Pedagogy for motivation, learning and development in physical education
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A key focus for physical education teachers, therefore, should be to create an inclusive learning environment, one that emphasises a broad range of learning outcomes, where the aims and personal benefits to the learner are explicit and where there is a clear emphasis on developing personalised learning and self-confidence. In addressing these issues, this chapter presents three alternative approaches to teaching and learning, each focusing less on the content for learning and more on the learner, their learning and their development. In an attempt to provide more detail about how this is achieved, it presents three pedagogical approaches that offer a broader perspective on teaching and learning in the physical education context: learner-centred games teaching, a mastery motivational climate and self-regulated learning. The chapter argues that for learners to become self-regulating they require a teacher who is an effective leader, one who inspires, challenges and empowers.
Gray, S., Morgan, K. and Sproule, J. (2017) 'Pedagogy for motivation, learning and development in physical education'. In: Thorburn, M. (ed.) Transformative Learning and Teaching in Physical Education. London: Routledge.
Chapter 9 in Thorburn, M. ed. (2017) Transformative Learning and Teaching in Physical Education, available at: http://dx.doi.org/10.4324/9781315625492-10.
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