Authentic Learning Through PEAK Conditions in Secondary Physical Education.
Authentic learning in physical education (PE) is one of many tools to promote lifelong movement through meaningful experiences. Self-Determination Theory is tied to authentic learning through student connection in PE and authentic learning. Teachers can become facilitators of authentic learning expe...
| Publicado en: | JOPERD: The Journal of Physical Education, Recreation & Dance Vol. 93; no. 9; pp. 26 - 33 |
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| Autores principales: | , , , |
| Formato: | pictorial Journal Article |
| Publicado: |
Taylor & Francis Ltd
Nov/Dec2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=160327795&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 160327795 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07303084 ERD jtl: JOPERD: The Journal of Physical Education, Recreation & Dance issn: 07303084 maglogo: N pubinfo: dt: Nov/Dec2022 vid: 93 iid: 9 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 160327795 160327795 160327795 10.1080/07303084.2022.2120125 160327795 ppf: 26 ppct: 7 formats: tig: atl: Authentic Learning Through PEAK Conditions in Secondary Physical Education. aug: au: Manley, Jordan Murfay, Ken E. Erwin, Heather Beighle, Aaron sug: subj: Learning Methods Physical Education and Training Schools, Secondary Learning Environment Problem Solving Collaboration Knowledge Teamwork Feedback Physical Activity Motivation Skill Acquisition Self-Efficacy Professional Competence Autonomy Psychological Theory Teaching Methods Conceptual Framework Confidence Curriculum Development Empowerment Communication Leadership Decision Making ab: Authentic learning in physical education (PE) is one of many tools to promote lifelong movement through meaningful experiences. Self-Determination Theory is tied to authentic learning through student connection in PE and authentic learning. Teachers can become facilitators of authentic learning experiences through embracing a shift in power dynamics in the classroom by inviting students to make decisions about what and how they learn in PE. To assist teachers in implementing an authentic learning experience, this article will focus on four components of an authentic learning experience: the authentic problem to solve (purpose), the outcomes/assessment of the project (essentials), the students'/teachers' role in solving the problem (agency), and the presentation of the findings (knowledge). The purpose of this article is to share relevant details on authentic learning and collaboration in PE with the intent of providing strategies for teachers to facilitate meaningful learning with their students. pubtype: Academic Journal doctype: pictorial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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