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Jump to: A | C | D | H | M | P | R | T | U

Number of items: 15.

A

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ADÉ, D, SEIFERT, L, MCGANN, M and DAVIDS, Keith (2021). Enactive and ecological dynamics approaches: complementarity and differences for interventions in physical education lessons. Physical Education and Sport Pedagogy. [Article]

C

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CHOW, Jia Yi, KOMAR, John, DAVIDS, Keith and TAN, Clara Wee Keat (2021). Nonlinear Pedagogy and its implications for practice in the Singapore PE context. Physical Education and Sport Pedagogy. [Article]

D

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DIEU, Olivier, LLENA, Clément, DAVIDS, Keith and POTDEVIN, François (2022). Enriching organisational design for games: the case of badminton in physical education. Physical Education and Sport Pedagogy. [Article]

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HEMINGWAY, Kirsty, BUTT, Joanne, SPRAY, Christopher, OLUSOGA, Peter and BERETTA DE AZEVEDO, Liane (2023). Exploring students experiences of secondary school Physical Education in England. Physical Education and Sport Pedagogy. [Article]

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MERCÊ, Cristiana, DAVIDS, Keith, CATELA, David, BRANCO, Marco, CORREIA, Vanda and CORDOVIL, Rita (2023). Learning to cycle: a constraint-led intervention programme using different cycling task constraints. Physical Education and Sport Pedagogy. [Article]

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MOY, B., RENSHAW, I., DAVIDS, Keith and BRYMER, E. (2019). Preservice teachers implementing a nonlinear physical education pedagogy. Physical Education and Sport Pedagogy. [Article]

MOY, Brendan, RENSHAW, Ian and DAVIDS, Keith (2014). Variations in acculturation and Australian physical education teacher education students' receptiveness to an alternative pedagogical approach to games teaching. Physical Education and Sport Pedagogy, 19 (4), 349-369. [Article]

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MOY, Brendan, RENSHAW, Ian and DAVIDS, Keith (2015). The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation. Physical Education and Sport Pedagogy, 21 (5), 517-538. [Article]

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MOY, Brendan, RENSHAW, Ian, DAVIDS, Keith and BRYMER, Eric (2015). Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching. Physical Education and Sport Pedagogy, 21 (4), 386-406. [Article]

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POTDEVIN, F., VORS, O., HUCHEZ, A., LAMOUR, M., DAVIDS, Keith and SCHNITZLER, C. (2018). How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation. Physical Education and Sport Pedagogy, 23 (6), 559-574. [Article]

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RAMOS, A, DAVIDS, Keith, COUTINHO, P and MESQUITA, I (2022). Tracking relations between development of tactical knowledge and tactical behaviour: a season-long action research study. Physical Education and Sport Pedagogy. [Article]

RENSHAW, I, CHOW, J Y, DAVIDS, K and HAMMOND, J (2010). A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis? Physical Education and Sport Pedagogy, 15 (2), 117-137. [Article]

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RUDD, J.R., WOODS, C., CORREIA, V., SEIFERT, L. and DAVIDS, Keith (2021). An ecological dynamics conceptualisation of physical ‘education’: Where we have been and where we could go next. Physical Education and Sport Pedagogy, 1-14. [Article]

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TAN, C K W, CHOW, J Y and DAVIDS, Keith (2012). ‘How does TGfU work?’: examining the relationship between learning design in TGfU and a nonlinear pedagogy. Physical Education and Sport Pedagogy, 17 (4), 331-348. [Article]

U

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UEHARA, Luiz, BUTTON, Chris, FALCOUS, Mark and DAVIDS, Keith (2016). Contextualised skill acquisition research : a new framework to study the development of sport expertise. Physical Education and Sport Pedagogy, 21 (2), 153-168. [Article]

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