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Sport Education is recognized as a pedagogical model that teachers can use to facilitate meaningful experiences for their students in physical education, however, significantly less is known about its application for students with disabilities. This dearth of scholarship provides a rationale for this article, which includes a discussion of how Sport Education can promote meaningful experiences under ideal implementation. Alternatively, when it is not implemented with intentionality, it can become a cautionary tale of physical education that is less meaningful for students with disabilities. Appropriate supports, accommodations, modifications, and the addition of a student-performed, equity officer role, will likely help students with disabilities have more meaningful experiences within the Sport Education model. [ABSTRACT FROM AUTHOR]

While the meaningful physical education approach serves as a unifying and focused framework for both physical education teachers and teacher educators, it is focused on teaching physical education and not how teacher educators can teach pre-service teachers (PSTs) how to teach using meaningful physical education. Consequently, Learning about Meaningful Physical Education (LAMPE) has emerged as a comprehensive pedagogical approach designed to support teacher educators in their decision making to educate PSTs about meaningful physical education. However more work is needed to exemplify PETE practices when enacting the LAMPE pedagogical principles and explain their effectiveness in preparing PSTs to learn about meaningful physical education. This research aims to address the knowledge gap in answering: What are the realities of enacting principle four of the LAMPE principles (i.e. Teacher educators should frame learning activities using features of meaningful participation) in PETE? Rather than providing the already agreed critical features of meaningful physical education (i.e. social interaction, challenge, motor competence, fun, and personally relevant learning), and reproducing what is already known, Dylan engaged in a self-study of teacher education practices (S-STEP) methodology to inductively co-construct a shared language with his PSTs. Data was collected through different sources: (i) Four community of learners meetings; (ii) 11 reflective journal entries; (iii) Critical friends interrogation on such reflections; and (iv) the teaching artefacts. Through data analysis, three categories were constructed: (1) Inductive disruption encouraging co-construction of meaningful physical education features; (2) Tensions in developing a shared language through identification, exploration, experience, and reflection; (3) An uncomfortable space of ‘knowing’ and ‘not knowing’. The inductive analysis led us to make connections to Biesta, G.’s [2014. The Beautiful Risk of Education. Paradigm Publishers] notion of ‘weak education’. Informed by this, this research advocates for ‘weak practice’, the development of a pedagogy of teacher education, and a principle zero. [ABSTRACT FROM AUTHOR]

This manuscript presents the definition, implementation, and validation of a new rubric for assessing and improving meaningful physical education activities in tertiary education: the Rubric for Meaningful Physical Education Assessment (MEANPE). We present the rubric's validation based on twelve international external experts' appraisals, and on the perception of 250+ pre-service teachers (PST). The manuscript presents the validity, correspondence, formulation and appropriateness of the indicators and their levels. We found that there are statistically significant [ABSTRACT FROM AUTHOR]

This manuscript presents the definition, implementation, and validation of a new rubric for assessing and improving meaningful physical education activities in tertiary education: the Rubric for Meaningful Physical Education Assessment (MEANPE). We present the rubric's validation based on twelve international external experts' appraisals, and on the perception of 250+ pre-service teachers (PST). The manuscript presents the validity, correspondence, formulation and appropriateness of the indicators and their levels. We found that there are statistically significant differences in student scores between the pre- and post-implementation, suggesting that the MEANPE rubric is a valid and reliable instrument with which to assess meaningful physical activities in primary school classes.

Educational discourse is becoming increasingly globalized. This trend is particularly pronounced in the area of assessment, where notions of accountability, comparability, and competition have become prevalent in many countries. Scholars have critiqued this trend. They contend that global assessment discourse provides educators with decontextualized terms and concepts for teaching, which have little connection to the lives of learners. The specific purpose of the paper is to critically consider the encounter between global PE assessment discourse and local educational traditions. The International Association for Physical Education in Higher Education (AIESEP) position statement on physical education assessment is taken as a case of global assessment discourse and is considered in relation to Swedish physical education traditions. Robertson's [(1995). Time-space and homogeneity-heterogeneity. In M. Featherstone, S. Lash, & R. Robertson (Eds.), Global modernities. Sage] notion of glocalization is employed as a theoretical perspective. We begin our consideration by outlining general tenets of the position statement and of Swedish physical education. We then examine areas of synergy and tension. This examination is structured according to six issues: (1) rationales for assessment; (2) underlying views of learning; (3) teachers' role in teaching and assessment; (4) positioning of students; (5) understandings of subject content, and; (6) the ways in which contextual conditions are framed. Using a glocalization perspective, we raise three issues that have a strong bearing on the encounter between global discourse and local educational traditions and which provide insights into how assessment discourse within PE can be understood. These issues concern: (1) the risk of local educational traditions being appropriated by global assessment discourse; (2) the relation between assessment homogeneity and local diversity; and (3) meaningful PE practices. The paper is concluded with general reflections concerning implications for research and practice. [ABSTRACT FROM AUTHOR]

