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dc.contributor.authorSammon, Paul
dc.contributor.authorBowler, Mark
dc.date.accessioned2021-01-29T09:59:26Z
dc.date.available2021-01-29T09:59:26Z
dc.date.issued2020-11-19
dc.identifier.citationSammon P, Bowler M (2020) 'Health-Based Physical Education – a framework for promoting active lifestyles in children and young people. Part 2: Health-Based Physical Education in practice', Physical Education Matters, 15 (3), pp.64-66.en_US
dc.identifier.issn1751-0988
dc.identifier.urihttp://hdl.handle.net/10547/624794
dc.description.abstractBuilding on part 1, where we introduced a new pedagogical model for Health-Based Physical Education (HBPE), the primary aim of this article is to illustrate how the model may be implemented in the PE curriculum to help support all children and young people to develop positive physical activity behaviours. Specifically, we consider the model’s critical features for teaching and learning, followed by some key planning considerations, including learning intentions, assessment strategies and how the model can potentially be modified to reflect specific contexts during implementation.en_US
dc.language.isoenen_US
dc.publisherAssociation for Physical Educationen_US
dc.subjectphysical activityen_US
dc.subjectpedagogical modelen_US
dc.subjecthealth-based physical educationen_US
dc.subjectinstructional modelen_US
dc.titleHealth-Based Physical Education – a framework for promoting active lifestyles in children and young people. Part 2: Health-Based Physical Education in practiceen_US
dc.typeArticleen_US
dc.identifier.journalPhysical Education Mattersen_US
dc.date.updated2021-01-29T09:54:01Z
dc.description.noteno info on Sherpa Romeo for this journal - contacting enquiries@afpe.org.uk to ask if we can archive no response from afpe one week later, and copyright statement from them provided by researcher doesn't allow for any kind of sharing, so passing metadata only


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