Tim Fletcher is Associate Professor in Physical Education at Brock University in Canada. His research interests are in teacher socialisation, teacher learning, and pedagogies for teaching meaningful physical education, often using self-study of teacher education practice methodology to conduct his research. He co-hosts a website and blog focused on pedagogies of meaningful physical education for practitioners.Déirdre Ní Chróinín is a physical education teacher educator at the primary level in the Department of Arts Education and Physical Education, Mary Immaculate College in Ireland. Her current research is focused on the promotion of meaningful experiences for children and young people in sport and physical activity settings. Douglas Gleddie is Professor in the Faculty of Education at the University of Alberta, Canada. He teaches physical education curriculum and pedagogy to undergraduate students. He also teaches graduate courses in health and physical education, reflective practice, physical literacy and research methods. His research foci include: narratives of physical education; school sport; physical literacy praxis; meaningful physical education and; teacher education. Stephanie Beni is a doctoral student studying physical education at Brock University in Canada. Her current research interests lie in identifying practical pedagogical strategies by which practitioners may promote a focus on meaningful experiences in physical education and physical activities contexts and in teachers’ professional learning in physical education.

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• Part I: Introducing Meaningful Physical Education, 1. The Why, What, and How of Meaningful Physical Education, Part II: Meaningful Physical Education by Teachers, 2. Meaningful Physical Education in an Individual Pursuits Unit, 3. Meaningful Physical Education with Immigrant Newcomers, 4. Committing to the Idea of Meaningful Physical Education in Teaching Practice, 5. Meaningful PE as a Metaphor for Teaching PE, Part III: Meaningful Physical Education by Teacher Educators, 6. Meaningful PETE, 7. Learning to Teach Generalist Primary Teachers How to Prioritize Meaningful Experiences in Physical Education, 8. Teaching Teachers about Meaningful Physical Education in a Northern Canadian Setting, Part IV: Moving Forward with Meaningful Physical Education, 9. Reflections on and Possibilities for Meaningful Physical Education

Tim Fletcher is Associate Professor in Physical Education at Brock University in Canada. His research interests are in teacher socialisation, teacher learning, and pedagogies for teaching meaningful physical education, often using self-study of teacher education practice methodology to conduct his research. He co-hosts a website and blog focused on pedagogies of meaningful physical education for practitioners.Déirdre Ní Chróinín is a physical education teacher educator at the primary level in the Department of Arts Education and Physical Education, Mary Immaculate College in Ireland. Her current research is focused on the promotion of meaningful experiences for children and young people in sport and physical activity settings. Douglas Gleddie is Professor in the Faculty of Education at the University of Alberta, Canada. He teaches physical education curriculum and pedagogy to undergraduate students. He also teaches graduate courses in health and physical education, reflective practice, physical literacy and research methods. His research foci include: narratives of physical education; school sport; physical literacy praxis; meaningful physical education and; teacher education. Stephanie Beni is a doctoral student studying physical education at Brock University in Canada. Her current research interests lie in identifying practical pedagogical strategies by which practitioners may promote a focus on meaningful experiences in physical education and physical activities contexts and in teachers’ professional learning in physical education.

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• Part I: Introducing Meaningful Physical Education, 1. The Why, What, and How of Meaningful Physical Education, Part II: Meaningful Physical Education by Teachers, 2. Meaningful Physical Education in an Individual Pursuits Unit, 3. Meaningful Physical Education with Immigrant Newcomers, 4. Committing to the Idea of Meaningful Physical Education in Teaching Practice, 5. Meaningful PE as a Metaphor for Teaching PE, Part III: Meaningful Physical Education by Teacher Educators, 6. Meaningful PETE, 7. Learning to Teach Generalist Primary Teachers How to Prioritize Meaningful Experiences in Physical Education, 8. Teaching Teachers about Meaningful Physical Education in a Northern Canadian Setting, Part IV: Moving Forward with Meaningful Physical Education, 9. Reflections on and Possibilities for Meaningful Physical Education

Tim Fletcher is Associate Professor in Physical Education at Brock University in Canada. His research interests are in teacher socialisation, teacher learning, and pedagogies for teaching meaningful physical education, often using self-study of teacher education practice methodology to conduct his research. He co-hosts a website and blog focused on pedagogies of meaningful physical education for practitioners.Déirdre Ní Chróinín is a physical education teacher educator at the primary level in the Department of Arts Education and Physical Education, Mary Immaculate College in Ireland. Her current research is focused on the promotion of meaningful experiences for children and young people in sport and physical activity settings. Douglas Gleddie is Professor in the Faculty of Education at the University of Alberta, Canada. He teaches physical education curriculum and pedagogy to undergraduate students. He also teaches graduate courses in health and physical education, reflective practice, physical literacy and research methods. His research foci include: narratives of physical education; school sport; physical literacy praxis; meaningful physical education and; teacher education. Stephanie Beni is a doctoral student studying physical education at Brock University in Canada. Her current research interests lie in identifying practical pedagogical strategies by which practitioners may promote a focus on meaningful experiences in physical education and physical activities contexts and in teachers’ professional learning in physical education.

Select Guide Rating

• Part I: Introducing Meaningful Physical Education, 1. The Why, What, and How of Meaningful Physical Education, Part II: Meaningful Physical Education by Teachers, 2. Meaningful Physical Education in an Individual Pursuits Unit, 3. Meaningful Physical Education with Immigrant Newcomers, 4. Committing to the Idea of Meaningful Physical Education in Teaching Practice, 5. Meaningful PE as a Metaphor for Teaching PE, Part III: Meaningful Physical Education by Teacher Educators, 6. Meaningful PETE, 7. Learning to Teach Generalist Primary Teachers How to Prioritize Meaningful Experiences in Physical Education, 8. Teaching Teachers about Meaningful Physical Education in a Northern Canadian Setting, Part IV: Moving Forward with Meaningful Physical Education, 9. Reflections on and Possibilities for Meaningful Physical Education