This self-study research focuses on one teacher educator's experience of learning to enact a pedagogy of facilitating teachers' professional development (PD) through a community of practice (CoP) for teachers who were learning to use the Meaningful Physical Education (PE) approach. Twelve teacher participants with a range of experience levels were supported through a CoP in learning about and implementing the approach in their classrooms across two school years. These teachers had no prior connection to the teacher educator; they were voluntary participants who showed an interest in learning about Meaningful PE. The role of the teacher educator, who was conducting this research as part of a university-affiliated research project, was to facilitate CoP meetings while simultaneously collecting data on teachers' implementation of Meaningful PE. Identity theory is used to make sense of the facilitator's experience of learning to enact a pedagogy of facilitation. Qualitative data sources include: researcher reflective journal; teacher interviews; CoP meeting transcripts; and non-participant observations in teachers' classrooms. Three themes are highlighted: (1) the facilitator's experience of developing an identity as a facilitator of PD, (2) aligning a personal pedagogical philosophy with practice, and (3) navigating the unexpected. This study highlights the role of self-study research in helping the beginning facilitator of teachers' PD understand their sense of self and identity and navigate the tensions associated with learning to take on a new role. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore learners' experiences enacting youth/student voice pedagogies (SVP) to promote Social and Emotional Learning (SEL) and meaningful physical education (MPE) in an alternative education setting. Drawing on social constructivist learning theory in understanding and implementing a MPE approach, and a systemic framework for SEL, two research questions guided the research process: (1) How did students interpret and enact these pedagogies? (2) What contribution did the enactment of these pedagogies have in promoting SEL and MPE? This study implemented a qualitative case study design framed by a participatory action research (PAR) approach spanning 12 weeks from February to May 2021. Participants in this study included 16 ninth grade alternative high school students (eight girls/eight boys) aged 14–15 who had just returned to face-to-face learning in January 2021 for the first time following COVID-19. A range of traditional and innovative participatory qualitative research methods including focus group interviews, students' personal biographies, timelines, digital and written reflections, photovoice, and class artifacts were utilized. The Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented involving both deductive and inductive combinations of comparative and thematic analysis. The following themes were constructed: Making responsible decisions; unearthing and sharing mixed emotions; picturing physical activity beyond the classroom; recognizing the role of relationships; considering challenge and competence; and, pursuing meaning. Findings demonstrate how enacting SVP can lead to the development of students' SEL and MPE experiences complimenting multiple learning domains. We call for further embedding of SVP capturing students' physical activity and movement experiences inside and outside of PE in teacher education and professional development that helps teachers and their students make sense of, shape, influence, and enact more MPE and physical activity learning experiences.

Drawing on social constructivist learning theory and a conceptual framework for meaningful physical education (MPE), the purpose of this self-study was to present and explore how one teacher-researcher (TR) evolved their approach to implementing pedagogy promoting MPE in an alternative secondary/high school education setting. Utilizing self-study, data were collected before, during, and after twenty 75-minute lessons over 15 weeks. One critical friend interview, 20 post-teaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman and Saldana Framework for Qualitative Data Analysis (2014) was implemented, with thematic analysis then applied. The following themes were constructed: bringing the fun; steering between sparkling and sensitive social interactions; co-creating and reconsidering challenge; monitoring movements toward motor competence; and pursuing personal relevance in physical activity. Findings demonstrate the TR's explicit and intentional efforts to better implement the concept of MPE within their planning and pedagogy to develop a better understanding of what this looked like in practice and the role each feature played in teaching and learning. Utilizing and promoting democratic and reflective practices led the TR to consider and apply these features more frequently and readily to better teach knowledge, attitudes, and skills to their students through the conceptual lens of MPE. The experiences presented and discussed demonstrate the benefit of doing so not just for the TR's evolving approach to teaching and learning in physical education, but indeed for the learning of their students, researchers, and other practitioners too. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore learners' experiences enacting youth/student voice pedagogies (SVP) to promote Social and Emotional Learning (SEL) and meaningful physical education (MPE) in an alternative education setting. Drawing on social constructivist learning theory in understanding and implementing a MPE approach, and a systemic framework for SEL, two research questions guided the research process: (1) How did students interpret and enact these pedagogies? (2) What contribution did the enactment of these pedagogies have in promoting SEL and MPE? This study implemented a qualitative case study design framed by a participatory action research (PAR) approach spanning 12 weeks from February to May 2021. Participants in this study included 16 ninth grade alternative high school students (eight girls/eight boys) aged 14-15 who had just returned to face-to-face learning in January 2021 for the first time following COVID-19. A range of traditional and innovative participatory qualitative research methods including focus group interviews, students' personal biographies, timelines, digital and written reflections, photovoice, and class artifacts were utilized. The Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented involving both deductive and inductive combinations of comparative and thematic analysis. The following themes were constructed: Making responsible decisions; unearthing and sharing mixed emotions; picturing physical activity beyond the classroom; recognizing the role of relationships; considering challenge and competence; and, pursuing meaning . Findings demonstrate how enacting SVP can lead to the development of students' SEL and MPE experiences complimenting multiple learning domains. We call for further embedding of SVP capturing students' physical activity and movement experiences inside and outside of PE in teacher education and professional development that helps teachers and their students make sense of, shape, influence, and enact more MPE and physical activity learning experiences., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Howley, Dyson, Baek, Fowler and Shen.)