| Different combinations of perceived autonomy support and control: identifying the most optimal motivating style |
28 |
| Adopting a models-based approach to teaching physical education |
27 |
| A constraint-led approach to sport and physical education pedagogy |
23 |
| Moving forward with social justice education in physical education teacher education |
14 |
| You have to find your slant, your groove:' one physical education teacher's efforts to employ transformative pedagogy |
13 |
| Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature |
13 |
| Principles of nonlinear pedagogy in sport practice |
12 |
| Conceptualising social justice and sociocultural issues within physical education teacher education: international perspectives |
12 |
| Physical education teachers' perceptions of perceived mattering and marginalization |
12 |
| Close encounters with critical pedagogy in socio-critically informed health education teacher education |
11 |
| Toward a queer inclusive physical education |
11 |
| Pedagogical principles of learning to teach meaningful physical education |
11 |
| Healthying physical education-on the possibility of learning health |
10 |
| Physical activity levels, game performance and friendship goals using two different pedagogical models: Sport Education and Direct Instruction |
10 |
| Working towards inclusive physical education in a primary school: some days I just don't get it right' |
10 |
| How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation |
10 |
| Implicit and explicit pedagogical practices related to sociocultural issues and social justice in physical education teacher education programs |
9 |
| Effects of a nonlinear pedagogy intervention programme on the emergent tactical behaviours of youth footballers |
9 |
| Looking back into trans persons' experiences in heteronormative secondary physical education contexts |
9 |
| Effectiveness of motor skill intervention varies based on implementation strategy |
9 |
| Comparing effects of a TPSR training program on prospective physical education teachers' social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica |
8 |
| Application of a constraints-led approach to pedagogy in schools: embarking on a journey to nurture physical literacy in primary physical education |
8 |
| Between exploitation and exploration of motor behaviours: unpacking the constraints-led approach to foster nonlinear learning in physical education |
8 |
| Old wine in new bottles: a response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework |
8 |
| An investigation of the relationships between the teaching climate, students' perceived life skills development and well-being within physical education |
8 |
| Different versions of assessment for learning in the subject of physical education |
8 |
| Social media and teacher professional learning communities |
8 |
| Learning to be adaptive as a distributed process across the coach-athlete system: situating the coach in the constraints-led approach |
7 |
| On practising in physical education: outline for a pedagogical model |
7 |
| Meaningful experiences in PE for all students: an activist research approach |
7 |
| Brokering and bridging knowledge in health and physical education: a critical discourse analysis of one external provider's curriculum |
7 |
| Do fitness test performances predict students' attitudes and emotions toward physical education? |
6 |
| Towards a pedagogy of love: exploring pre-service teachers' and youth's experiences of an activist sport pedagogical model |
6 |
| Developing the practising model in physical education: an expository outline focusing on movement capability |
6 |
| The role of task and ego-oriented climate in explaining students' bright and dark motivational experiences in Physical Education |
6 |
| How PETE comes to matter in the performance of social justice education |
6 |
| Negotiating the complexity of teaching: a rhizomatic consideration of pre-service teachers' school placement experiences |
6 |
| Teachers as frontline agents of integration: Finnish physical education students' reflections on intercultural encounters |
6 |
| Unspoken: exploring the constitution of masculinities in Swedish physical education classes through body movements |
5 |
| Laying the foundations for physical literacy in Wales: the contribution of the Foundation Phase to the development of physical literacy |
5 |
| Improvement in game performance and adherence after an aligned TGfU floorball unit in physical education |
5 |
| The productive effect of power: (dis)pleasurable bodies materialising in and through the discursive practices of boys' physical education |
5 |
| An investigation into the complex process of facilitating effective professional learning: CPD tutors' practices under the microscope |
5 |
| REACH Harlem: young urban boys' experiences in an after-school PA positive youth development program |
5 |
| Children's perceptions of factors that influence PE enjoyment: a qualitative investigation |
5 |
| Interaction patterns of physical education teachers in a professional learning community |
4 |
| Cooperative learning: a relevant instructional model for physical education pre-service teacher training? |
4 |
| Using meaningful experiences as a vision for physical education teaching and teacher education practice |
4 |
| 'Where do I go from here?': learning to become activist teachers through a community of practice |
4 |
| The role of the referee in physical education lessons: student experience and motivation |
4 |
