in Physical Education (2007, background): “The provision of a variety of experiences accentuates the similarities and differences among games, which is the purpose of game sampling in a TGfU setting (Griffin & Sheehy, 2004).”
Towards an activist approach to research and advocacy for girls and physical education (2016, result): “These findings support the repeated recommendations of scholars in physical education that teachers need to be student-centred if they are going to better facilitate young people’s engagement (Fitzgerald and Jobling 2004; Glasby and Macdonald 2004).”
Investigating learning in physical education—a transactional approach (2011, background): “…aspects of curriculum and teaching in PE (Kirk et al., 2006) or are treated as theories of teaching in order to inform curriculum development or prescribe effective teaching strategies (cf. Kirk & Macdonald, 1998; Macdonald, 2004; Kirk, 2006; Rovegno & Dolly, 2006; Jess et al., 2008; Light, 2008).”