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Physical Education & Sport Pedagogy

About: Physical Education & Sport Pedagogy is an academic journal. The journal publishes majorly in the area(s): Physical education & Teaching method. Over the lifetime, 650 publication(s) have been published receiving 19838 citation(s). more


Open accessJournal ArticleDOI: 10.1080/1740898042000334890
Abstract: Concern about the growth in adolescent problem behaviours (e.g. delinquency, drug use) has led to increased interest in positive youth development, and a surge in funding for ‘after school programs.’ We evaluate the potential of youth sport programs to foster positive development, while decreasing the risk of problem behaviours. Literature on the positive and negative outcomes of youth sport is presented. We propose that youth sport programs actively work to assure positive outcomes through developmentally appropriate designs and supportive child–adult (parent/coach) relationships. We also highlight the importance of sport programs built on developmental assets (Benson, 1997) and appropriate setting features (National Research Council and Institute of Medicine, 2002) in bringing about the five ‘C’s of positive development (competence, confidence, character, connections, and compassion/caring: Lerner et al., 2000). An applied sport-programming model, which highlights the important roles of policy-makers, s... more

903 Citations

Open accessJournal ArticleDOI: 10.1080/17408980902791586
Abstract: Background: In order to design appropriate environments for performance and learning of movement skills, physical educators need a sound theoretical model of the learner and of processes of learning. In physical education, this type of modelling informs the organization of learning environments and effective and efficient use of practice time. An emerging theoretical framework in motor learning, relevant to physical education, advocates a constraints-led perspective for acquisition of movement skills and game play knowledge. This framework shows how physical educators could use task, performer and environmental constraints to channel acquisition of movement skills and decision making behaviours in learners. From this viewpoint, learners generate specific movement solutions to satisfy the unique combination of constraints imposed on them, a process which can be harnessed during physical education lessons. Purpose: In this paper the aim is to provide an overview of the motor learning approach emanating from the constraints-led perspective, and examine how it can substantiate a platform for a new pedagogical framework in physical education: nonlinear pedagogy. We aim to demonstrate that it is only through theoretically valid and objective empirical work of an applied nature that a conceptually sound nonlinear pedagogy model can continue to evolve and support research in physical education. We present some important implications for designing practices in games lessons, showing how a constraints-led perspective on motor learning could assist physical educators in understanding how to structure learning experiences for learners at different stages, with specific focus on understanding the design of games teaching programmes in physical education, using exemplars from Rugby Union and Cricket. Findings: Research evidence from recent studies examining movement models demonstrates that physical education teachers need a strong understanding of sport performance so that task constraints can be manipulated so that information-movement couplings are maintained in a learning environment that is representative of real performance situations. Physical educators should also understand that movement variability may not necessarily be detrimental to learning and could be an important phenomenon prior to the acquisition of a stable and functional movement pattern. We highlight how the nonlinear pedagogical approach is student-centred and empowers individuals to become active learners via a more hands-off approach to learning. Summary: A constraints-based perspective has the potential to provide physical educators with a framework for understanding how performer, task and environmental constraints shape each individual‟s physical education. Understanding the underlying neurobiological processes present in a constraints-led perspective to skill acquisition and game play can raise awareness of physical educators that teaching is a dynamic 'art' interwoven with the 'science' of motor learning theories. more

Topics: Learning environment (62%), Active learning (60%), Learning theory (58%) more

252 Citations

Open accessJournal ArticleDOI: 10.1080/17408980601060358
Michael Wall1, Jean Côté1Institutions (1)
Abstract: Background: Studies suggest that expert performance in sport is the result of long-term engagement in a highly specialized form of training termed deliberate practice. The relationship between accumulated deliberate practice and performance predicts that those who begin deliberate practice at a young age accumulate more practice hours over time and would, therefore, have a significant performance advantage. However, qualitative studies have shown that a large amount of sport-specific practice at a young age may lead to negative consequences, such as dropout, and is not necessarily the only path to expert performance in sport. Studies have yet to investigate the activity context, such as the amount of early sport participation, deliberate play and deliberate practice within which dropout occurs. Purpose: To determine whether the nature and amount of childhood-organized sport, deliberate play and deliberate practice participation influence athletes' subsequent decisions to drop out or invest in organized sp... more

Topics: Ice hockey (50%)

250 Citations

Journal ArticleDOI: 10.1080/17408980701282019
Abstract: Background: Large-scale coach education programs have been developed in many countries around the world to help prepare coaches for their important role. Coaches have said that they also learn to coach from experience, starting from when they were young athletes until their current coaching positions. Finally, in the last decade, Internet resources have begun to be promoted as valuable tools for learning. Most of the studies on coaches' development have focused on only one of these three ways of learning how to coach. Purpose: To explore the different learning situations in which youth ice hockey coaches learn to coach. Participants: 35 volunteer youth ice hockey coaches from five minor hockey associations in the province of Ontario, Canada. Data collection: Coaches were interviewed individually using a semi-structured interview guide. The questions asked to coaches were about their learning through formal large-scale coach education programs, their learning experiences outside of these programs starting ... more

Topics: Ice hockey (62%), Coaching (57%)

228 Citations

Journal ArticleDOI: 10.1080/17408980500466995
Abstract: Background: Despite an increasing recognition of the existence of a process of coaching, and a resulting increase in research activity, there remains a lack of a clear conceptual base for sports coaching This situation has left coaching without a clear set of concepts and principles that reflect coaching practice Purpose: The aim of this paper is to critically examine current conceptualisations of the coaching process, principally in terms of how they have been generated and their contribution to coaching knowledge By exploring models for (idealistic representations) and of (empirically based) the coaching process, this paper examines the model's nature and conceptual underpinnings, in an attempt to position them within a broader framework of understanding coaching and the coaching process Conclusions: The analysis suggests that the current set of models result in a representation of the coaching process that is often reduced in complexity and scale, and the essential social and cultural elements of t more

Topics: Coaching (70%)

220 Citations

No. of papers from the Journal in previous years

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Journal's top 5 most impactful authors

Keith Davids

15 papers, 744 citations

Mikael Quennerstedt

11 papers, 188 citations

Peter A. Hastie

11 papers, 445 citations

Leen Haerens

9 papers, 396 citations

Ann MacPhail

9 papers, 289 citations

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