Discussions of physical activity in schools often focus on health-related outcomes, but there is also evidence for its integral role in academic achievement, cognition, and psychological adjustment. Written by a scientist-practitioner, Physical Activity and Student Learning explores the effects of physical activity within the broader context of educational psychology research and theory and brings the topic to a wider audience. With chapters on positive school behavior, executive function, and interventions, this concise volume is designed for any educational psychology or general education course that includes physical activity in the curriculum. This book establishes physical activity as an important part of all learning—not just physical education and recess—and will be indispensable for student researchers and both pre- and in-service teachers alike.

The first fully comprehensive review of theory, research and practice in physical education to be published in over a decade, this handbook represents an essential, evidence-based guide for all students, researchers and practitioners working in PE. Showcasing the latest research and theoretical work, it offers important insights into effective curriculum management, student learning, teaching and teacher development across a variety of learning environments. This handbook not only examines the methods, influences and contexts of physical education in schools, but also discusses the implications for professional practice. It includes both the traditional and the transformative, spanning physical education pedagogies from the local to the international. It also explores key questions and analysis techniques used in PE research, illuminating the links between theory and practice. Its nine sections cover a wide range of topics including: curriculum theory, development, policy and reform transformative pedagogies and adapted physical activity educating teachers and analysing teaching the role of student and teacher cognition achievement motivation. Offering an unprecedented wealth of material, the Routledge Handbook of Physical Education Pedagogies is an essential reference for any undergraduate or postgraduate degree programme in physical education or sports coaching, and any teacher training course with a physical education element.

This updated edition focuses on attitude and motivation as important aspects of the physical education curriculum, illustrating practical ideas and pedagogical solutions for any PE setting.

In Student Learning in Physical Education, 17 nationally recognized experts highlight the latest research on classroom instruction, curriculum development, measurement and assessment, and teacher education and show you how to apply this knowledge to your daily classroom practices. With up-to-date information on the theories and practices shaping physical education, Student Learning in Physical Education is an excellent graduate-level textbook for pedagogy courses. It's also an outstanding reference for sport pedagogy specialists and physical education administrators, district supervisors, and principals, as well as for teachers who want to enrich their classroom practices.

Psychology has an important part to play in the teaching and practice of physical education and sport, and this volume, originally published in 1972, provided a systematic and authoritative introduction to the major areas in this field at the time. The contributors, leading experts in the UK and US, cover five major areas of psychology: perception, learning, personality, motivation and emotion, focusing attention on important current research of the time, and opening up these areas for the serious student. They review controversial issues of central importance in physical education and sport, pointing to practical implications for learning, teaching and coaching. A great opportunity to read an early take on what has become a central part of physical education and sport today.

Physical education teaching and learning efforts obviously target the student. Like parents, teachers, administrators and any other directly or indirectly involved parties, students do have opinions based on their experience on their respective physical education classes and physical education in general. These opinions, or so-called attitudes, are important to research due to their potential of giving insight to the learner’s perspective, which may also serve as an authentic feedback from the student. This study investigated German secondary school students’ attitudes toward physical education. Results have the intention to reveal what attitudes towards physical education German students have and which factors influence these attitudes. The study sample contained students from the different school types Gymnasium, Realschule, and Haupt-/Werkrealschule. The students were surveyed via questionnaire that was developed based on validated research instruments from prior studies in the field. Data was analyzed integrating independent variables such as students' gender, physical education grade, grade point average, body mass index, socioeconomic status, type of school, citizenship, and the exercise and physical activity behavior of students, their parents and their peers.