| Teaching personal and social responsibility model-based programmes in physical education: A systematic review |
22 |
| Motivational processes in Sport Education programs among high school students: A systematic review |
19 |
| The outsourcing of health and physical education: A scoping review |
17 |
| Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching |
15 |
| What happened to critical pedagogy in physical education? An analysis of key critical work in the field |
15 |
| What's in a concept? A Leximancer text mining analysis of physical literacy across the international literature |
13 |
| Hybridizing pedagogical models: A systematic review |
13 |
| The importance of novelty satisfaction for multiple positive outcomes in physical education |
12 |
| Adolescents' physical activity levels on physical education and non-physical education days according to gender, age, and weight status |
9 |
| Physical education contributes to total physical activity levels and predominantly in higher intensity physical activity categories |
8 |
| Figuring out the prevalence of fitness testing in physical education: A figurational analysis |
8 |
| Exploring a pedagogy for meaning-making in physical education |
8 |
| Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction |
7 |
| The effect of cooperative high-intensity interval training on creativity and emotional intelligence in secondary school: A randomised controlled trial |
7 |
| Lessons learned from Paralympic School Day: Reflections from the students |
7 |
| Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education |
7 |
| Effects of situational interest dimensions on students' learning strategies in physical education |
6 |
| The long-term development of volleyball game play performance using Sport Education and the Step-Game-Approach model |
6 |
| The doxa of physical education teacher education - set in stone? |
6 |
| Drawing' conclusions: Irish primary school children's understanding of physical education and physical activity opportunities outside of school |
5 |
| Giving children a voice: Exploring qualitative perspectives on factors influencing recess physical activity |
5 |
| Scaffolding student-coaches' instructional leadership toward student-centred peer interactions: A yearlong action-research intervention in sport education |
5 |
| A combined movement and story-telling intervention enhances motor competence and language ability in pre-schoolers to a greater extent than movement or story-telling alone |
5 |
| Researching social justice and health (in)equality across different school Health and Physical Education contexts in Sweden, Norway and New Zealand |
5 |
| School-based physical activity opportunities in PE lessons and after-school hours: Are they associated with children's daily physical activity? |
4 |
| Attaining the Active School Flag: How physical activity provision can be enhanced in Irish primary schools |
4 |
| Accelerometer-determined physical activity of children during segmented school days: The Shanghai perspective |
4 |
| The impact of a special school placement on self-perceptions of confidence and competence among prospective PE teachers |
4 |
| Primary Physical Education: A memetic perspective |
4 |
| Religion as an other(ed) identity within physical education: A scoping review of relevant literature and suggestions for practice and inquiry |
4 |
| The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts |
4 |
| Primary physical education: Shifting perspectives to move forwards |
4 |
| Physical education' in early childhood education: Implications for primary school curricula |
4 |
| The Lieberman-Brian Inclusion Rating Scale for Physical Education |
3 |
| Physical education in Aotearoa New Zealand primary schools: Teachers' perceptions and policy implications |
3 |
| Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education |
3 |
| A test of common content knowledge for gymnastics: A Rasch analysis |
3 |
| Moral development and sporting behavior in sport education: A case study of a preservice teacher with a coaching orientation |
3 |
| Exploring situational interest sources in the French physical education context |
3 |
| How does knowledge about the criteria for an upcoming test relate to adolescents' situational motivation in physical education? A self-determination theory approach |
3 |
| Pupils' experiences of autonomy, competence and relatedness in 'Move for Well-being in Schools': A physical activity intervention |
3 |
| Exploring common stressors in physical education: A qualitative study |
3 |
| Socio-critical research on teaching physical education and physical education teacher education: A systematic review |
3 |
| A cross-cultural validation of the controlling teacher behaviours scale in physical education |
3 |
| Origins of perceived physical education ability and worth among English adolescents |
3 |
| Comparing teaching approaches in two student-designed games units |
2 |
| Instructional and learning outcomes in China and the USA as policy implications |
2 |
| In search of a critical PETE programme |
2 |
| Social class and the emergent organised sporting habits of primary-aged children |
2 |
| Elementary physical educators' positioning in teaching English language learners |
2 |
