Exploring physical education teachers' awareness of observed teaching behaviour within pedagogies of affect

Eishin Teraoka, David Kirk

Research output: Contribution to journalArticlepeer-review


Affective learning has been recognised increasingly as a significant outcome of physical education. This focus on the affective domain comes at a time when there is increasing concern about health and wellbeing of children and young people and, in particular about the rising prevalence of mental health issues. The literature established that a number of approaches that could produce affective learning outcomes that may offer a positive contribution to children and young people’s health and wellbeing. These approaches to physical education could be characterised as pedagogies of affect. One underpinning theory informing pedagogies of affect is Self-Determination Theory (SDT). Pedagogical research grounded in SDT has shown the significance of need-supportive teaching behaviour in physical education as it has a direct impact on pupils’ positive affective learning outcomes. However, little has been known about what is happening right before need-supportive teaching behaviour occurs during class.
Original languageEnglish
Pages (from-to)1-13
Number of pages13
JournalPhysical Education and Sport Pedagogy
Early online date3 Feb 2022
Publication statusE-pub ahead of print - 3 Feb 2022


  • self-determination theory
  • self-confrontation interview
  • Scotland
  • mental health
  • active domain

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