A Guide for Engaging Girls in Physical Literacy - PowerPoint Presentation

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A Guide for Engaging Girls in Physical Literacy

Written By Amanda Lange

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Table of Contents

Introduction.............................................................................1    

A Bit About Me.................................................................................1  

Background..............................................................................3  

Purpose and Justification..................................................................3  

Curricular Competencies.........................................................4

Curricular Factors.....................................................................5 

Variety and Choice............................................................................6  

Skill Development that Leads to Mastery and Competence.............8

Autonomy for Students.....................................................................10Big Ideas & Core Competencies...............................................12Non-Curricular Supports..........................................................13Relationships.....................................................................................14Music, Instructional Tools and Technology........................................15Physical Space....................................................................................16Class Composition..............................................................................17Body Image........................................................................................18Lesser Known Games Explained...............................................19Resources & Websites..............................................................20Conclusion................................................................................22Personal Reflections & Notes...................................................23References................................................................................24

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Introduction

     I have been teaching on Vancouver Island for the past fourteen years and have always felt strongly about engaged learning.  I value students connecting with me, and each other in meaningful ways.  When we are engaged and connected, the task at hand becomes more meaningful, and therefore more powerful. 

     It has become apparent to me in my teaching that adolescents have become increasingly withdrawn in Physical Education, especially young girls.  I was involved in a five year study with Dr. Sandra Gibbons from the University of Victoria looking at young women and Physical Activity.  Through this study and my personal teaching experiences, I became interested in researching how Physical Educators can meet the needs of adolescent girls to actively engage them in Physical Literacy.

    For the past three years, my friend and colleague

Jina

Taylor and I have been organizing and hosting an event called "be you, BE ACTIVE".  This event is held for one day in May in the village of Cumberland.  Over twenty-five volunteers come from all over the Valley to act as presenters and facilitators for the sessions they are passionate about, and all of the grade 8 girls throughout School District 71 attend.  The day begins with all participants in the gym for

zumba

and ends together again for a cool down and stretch with a guest speaker. 

     The day is made up of sessions for which the girls sign up ahead of time.  They are given opportunities to try new activities that they may not get to participate in on a regular basis in hopes that they will be inspired to continue their participation.  We are able to offer mountain biking, hiking, rock climbing, tennis, running, hip hop and contemporary dance,

zumba toning and zumba line dancing, drums alive, belly dancing, boot camp, pilates, yoga, nutrition classes, martial arts, self defense, hula hoopla and MovNat.  The day is an excellent opportunity for a community of volunteers and young women to come together and experience new activities and build friendships, relationships and a sense of community in a safe and encouraging space.     ….........................................................................................….........................................................................................     I hope that, through events like "be you, BE ACTIVE", my own teaching and this Handbook,  I can help facilitate the increased engagement and participation of young women and that you will help to make this happen.

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Introduction Cont'd

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     This handbook has been designed with teachers in mind.  It is to be a useful tool for anyone who is teaching Physical Education and especially non-specialist teachers as it will provide numerous ideas and suggestions for activities and strategies that may be unfamiliar or forgotten about as well as new things to try.

     While the focus of my research has been done on adolescent girls the ideas that I have put into this handbook will be beneficial to all students regardless of age and gender.  Throughout the handbook you will find information from the research I have done, how the BC curriculum ties in and suggestions on how to achieve these recommendations in a user friendly way.

    There are strategies listed to meet students at various skill and ability levels and many of the games and activities can be modified to include even primary students. Towards the end of the handbook you will find examples of a few of the lesser known activities as well as a list of websites and apps that have terrific information for PE teachers.  The app PE Games is inexpensive and has over 200 games that can be played with students of all ages.  The websites listed also have games as well as resources that can be purchased and lots of ideas that can be used in everyday lesson planning.

     I have also included a blank page for you to add in any of your own thoughts, reflections, notes and resources.  It is my hope that as you try to incorporate ideas from this handbook that you will expand your repertoire of practice and be able to keep track of progress here so that you may come back to it as needed.

