Dominant discourses in physical education research center on subject-wide crisis. This is despite repeated calls to address enduring concerns about how physical education is taught. In short, the subject seems caught in Groundhog Day (defined by Oxford Dictionaries (n.d.) as "a situation in which a series of unwelcome or tedious events appear…

A wealth of school-based interventions report on students' positive responses to the use of models-based practice in physical education. However, research that examines the effectiveness of models-based practice rarely reports on the fidelity of implementation i.e. when all of the characteristics of a model are implemented. The purpose of this…

While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of "leverage" for using…

Background: Physical education has long been caught in a time of "innovation without change". Yet, despite a wealth of pedagogical innovations and policies, which encourage a reconsideration of the "traditional pedagogy", teachers rarely move beyond the honeymoon period of implementation. Purpose: The purpose of this paper is…

Either action research by teachers uses the approach as a methodology to examine pedagogical change in a single intervention or it is used as means of understanding a journey of change. In contrast, this paper examines the significant impact of using action research in a second cycle of learning in the same context and with the same participants.…

Practice is not created and developed by individual teachers but is subject to what Kemmis and Grootenboer called "extra-individual conditions" and cultural histories. The "expectations" around teaching do much to create stereotypes and conformity around how to teach and how to act in schools. This paper explores a teacher's…

This paper reports on the pedagogical changes that I experienced as a teacher engaged in an action research project in which I designed and implemented an indirect, developmentally appropriate and child-centred approach to my teaching. There have been repeated calls to expunge--or at least rationalise--the use of traditional, teacher-led practice…

The purpose of this study was to explore the use of action research as a framework to investigate cooperative learning and tactical games as instructional models in physical education (PE). The teacher/researcher taught a tennis unit using a combination of Cooperative Learning and Teaching Games for Understanding to three classes of boys aged…