Pedagogy of Student Reflection in  Physical Education

Basavaraj M Wali

doi:10.36948/ijfmr.2025.v07i04.51301

Pedagogy of Student Reflection in Physical Education

Author(s)	Dr. Basavaraj M Wali
Country	India
Abstract	In physical education (PE), students are supposed to develop a wide array of knowledge in, through and/or about movement (Arnold Citation1979). Some of this knowledge is commonly considered more theoretical (such as knowledge about how the body functions or aspects of health), and others, more practical (such as various motor skills in and through movement and other types of movement learning). However, recent studies have shown that theory/practice is still considered a taken-for-granted dualism that is difficult to deal with in PE practice. For example, Svennberg’s (Citation2017) study from Sweden revealed that written assignments to assess students’ theoretical knowledge about movement have become more prominent, replacing assessments of students’ knowledge in and through movement. . In the final section, we present an example of how our theoretical discussions can form three principles for a pedagogy of student reflection in PE practice. we could also consider how reflection can enable students to understand the why(s), what(s) and how(s) of friluftsliv from, for example, a sustainability, environmental or social justice perspective, and hence, how friluftsliv might be inclusive for some students but exclusive for others depending on how it is approached and why, as well as that different ways of doing friluftsliv (i.e. locally or through expeditions) have different consequences for nature and for human – nature relations. So far, to bridge the gap between theory and practice in PE, we have presented a theoretically grounded argumentation for why students need to reflect, the need for them to learn to reflect, how reflection could be facilitated, and that the why(s), what(s) and how(s) could be the objects of reflection. However, an important question (or probably one of many) remains unaddressed: what our conceptualisation of reflection might look like in a PE context. This is perhaps particularly relevant for contexts in which health is an explicit part of the subject, such as in Sweden, Australia, and New Zealand, where one risk of having a PE and an H – where PE means practice and H means theory – or even P and E and H if these aspects of the subject are not meaningfully connected.
Keywords	Keywords: Pedagogy, Student reflection, Physical Education
Field	Sociology > Sports
Published In	Volume 7, Issue 4, July-August 2025
Published On	2025-07-17
DOI	https://doi.org/10.36948/ijfmr.2025.v07i04.51301
Short DOI	https://doi.org/g9tz6h

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Pedagogy of Student Reflection in Physical Education

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