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Background

Purpose of the Study

   

 My goal as a Physical and Health Educator is to facilitate the development of people who will be active for life.  People who are active for life first need to be active as adolescents.  Many young women are not reaching the recommended levels of daily physical activity.  In fact, as girls' transition from elementary school to middle school, their engagement levels drop off even further.  

     Doolittle (2006) identified middle school as the most crucial time to develop long-term relationships with physical activities.  She found the most effective programs offer as much variety as possible and that adolescents begin to drop out when they change interests, are not having fun, feel incompetent, don't get along with others, and when too much emphasis is placed on winning.  She also stressed that students' feelings and emotional attachments matter.

Justification of the Study

     Myriad research has been done on motivational factors in Physical Education (PE); but little has been done to determine exactly what factors must be present to ensure that female adolescents actively engage in physical activity (PA) both in Physical and Health Education (PHE) and outside of school.  The aim of my study was to determine how Physical Educators can engage girls in meaningful participation in PHE.  

     When people are physically active, the health benefits are tremendous.  If girls are comfortable in their physical abilities and successful, they are more likely to remain active into adulthood and are less likely to become a drain on the medical system.  When people exercise, it increases their energy levels and helps them stay focused in other areas as well; such as mental focus and well-being.

     Having a list of ideas and suggestions for you to help facilitate meaningful engagement for girls in PHE is invaluable, especially because many of the suggestions you will find in this handbook are transferable to all genders. By identifying the elements that need to be present in PHE classes we can potentially reverse the negative trend of unengaged adolescent girls.

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Curricular Competencies

     Below you will find a list of the "Curricular Competencies" for each grade level which complement the research and can be met with the examples and strategies laid out and can be found in the Curricular Factors section of the handbook.

Primary (K-3) Physical Education

:

Participate in daily physical activity to develop movement skills for physical literacy.

Develop and apply a variety of fundamental movement skills in a variety of activities and environments.

Use non-locomotor movements (balance, bend, twist, lift).

Use locomotor movements (roll, jump, hop, run, gallop).

Be able to manipulate equipment (bounce, throw, catch, kick, strike).

Intermediate (4-7) Physical Education:Participate in daily physical activity at moderate to vigorous levels.Develop and apply a variety of fundamental movement skills in a variety of activities and environments.Develop non-locomotor movements (balance, bend, twist, lift).Develop locomotor movements (roll, jump, hop, run, gallop).Be able to manipulate equipment (bounce, throw, catch, kick, strike).Secondary Physical Education:Participate in daily physical activity to enhance and maintain health components of fitness.Develop, refine and apply a variety of fundamental movement skills in a variety of activities and environments.Develop and apply movement concepts and strategies in different physical activities.Demonstrate proper technique of non-locomotor movements (balance, bend, twist, lift).Demonstrate proper technique of locomotor movements (roll, jump, hop, run, gallop).Demonstrate proper manipulation of equipment (bounce, throw, catch, kick, strike)..................................................................................4

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Curricular

Factors

     Although the BC Ministry of Education has laid out explicit curriculum to be covered in various years of Physical and Health Education, it has given  BC teachers the autonomy to choose how to deliver this curriculum as they see fit. Research I have done provides evidence to support delivery of this curriculum in ways that offer variety and choice, skill development that leads to mastery and competence, and autonomy for students.  

     In this section of my handbook I will go into detail describing what these curricular factors look like and provide examples and suggestions for how teachers can integrate them into their teaching.

