Exploring physical education teachers' awareness of observed teaching behaviour within pedagogies of affect

Teraoka, Eishin and Kirk, David (2022) Exploring physical education teachers' awareness of observed teaching behaviour within pedagogies of affect. Physical Education and Sport Pedagogy. pp. 1-13. ISSN 1740-8989 (https://doi.org/10.1080/17408989.2022.2028761)

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Abstract

Affective learning has been recognised increasingly as a significant outcome of physical education. This focus on the affective domain comes at a time when there is increasing concern about health and wellbeing of children and young people and, in particular about the rising prevalence of mental health issues. The literature established that a number of approaches that could produce affective learning outcomes that may offer a positive contribution to children and young people’s health and wellbeing. These approaches to physical education could be characterised as pedagogies of affect. One underpinning theory informing pedagogies of affect is Self-Determination Theory (SDT). Pedagogical research grounded in SDT has shown the significance of need-supportive teaching behaviour in physical education as it has a direct impact on pupils’ positive affective learning outcomes. However, little has been known about what is happening right before need-supportive teaching behaviour occurs during class.

ORCID iDs

Teraoka, Eishin and Kirk, David ORCID logoORCID: https://orcid.org/0000-0001-9884-9106;
  • Item type:Article
    ID code:79605
    Dates:
    Date
    Event
    3 February 2022
    Published
    3 February 2022
    Published Online
    13 December 2021
    Accepted
    Keywords:self-determination theory, self-confrontation interview, Scotland, mental health, active domain, Theory and practice of education, Education, SDG 3 - Good Health and Well-being
    Subjects:Education > Theory and practice of education
    Department:Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
    Depositing user: Pure Administrator
    Date deposited:15 Feb 2022 10:53
    Last modified:18 May 2023 01:23
    URI:https://strathprints.strath.ac.uk/id/eprint/79605
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