Chasing Meaningfulness in Spanish Physical Education: Old and New Features
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| Title: | Chasing Meaningfulness in Spanish Physical Education: Old and New Features |
|---|---|
| Language: | English |
| Authors: | Pablo Saiz-González (ORCID |
| Source: | Journal of Teaching in Physical Education. 2026 45(1):217-225. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Physical Education, Foreign Countries, Preservice Teachers, Educational Experience, Teaching Methods, Novelty (Stimulus Dimension), Interpersonal Competence, Physical Education Teachers, Interpersonal Relationship, Relevance (Education), Psychomotor Skills, Elementary Secondary Education, Difficulty Level |
| Geographic Terms: | Spain |
| DOI: | 10.1123/jtpe.2024-0206 |
| ISSN: | 0273-5024 1543-2769 |
| Abstract: | Purpose: The meaningful physical education (PE) approach aims to prioritize meaningful experiences for and with learners. However, most of the previous literature has been produced in a particular context: English-speaking countries. Thus, the goal of this study was to analyze positive experiences in Spanish PE using this approach. Method: A qualitative research approach based on open-ended questions was implemented among 454 preservice teachers. A modification of the reflexive thematic analysis approach was adopted to include the Meaningful PE features. When responses did not fit into any of the existing features and clustered around new themes, we proposed new features. Results: Positive experiences were predominantly explained by the features of the Meaningful PE approach, although some testimonies could not be categorized under the established features of this model, leading to the proposal of three new features: novelty, teacher interpersonal style, and relief. Discussion/Conclusion: These findings suggest the use of democratic and reflective pedagogies to connect with the needs of contemporary learners. By adopting this approach, it will be possible to make PE a site for inclusion and a life-wide learning space. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493164 |
| Database: | ERIC |
| Abstract: | Purpose: The meaningful physical education (PE) approach aims to prioritize meaningful experiences for and with learners. However, most of the previous literature has been produced in a particular context: English-speaking countries. Thus, the goal of this study was to analyze positive experiences in Spanish PE using this approach. Method: A qualitative research approach based on open-ended questions was implemented among 454 preservice teachers. A modification of the reflexive thematic analysis approach was adopted to include the Meaningful PE features. When responses did not fit into any of the existing features and clustered around new themes, we proposed new features. Results: Positive experiences were predominantly explained by the features of the Meaningful PE approach, although some testimonies could not be categorized under the established features of this model, leading to the proposal of three new features: novelty, teacher interpersonal style, and relief. Discussion/Conclusion: These findings suggest the use of democratic and reflective pedagogies to connect with the needs of contemporary learners. By adopting this approach, it will be possible to make PE a site for inclusion and a life-wide learning space. |
|---|---|
| ISSN: | 0273-5024 1543-2769 |
| DOI: | 10.1123/jtpe.2024-0206 |