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Variety and Choice

The Research Says:

Providing students with as much variety as possible and offering choice when feasible is indicative of engagement and motivation in PE and PA

Choice provides a sense of control and is empowering

Female students are more motivated when they are able to choose the activities they participate in

To increase choice, use alternate activities

Activities that are new to participants help ensure a more level playing field and are less likely to lead to exclusion and to perceived incompetence

Examples:

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..........................................................................................Raquet Sports: badminton, tennis, pickleball, table tennisStriking Games: softball, tennis baseball, cricket, 360 degree baseball, California kickballInvasion/Territory Games: soccer, basketball, ultimate frisbee, football, rugby, lacrosse, field hockey, floor hockey, ringetteForest Games: sardines, foxes & hounds, virus, hunger games, capture the flag, hide and seekNet Games: volleyball, spikeball, rebounderRecreational Activities: croquet, bocce, frisbee toss, golf, archery, bowling, lawn bowling

Individual Activities:

walking, hiking, yoga,

pilates

, kayaking, canoeing, gymnastics, weight training, boot camp, cross fit, belly dancing, running, biking, circuits, track & field, rock climbing, swimming, skating,

zumba

, step aerobics

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Examples Cont'd

Team Building Activities

: name grab tag, impulse names, psychic handshake, two truths and a lie, what do we have in common?, group juggling, moonball, sharks & swimmers, negotiation, hula hoop challenge, pass the toxic waste, micro villages, chuck the chicken, the clock, circle walk, hospital tag, quick shuffle, up chuck, catch as catch can, electricity, tarps, lap sit, balance me, yurt circle, trust lean

Minor Games

: skittles, dodgeball, tag games, gold rush, star wars,

omnikin

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Skill Development for Mastery and Competence

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The Research Says

:

Perceived competence is a powerful predictor of engagement in PE so teachers must provide opportunities for improvement

Teachers must allocate much more time to skill practice for mastery to ensure competence

Use of developmentally appropriate equipment in PE can help improve motor skills

Mastery of fundamental movement skills (motor skills, object control skills, and balance skills) are critical as they are the building blocks for future, more advanced movement sequences

Task adaptations and modifications with regard to abilities and offering extra help and time for practice lead to skill mastery

The biggest barrier to competence is never having been taught the skillsThe use of positive feedback can help enhance perceived competencePositive performance feedback increases intrinsic motivation and negative performance feedback decreases intrinsic motivationFor intrinsic motivation to be present, people must experience competenceThe division of those who like PE and those who don't isn't boys versus girls, it is boys and girls who feel competent and boys and girls who do not….........................................................................................Strategies & ExamplesStart with the Basics: break down skills in to fundamental movements and focus on one skill at a time; gradually adding more complex skills.Master one skill at a time

: before changing skills or drills, make sure students have had enough time to become proficient in the task at hand. (This may mean you will need to have different students working on different tasks to meet abilities.)

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Strategies & Examples Cont'd

Adapt & Modify Equipment

: Use different equipment to meet skill levels. 

With beginners, try lighter or larger balls, then gradually work towards using the intended ball.

Use a tennis racquet or cricket bat to begin batting games.

Use smaller court sizes in the beginning. 

Lower the nets in volleyball and basketball when first starting.

Adapt & Modify Games and Activities

: It is important to make sure that the game or activity you are teaching matches the skill levels of your students.Teaching Games for Understanding emphasizes the break down of games into separate skills that can be mastered before moving on.  For example: start a basketball unit by teaching the three types of passing (chest, bounce, overhead); then, in a culminating game, only allow passes to be used to get from one end of the court to the other. Scoring happens when someone passes the ball over the end line to a team mate who successfully catches the ball.  This tactic eliminates the skills of dribbling and shooting and ensures that students understand how to effectively pass and receive the ball before adding a new skill.  The following day dribbling can be taught and the new culminating game for the day will incorporate this new skill.

Small-sided games ensure that students are getting more time involved in play and spend less time watching.Breaking groups into similar skill level will increase participation and help build competence.9 

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Autonomy for Students

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The Research Says:

Making learning student-centered provides a sense of ownership.

When autonomy is present, self-motivation flourishes; and, when autonomy is missing, diminished motivation and a lack of well-being will surface.

