The purpose of this thesis is to explore the practice of pedagogies of affect in secondary school physical education. The decision to consider the affective domain as the main focus was in response to current issues relating to mental health among young people. This thesis has the overarching concern of how physical education is producing affective learning outcomes with a sample of Scottish secondary schools. In the Scottish context, physical education may make a significant contribution to the area of health and wellbeing, which is one of the cross-curricular priorities. This thesis includes three findings chapters as a result of adopting a pragmatic mixed methods approach to investigate the complexity of the practice.;The first findings chapter (Chapter 4) considered the question of the degree to which twenty teachers engaged in pedagogies of affect and how their teaching behaviour influenced pupils' affective learning outcomes, with the use of Self-Determination Theory (SDT) as a lens. The findings indicated that observed need-supportive teaching behaviour had a direct impact on pupils' affective learning outcomes. The second findings chapter (Chapter 5) was to build upon the previous chapter by revealing eight teachers' reflections on their observed lessons. This chapter focuses on the questions to what extent the teachers were aware of their teaching behaviour and why they behaved in the ways they did, which is a gap that previous studies have not covered yet.;One of the key findings in this chapter was how well teachers know their pupils' feelings and how important it is to build trusting relationships with their pupils in order to teach for positive affective learning. The third findings chapter (Chapter 6) centred on how teachers' and pupils' conceptualisation of health and wellbeing was enacted in their teaching and learning in consideration of the Scottish context. A holistic understanding of health emphasised the importance of building confidence, a growth mindset, and relationships with others, which could strengthen teaching and learning of health and wellbeing, particularly in the affective domain.
|Date of Award||8 Sep 2020|
- University Of Strathclyde
|Supervisor||David Kirk (Supervisor) & Farid Bardid (Supervisor)|