2011/08/01 by Leen Haerens, David Kirk, Greet Cardon +1 · 3 citations
Health Professions · Psychology · #Motivation and Self-Concept in Sports #Physical Education and Pedagogy #Sport Psychology and Performance
paper · doi:10.1080/00336297.2011.10483684
crossref issued 2011/08/01 · crossref published 2011/08/01 · crossref published-print 2011/08/01 · openalex publication_date 2011/08/01 · crossref published-online 2012/02/14 · crossref created 2012/02/14 · openalex created_date 2025/10/10 · crossref deposited 2026/02/06 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/01
The purpose of this advocacy paper is to make a case for the development of a pedagogical model for Health-Based Physical Education (HBPE) drawing on Jewett, Bain and Ennis's (1995) and Metzler's (2005) ground-breaking work on models-based practice in physical education. A selective review of what has been learnt about HBPE was made to be able to define the central theme for the model as ‘pupils valuing a physically active life, so that they learn to value and practice appropriate physical activities that enhance health and wellbeing for the rest of their lives.’ This theme requires that teachers' beliefs are oriented toward selfactualization and social reconstruction. It also suggests that the affective domain (valuing physical active) is prominent in planning for learning. The discussion focuses on identified tensions related to the central theme and its associated value orientations and learning domain priorities. A stepwise research agenda for progressively developing the model through implementation by teachers in different contexts is proposed.