Empowering students with leadership opportunities encourages goal setting,  helps girls realize the importance of what they are learning, and makes connections to how it is relevant outside of school.

Allowing students to help shape the course also helps them become responsible.

When teachers come to know and understand students' individual needs, they are better able to foster student learning and create student-centered curriculum.

Autonomy is a motivator in engaging student learning. Teachers can use student engagement to ensure students become proficient in the fundamental movement skills they will transfer into lifelong physical literacy.

…..........................................................................................Examples:Enright and O'Sullivan (2010) investigated the effects of how students' increased involvement in curriculum decision-making would impact their engagement in PE.  This three-year Participatory Action Research Project involved forty-one 15-19 year old female co-researchers and activists and involved three phases of action research.Naming Inequities: the girls spent six weeks sharing information about who they were, what they valued, and what they cared about using task books to record their stories through photographs, writing prompts, and physical activity profiles.Broadening Horizons: for ten weeks the girls engaged in "taster sessions" designed to expand their horizons and allow them to sample a variety of new experiences that let them see what PE could include.  They also created a focus group to put forward ideas about the decisions they wanted to make in class with regards to activities, tasks, rules and expectations.Change-Agency: girls who participated took responsibility for rethinking and changing how their PE experiences would be shaped through curriculum design sessions.  They worked together with their teacher to co-construct an eight-week unit based on tasks completed in phase two.

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Examples Cont'd

Have students fill out a survey at the beginning of new classes so they might share the types of physical activities they enjoy. Then use these surveys to help plan the units for the year.

Team teach with another teacher or teachers where possible and offer multiple different units at the same time so that students may choose which unit they would prefer.

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Big Ideas & Core Competencies

     Below you will find a list of the "Big Ideas" and "Core Competencies" for each grade level which complement the research and can be met with the examples and strategies laid out in the Non-Curricular Supports section of the Handbook.

Primary (K-3) Physical Education

:

Communication: explore the world around you.

Thinking: take concepts and transform them into a new understanding.

Personal & Social: discover how to be an individual and group member.

Move our bodies in different spaces.

Participation in Physical Activity increases our well-being.Intermediate (4-7) Physical Education:Communication: share knowledge, beliefs and ideas.Thinking: take concepts and transform them into new understandings.Personal & Social: relate as an individual and member of the community.Knowing what we enjoy and having opportunities to participate in different activities helps develop an active lifestyle.Developing healthy relationships helps us to feel connected, supported and valued.Improved physical literacy and fitness contribute to success and enjoyment of Physical Activity.Secondary Physical Education:Communication: share knowledge, beliefs and ideas. Thinking: Develop a metacognitive awareness.Personal & Social: thrive as individuals and find purpose in the world.Improved physical literacy and fitness contribute to success and enjoyment of Physical Activity.Lifelong participation in Physical Activity has health benefits.  12

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Non-Curricular Supports

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     The non-curricular supports, or implicit curriculum, can be much more challenging than the curricular factors (explicit curriculum) because they are created by the individuals teaching them (Burton, 1998).  This means that teachers have their own unique experiences that help mold the way they present the curriculum.  These nuances are often less obvious to others observing and at times are overlooked in collaborative conversations because these actions or habits have become ingrained in how we teach and as such taken for granted.

     

     Upon deeper inspection of the research, it becomes apparent that numerous strategies can be used by Physical Educators to help actively engage adolescent girls in Physical Literacy.  The relationships we build are key; however, other factors such as the use of music, tools and technology, the physical space we are active in, the composition of the class, and even the body composition of the individual girls themselves all impact motivation and engagement.

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Relationships

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The Research Says:

Connection with peers enhances meaningful experiences in PE. Teachers must help provide opportunities for these experiences to happen.

Relatedness needs to be caring and empathetic. Facilitating motivation within a group is the first step in building relationships.

Teachers who create a caring learning climate will have students who are more engaged and involved.

