Research Impact: The availability of a robust psychometric measure of students’ perceptions of core features of Sport Education will allow sport pedagogy scholars and practitioners to explore students’ experiences with Sport Education. New findings might […]
Garcia-López L. M., & Calderón, A. (2021). [Sport education pedagogical model] In: A. Pérez-Pueyo et al. (eds.) [Pedagogical models in physical education: What, how, what for and why]. León: Universidad de León.
https://buleria.unileon.es/handle/10612/13251
Calderón, A et al. 2021. Grouping Students by Skill Level in Mini-Volleyball: Effect on Game Performance and Knowledge in Sport Education. Perceptual and Motor Skills, https://doi.org/10.1177/00315125211021812
Research Impact: The book includes seven chapters of a very practical nature mainly for physical education teachers but also for coaches involved in youth sport coaching. It introduces first some conceptual considerations related to pedagogy, […]
Recently we (Antonio, Ann and Dylan) have been selected as the Faculty of Education and Health Sciences winners of the Team-Teaching Excellence Award. Despite these turbulent times, and thanks to the collective investment into this […]
Research Impact: This research aims to explore: (a) whether Technological Pedagogical Content Knowledge (TPACK) model and cooperative learning (CL) facilitate preservice teachers’ perception of TPACK and academic achievement; and (b) whether there is a relationship […]
Research Impact: The most significant conclusion drawn from this research is that teacher engagement in a learning community was paramount to these teachers’ development of effective practice when designing and teaching a models-based curriculum enhanced […]
Research Impact: This paper explores the role of teacher agency in one teacher’s enactment of a new school subject (Leaving Certificate Physical Education). The paper presents three teaching episodes whereby the process of achieving […]
Research Impact: When introducing blended learning in a (physical education) teacher education programme, we suggest designing an aligned and integrated approach structured in blocks, where all instructional components are interconnected and informing each other, enhancing […]
Research Impact: A quasi-experimental pre- and post-test mixed-methods design was followed, with a total of 163 preservice teachers from three different countries (Spain Chile and Mexico) to compare the impact of the experience of learning […]
