PLT4M
JUNE 7, 2022
In this article, Sean explores motivational theories in physical education. Understanding Motivational Theories in Physical Education Often the responsibility for motivation is placed solely on the student in physical education (PE) classes. Sean Fullerton is a former secondary physical education teacher and current Ph.D.
Learning Through Sport
OCTOBER 10, 2021
There is limited evidence of sport teaching in physical education transferring to physical activity participation 'beyond the school gate' in any numerical sense of significance. Teaching for understanding argument. Affective – the argument that focussing on the positive affect of movement will motivate continued participation.
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Reinventing the Game
AUGUST 27, 2021
The amount of administration to support teaching seems to have almost overwhelm actual direct teaching matters. Do we need more space and time to think of teaching and learning? It is space and time that comes with joy and satisfaction in teaching and learning for teachers. So recently, it has been crazy.
Arizona Health and Physical Education
JULY 21, 2023
The beginning of the school year is always a time of anticipation and excitement about what we are going to teach, maybe unpacking new equipment, meeting new students and figuring out the ‘specials’ schedule. What teaching strategies can we use to help our students enjoy physical education class? Simple right? Simply put, visuals!
PLT4M
SEPTEMBER 20, 2022
Teachers should create motivating environments that accommodate diverse learning abilities. Autonomy, relatedness , and competence are the three psychological needs that make a person more self-determined (Ryan & Deci, 2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. References: Colquitt, G.,
PLT4M
JULY 19, 2022
Technology can be useful at enhancing teaching and learning in physical education by increasing physical activity (PA) levels (Melton et al., 2015), motivation (Melton et al., Specific teaching strategies to accompany technology can be helpful for teachers to ensure efficacy. 2015) and motor performance (O’Loughlin et al.,
Reinventing the Game
OCTOBER 23, 2020
A part of the teacher tension in approaching is exactly that, i.e. the tension created by teachers for themselves in wanting to ‘teach’ in PE and not just present experiences. At every point in a teaching scenario, including before and after, the ideal situation will be a constant questioning of what we doing.
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