Teacher relatedness is the most important predictor for motivation.

Providing a supportive environment can increase enjoyment in PE among young girls. The highest predictor in enjoyment is perceived teacher support.

The quality of the teacher-student relational interactions greatly affect engagement and learning in PE because relatedness influences individuals' motivation and is one of three basic needs for students.

Social bonding and creating trust should be used to improve rapport between students and staff. Trust created encourages students to take personal risks.Examples & Strategies:Start new classes with simple games that require everyone get to know each other's name because the use of names makes people feel valued.Use team building activities to work on communication and trust.As a teacher, make yourself available by making students feel noticed, connect with students on a personal level, listen, and be respectful.Provide affection, interest, empathy, energy, and time to interact with students. Have conversations unrelated to PE at the beginning and end of class.…..........................................................................................

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Music, Instructional Tools

& Technology

The Research Says:

Using

music can increase enjoyment in PE because students like listening to music and often have more fun performing activities accompanied by it.

Use of instructional tools and technology can enhance student learning and promote student engagement. 

….........................................................................................

Examples:

Numerous Apps can be used to track fitness, health and wellness.Pedometers and Fitbits can be used to keep track of steps taken.Heart rate monitors can help students monitor their physical exertion.Fidget spinners can be used in fitness activities.Use of video recording can be used to help with skill development.BINGO and scrabble can be used with fitness games.Music can be played during warm up, practice time, game play, or as a stop start method of getting the classes attention.…..........................................................................................

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Physical Space

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The Research Says:

One way to increase engagement is Physical Activity is to take advantage of different environments.

Providing opportunities to be active outside of the regular physical spaces can build social connections, foster positive self-efficacy, and provide opportunities for students to explore their personal sense of self.

Outdoor activities are important because activities such as hiking, walking, rock climbing, canoeing, biking, sailing and swimming are the kinds of activities most likely to become life-long activities.

Outdoor activities allow participants to enjoy nature, escape from routine, explore new territories, and can offer what traditional PE classes and team sports are lacking for many girls.

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Examples:

Niven, Henretty, and Fawkner's (2014) qualitative study found that adolescent girls perceive a number of factors to be important to their PE experience:       1. clean, warm and safe       2. privacy in the change rooms       3. only go outside in good weather       4. a variety of equipment in good working order       5. having class at the end of the day       6. having the "right" clothesRather than always having classes in the gym or on the field try to utilize alternate spaces such as:       1. the weight room       2. smaller spaces like empty classrooms for dance, yoga, etc.       3. tennis courts

       4. aquatic centers or skating rinks

       5. walking trails

       6. forested areas        

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Class Composition

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The Research Says:

Composition of the class can impact motivation and engagement.

If the level of competitiveness exceeds competence, people will stop participating.

The competitive nature of invasion-type games with co-ed classes can have a negative impact on girls' perceived competence.

Playing in single-gendered groups might be a good strategy for improving competence levels, but not for all lessons.

Splitting groups for safety and competitiveness is ideal.

Girls desire a mix of competitive and non-competitive games as well as team and individual activities.

…............................................................................................…..........................................................................................When possible, allow students to self select and make groups that are recreational, moderately competitive, or very competitive.De-emphasize competition so that students are not trying to win but to improve.Include more individual activities in which competition is not evident.Use a larger number of small-sided games. Do not keep or record scores, and use a round robin play.Strategies:

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The Research Says:

…..........................................................................................

Body image is an important factor to consider when teaching adolescent girls.

Some girls stop taking PE because they feel insecure, uncomfortable, inadequate, self-conscious, and embarrassed.

PE teachers must be aware that students with body size dissatisfaction might be particularly vulnerable to self-efficacy and test anxiety.

Many more girls have lower levels of body image than boys, and decreased body image can lead to a decreased level of fitness and, therefore, decreased motivation in Physical Activity.

Body Image

Strategies:

…...........................................................................................

