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Education Sciences
Special Issues
Empowering the Next Generation: Fostering Physical Education through Effective Pedagogy
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Empowering the Next Generation: Fostering Physical Education through Effective Pedagogy

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 February 2025) | Viewed by 2635

Special Issue Editors

Dr. Wendy Barber

E-Mail Website
Guest Editor
Faculty of Education, Ontario Tech University, Oshawa, ON, Canada
Interests: physical education pedagogy; teacher education; inclusion; assessment and evaluation; technology
Dr. William Walters

E-Mail Website
Guest Editor
Department of Education, St. Francis Xavier University, Antigonish, NS, Canada
Interests: physical education pedagogy; teacher education; physical literacy

Special Issue Information

Dear Colleagues, 

This special edition aims to interrogate and explore the dynamic elements that contribute to high quality physical education (PE) pedagogy, for teachers, pre-service teachers and physical education students. The philosophical framework is based on an inclusive, accessible approach to design, implementation and assessment of innovative physical education programs. The editors aim to frame the journal submissions around (i) an empowering approach that encourages students’ choice and voice in activities, (ii) the development of PE classes that offer multiple points of access through a variety of movement patterns and levels of physical literacy, (iii) the critical importance of tapping in to learners’ internal motivation and joy of movement and (iv) the social, affective relationships that develop when moving in non-competitive, safe spaces. Authors are encouraged to submit recent research or ongoing project summaries that inspire critical reflective thinking in areas of PE pedagogy, PE teacher education (PETE), equity diversity and inclusion, assessment and evaluation in PE, PE competencies, technology and innovation, quality PE, student experiences in PE, and program planning.

Backman, E., Tolgfors, B., Nyberg, G. & Quennerstedt, M. (2023) How does physical education teacher education matter? A methodological approach to understanding transitions from PETE to school physical education. Physical Education and Sport Pedagogy,28(4),411–424.

Chiva-Bartoll O. & Fernández-Rio, F.J. (2021) Advocating for service-learning as a pedagogical model in physical education: Towards an activist and transformative approach. Physical Education and Sport Pedagogy, 27(5), 545–558.

We look forward to receiving your contributions.

Dr. Wendy Barber
Dr. William Walters
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • pedagogy
  • physical education
  • PETE (Physical Education Teacher Education) physical education movement competencies
  • assessment and Evaluation
  • curriculum design
  • innovation
  • digital technology in PE
  • equity diversity inclusion in PE

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

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20 pages, 296 KiB  
Article
Feelings, Realizations, and Reflections of a Female Physical Education Teacher Confronting Experiences of Institutional(ized) Gender Inequality: An Autoethnography
by Kathleen J. Lockyer and Daniel B. Robinson
Educ. Sci. 2025, 15(4), 441; https://doi.org/10.3390/educsci15040441 - 31 Mar 2025
Viewed by 46
Abstract
This autoethnographic study intertwines personal experience with scholarly inquiry, inviting a deep exploration of the lived experiences and realities of a female physical education (PE) teacher. Wonderings about identities, conformity to masculine norms, and proving oneself to staff and students led to a [...] Read more.
This autoethnographic study intertwines personal experience with scholarly inquiry, inviting a deep exploration of the lived experiences and realities of a female physical education (PE) teacher. Wonderings about identities, conformity to masculine norms, and proving oneself to staff and students led to a review of relevant literature, journal entries, and meaningful conversations with critical friends. Through analysis and coding of emotions and reoccurring events, five themes emerged: male teaching partners and colleagues; student interactions; interactions with parents; administrative and peer support; and outside organizations. The results acknowledge the intricate interplay between self, society, PE environments, and culture. It is our hope that these reflections and realizations will connect with other women (and men) in the PE field and ignite further contemplation, conversation, and action. This, with the goal of contributing to necessary efforts to strive towards more inclusive and empowering experiences for female PE teachers. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Fostering Physical Education through Effective Pedagogy)
11 pages, 1698 KiB  
Article
Fostering Competence and Autonomy in High School Physical Education Classes: An Exploration of Intricate Relationships
by Matt Alexander Taylor and Kevin John MacLeod
Educ. Sci. 2024, 14(8), 850; https://doi.org/10.3390/educsci14080850 - 6 Aug 2024
Viewed by 1446
Abstract
This study addresses concerns surrounding the assessment of competence through various fitness tests in physical education, specifically assessments misaligning with the conceptualization of physical literacy. The study aimed to deductively analyze student assessment experiences with principles of self-determination theory, focusing on the role [...] Read more.
This study addresses concerns surrounding the assessment of competence through various fitness tests in physical education, specifically assessments misaligning with the conceptualization of physical literacy. The study aimed to deductively analyze student assessment experiences with principles of self-determination theory, focusing on the role of competence in supporting autonomy. Particular instruments, such as the vertical jump and 30 m sprint tests, observed high levels of student preference and perceived significance. Interestingly, while the multistage fitness test was identified by students as a reliable indicator of physical fitness, it garnered limited student selection. While specific movement recommendations are not outlined, the findings underscore several noteworthy considerations. Notably, various factors influence student choices in student-selected fitness assessments, and purpose-driven fitness assessments can contribute to student motivation. The study’s insights provide valuable guidance for structuring physical education programs to foster engagement and autonomy among students. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Fostering Physical Education through Effective Pedagogy)
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Review

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31 pages, 1664 KiB  
Review
Technology-Enhanced Pedagogy in Physical Education: Bridging Engagement, Learning, and Lifelong Activity
by Alexandra Martín-Rodríguez and Rubén Madrigal-Cerezo
Educ. Sci. 2025, 15(4), 409; https://doi.org/10.3390/educsci15040409 - 25 Mar 2025
Viewed by 259
Abstract
The integration of technology into physical education (PE) has grown significantly in recent years, aiming to enhance student engagement, learning outcomes, and long-term adherence to physical activity. This study aims to critically examine the impact of technology-enhanced pedagogy in PE by reviewing the [...] Read more.
The integration of technology into physical education (PE) has grown significantly in recent years, aiming to enhance student engagement, learning outcomes, and long-term adherence to physical activity. This study aims to critically examine the impact of technology-enhanced pedagogy in PE by reviewing the latest research on digital tools used in teaching and learning. Specifically, it explores how these technologies affect student engagement, knowledge retention, motor skill development, and self-regulated learning. Additionally, it seeks to identify potential barriers and strategies for optimizing their implementation in PE curricula. This study conducts a literature review, applying thematic analysis to categorize findings into key areas such as wearable technology, gamification, virtual and augmented reality, and artificial intelligence in physical education. Focused on the literature published between 2010 and 2025, it was conducted using academic databases such as PubMed, Scopus, and Web of Science. Finally, 151 articles were selected involving data extraction and qualitative synthesis of findings. Inclusion criteria encompassed peer-reviewed empirical studies, systematic reviews, and meta-analyses that investigated the application of technology in PE. The findings suggest that integrating technology into PE enhances motivation, engagement, motor skills, tactical understanding, and cognitive learning. However, issues such as digital inequality, lack of teacher training, and ethical concerns regarding student data collection pose significant challenges to widespread adoption. Also, this review identifies critical gaps and ethical considerations in the use of technology in PE, offering practical recommendations for its effective integration. Technology-enhanced pedagogy in PE offers numerous advantages, but its success depends on proper implementation, adequate teacher training, and equitable access to resources. However, this study is limited by the variability of methodologies across the reviewed studies, which may impact the generalizability of the findings. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Fostering Physical Education through Effective Pedagogy)
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