Affective Learning in Physical Education: A Systematic Review

Autor/inn/en	Teraoka, Eishin; Jancer Ferreira, Heidi; Kirk, David; Bardid, Farid
Titel	Affective Learning in Physical Education: A Systematic Review
Quelle	In: Journal of Teaching in Physical Education, 40 (2021) 3, S.460-473 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Social Emotional Learning; Physical Education; Intervention; Program Implementation; Fidelity; Student Motivation; Emotional Response; Self Concept; Resilience (Psychology); Feedback (Response); Teaching Methods; Affective Behavior; Outcomes of Education; Foreign Countries; United States; Spain; Greece; Switzerland; Canada; Italy; United Kingdom (Scotland); Turkey + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Schulische Motivation; Emotionales Verhalten; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Affective disturbance; Active behaviour; Affektive Störung; Lernleistung; Schulerfolg; Ausland; USA; Spanien; Griechenland; Schweiz; Kanada; Italien; Türkei
Abstract	Purpose: The purpose of this study was to carry out a systematic review of intervention programs that have addressed affective learning outcomes within physical education and to explore pedagogical practices in alignment with teaching, lesson content, and learning outcomes. Method: The literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Included were 26 peer-reviewed pedagogical studies of physical education programs that addressed affective outcomes and reported fidelity of implementation. Results and Discussion: Affective outcomes were grouped into four themes: motivation, emotional responses, self-concept, and resilience. The findings showed that offering choice, encouraging peer feedback, asking deductive questions, focusing on personal improvement, and differentiating are effective teaching strategies that were widely used to support affective learning in children and adolescents. This review highlights the importance of fidelity of implementation to understand how intervention programs are delivered. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01