Affective learning in physical education: A systematic review

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MetadadosDescriçãoIdioma
Autor(es): dc.contributorThe University of Strathclyde-
Autor(es): dc.contributorKeio University-
Autor(es): dc.contributorScience and Technology of South of Minas Gerais-IFSULDEMINAS-
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorThe University of Queensland-
Autor(es): dc.contributorGhent University-
Autor(es): dc.creatorTeraoka, Eishin-
Autor(es): dc.creatorFerreira, Heidi Jancer [UNESP]-
Autor(es): dc.creatorKirk, David-
Autor(es): dc.creatorBardid, Farid-
Data de aceite: dc.date.accessioned2022-08-04T22:10:17Z-
Data de disponibilização: dc.date.available2022-08-04T22:10:17Z-
Data de envio: dc.date.issued2022-04-28-
Data de envio: dc.date.issued2022-04-28-
Data de envio: dc.date.issued2021-05-05-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.1123/JTPE.2020-0298-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/221929-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/221929-
Descrição: dc.descriptionPurpose: 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.-
Descrição: dc.descriptionSchool of Education The University of Strathclyde-
Descrição: dc.descriptionInstitute of Physical Education Keio University-
Descrição: dc.descriptionFederal Institute of Education Science and Technology of South of Minas Gerais-IFSULDEMINAS-
Descrição: dc.descriptionInstitute of Biosciences São Paulo State University-
Descrição: dc.descriptionSchool of Human Movement Studies The University of Queensland-
Descrição: dc.descriptionDepartment of Movement and Sports Sciences Ghent University-
Descrição: dc.descriptionInstitute of Biosciences São Paulo State University-
Formato: dc.format460-473-
Idioma: dc.languageen-
Relação: dc.relationJournal of Teaching in Physical Education-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectFidelity of implementation-
Palavras-chave: dc.subjectIntervention programs-
Palavras-chave: dc.subjectMotivation-
Palavras-chave: dc.subjectPedagogy-
Palavras-chave: dc.subjectSocial and emotional learning-
Título: dc.titleAffective learning in physical education: A systematic review-
Aparece nas coleções:Repositório Institucional - Unesp

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