Avoid fitness testing where comparisons are made against a norm.Focus on activity levels rather than abilities.De-emphasize competition.Use positive reinforcement to encourage participation.Avoid body shaming comments.…..........................................................................................

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Lesser Known Games & Activities

     Below are a few of the lesser known games or activities that were listed in the variety and choice section of the handbook.  You will find a brief description as well as a suggestion of where to go to find more information for each.

360 Degree Baseball:

 

Very similar to cricket but uses a bat or a tennis racquet and a pitcher rather than a bowler

Innings last until three people from the batting team are out

If the ball is caught in the air batter is out

If runners are between bases when the ball goes back to the pitcher they are out

You can have as many runners on a base as they want and there are only two bases

Runs are scored when the runners make it from first to second and back to first without getting out and can continue to score runs until there are three outsSardines:A reverse hide and seek gameOne player hides and then the rest of the class go lookingWhen players find the hidden person they join them until the whole class is hiding in the same placehttps://www.icebreakers.ws/medium-group/sardines-reverse-hide-and-seek.htmlFoxes & Hounds:A large group outdoor hide and seek/ tag gamehttps://www.wikihow.com/Play-Foxes-and-HoundsHunger Games:A large group gamehttps://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11065Spikeball:Four person game with small reboundershttps://spikeball.com/pages/official-rules…...........................................................................................

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Skittles:

Indoor game using partners, bowling pins and dodgeballs for kicking

Also known as pin ball soccer

Can be found on the app: PE Games

Star Wars:

Large team indoor game involving multiple fundamental movement skills

https://www.youtube.com/watch?v=YGiYUsC0jSI

Omnikin:

Large team indoor game using a very large ballhttps://www.youtube.com/watch?v=Bri_s2kVd7ETeam Building Activities:Many team building activities are found on the PE games App orhttps://www.wrike.com/blog/team-building-games/Lesser Known Games & Activities Cont'dI highly recommend that you go through the resources and website page and take the time to look through them and see what will work for your students to get them engaged and motivated to participate.20  

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Resources and Websites

…...........................................................................................

App: PE games

www.connectedpe.com

www.gophersport.com

www.pecentral.org

www.pegames.org

www.thepegeekapps.com

www.thepespecialist.com

www.thephysicaleducator.comwww.girlspe.com21   

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Conclusion

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     I have found that my involvement in Dr. Sandra Gibbons research at the University of Victoria, my own experiences teaching, and the research I have completed to write this handbook have been profound in helping me make better sense of what I can do to help facilitate the engagement of adolescent girls in physical literacy.  I hope that, with the aid of this handbook, other teachers will be able to reflect on their own practices and see how elements and strategies might be adapted to meet the needs of their own students.

     It has become apparent to me that there are endless strategies that could be put in place to help ensure our youth become active for life; however, there are a few specifics that I would encourage other teachers to strive for:

Build meaningful relationships with your students.

When possible, allow for the opportunity to try new things by offering variety and choice.

Encourage student autonomy by allowing them to have active voices in the way your classes will be structured.

Allow enough time for skill mastery to take place to ensure competence.

Be open to new ideas and ways of teaching.

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Notes & Reflections

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References

…...........................................................................................

Barr-Anderson, D. J.,

Neumark-Sztainer

, D., Lytle, L.,

Schmiltz

, K. H., Ward, D.S., Conway, 

     T. L., Pratt, C., Baggett, C. D., & Pate, R. P. (2008). But I like PE.

Research Quarterly for     Exercise and Sport, 79

(1), 11-27. doi:10.1080/02701367.2008.10599456Beni, S., Fletcher, T., & Chroinin, D. N. (2017). Meaningful experiences in physical     education and youth sport: A review of the literature. Quest, 69(3), 291-312. doi:     10.1080/00336297.2016.1224192Beveridge, S., & Scruggs, P. (2000). TLC for better PE: Girls and elementary physical     education. Journal of Physical Education, Recreation & Dance, 71(8), 22-27. doi:     10.1080/0730384.2000.10605187Bevan, K., Fitzpatrick, L. A., Sanchez, B., & Forrest, C. B. (2010). Individual and      instructional determinants of student engagement in physical education. Journal     of Teaching in Physical Education, 29, 399-416. Retrieved from web.a.ebscohost.     com.ezproxy.viu/ca/ehost/pdfviewer?vid=3&sid=f06f8ffa-0893-8c05a41c62d%     sessionmgr4006Burton, L. H. (1998). An explicit or implicit curriculum: Which is better for young     children? Retrieved from https://eric.ed.gov/?id=ED434754Casey, A., & Jones, B. (2001). Using digital technology to enhance student engagement     in physical education. Asia-Pacific Journal of Health, Sport and Physical Education,     2(2), 51-66. Retrieved from http://www.achper.org.au/publications/asia-pacific-     journal-of-health-sport-and-physical-educationDoolittle, S. (2016). Engaging middle school students in physical education and      physical activity programs. Journal of Physical Education, Recreation & Dance, 87(6),     29-34. doi:10.1080/07384.2016.1192940Enright, E., & O'Sullivan, M. (2010). 'Can I do it in my pyjamas

?' Negotiating a physical

     education curriculum with teenage girls.

European Physical Education Review, 16

(3),

     203-222. doi:10.1177/1356336X1082967

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References Cont'd

Fagrell

, B., Larsson, H., &

Redelieus

, K. (2012). The game within the game: Girls'

     underperforming position in physical education.

Gender and Education, 24

(1),     101-118.

doi: 10.1080/09540253.2012.582032Festeu, D. (2002). Motivation factors that influence students' participation in outdoor     activities. Journal of Adventure Education and Outdoor Learning, 2(1), 43-51. doi

:     10.1080/14729670285200151Grasten, A., Watt, A., Hagger, M., Jaakkola, T., & Liukkonon, J. (2015). Secondary     school students' physical activity participation across physical education classes:     The expectancy-value theory approach. The Physical Educator, 72, 340-348.     Retrieved from http://js.sagamorepub.com/pe/article/view/6351Harris, F. (2009). Visual technology in physical education using Dartfish video analysis     to enhance learning: An overview of the Dartfish project in New Brunswick.      Physical & Health Education Journal, 74(4), 24-25. Retrieved from: https://     petechnologype673.wikispaces.com/file/view/Harris+(2009)+Dartfish.pdfJackson-Kersey, R., & Spray, C., (2015). The effect of perceived psychological need     support on amotivation in physical education. European Physical Education      Review, 22(1), 99-112. doi:10.1177/1356336X15591341Li, W. (2015). Strategies for creating a caring learning climate in physical education.     Journal of Physical Education, Recreation & Dance, 86(4), 34-41. doi: 10.1080/07     3084.2015.1009204Lodewyk, K. R., & Sullivan, P. (2016). Associations between anxiety, self-efficacy, and     outcomes by gender and body size dissatisfaction during fitness in high school     physical education. Physical Education and Sport Pedagogy, 21(6), 603-615. doi:     10.1080/17408989.2015.1095869Lubans, D. R., Lonsdale, C., Cohen, K., Eather, N., Beauchamp, M. R., Morgan, R. J.,…     & Smith, J. J. (2017). Framework for the design and delivery of organized physical     activity sessions for children and adolescents: Rationale and description of the

     'SAAFE' teaching principles.

International Journal of Behavioral Nutrition and 

     Physical Activity, 14

(24), 1-11. doi:10.1186/s12966-017-0479-x

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References Cont'd

Mitchel, F., Gray, S., &

Inchley

, J. (2015). 'This choice thing really works...' Changes in

     experiences and engagement of adolescent girls in physical education classes, 

     during a school-based physical activity

programme

.

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26  

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