Listed below are articles that have been published from the LAMPE research project. You can also access (a) the publisher’s website for each article by clicking on the link or (b) the pre-print version of the manuscript.
Ní Chróinín, D., Fletcher, T., Beni, S., Griffin, C., & Coulter, M. (2021). Children’s experiences of pedagogies that prioritise meaningful experiences in physical education. Education 3-13: International Journal of Primary, Elementary, and Early Years Education. Advance online publication. Doi: 10.1080/03004279.2021.1948584
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https://www.tandfonline.com/doi/full/10.1080/03004279.2021.1948584
Fletcher, T., Ní Chróinín, D., Gleddie, D., & Beni, S. (Eds.) (2021). Meaningful physical education: An approach to guide teaching and learning. Abingdon, UK: Routledge.
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Fletcher, T. & Ní Chróinín, D. (2021). Pedagogical principles that support the prioritisation of meaningful experiences in physical education: Conceptual and practical considerations. Physical Education and Sport Pedagogy.
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https://www.tandfonline.com/doi/full/10.1080/17408989.2021.1884672?src=
Beni, S., Ní Chróinín, D. & Fletcher, T. (2021). “It’s how PE should be!” Classroom teachers’ experiences of implementing Meaningful Physical Education. European Physical Education Review. Ahead of print. Doi: 10.1177/1356336X20984188
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journals.sagepub.com/…77/1356336X20984188
Vasily, A., Fletcher, T., Gleddie, D., & Ní Chróinín, D. (2021). An actor-oriented perspective of implementing a pedagogical innovation in a cycling unit. Journal of Teaching in Physical Education. Ahead of print. Doi: 10.1123/jtpe.2020-0186
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journals.humankinetics.com/…/article-10.1123-jtpe.2020-0186.xml
Fletcher, T., Ní Chróinín, D., O’Sullivan, M., & Beni, S. (2020). Pre-service teachers articulating their learning about meaningful physical education. European Physical Education Review, 26, 885-902.
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https://journals.sagepub.com/doi/full/10.1177/1356336X19899693
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Ní Chróinín, D., Beni, S., Fletcher, T., Griffin, C., & Price, C. (2019). Using meaningful experiences as a vision for physical education teaching and teacher education practice. Physical Education and Sport Pedagogy, 24, 598-614.
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https://www.tandfonline.com/doi/full/10.1080/17408989.2019.1652805
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Fletcher, T., Ní Chróinín, D, & O’Sullivan, M. (2019). Developing deep understanding of teacher education through accessing and responding to pre-service teacher engagement with their learning. Professional Development in Education, 45, 832-847.
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https://www.tandfonline.com/doi/full/10.1080/19415257.2018.1550099
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Beni, S., Fletcher, T., & Ní Chróinín, D. (2019). Using features of meaningful experiences to guide primary physical education practice. European Physical Education Review, 25, 599-615.
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https://journals.sagepub.com/doi/full/10.1177/1356336X18755050
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Beni, S., Ní Chróinín, D., & Fletcher, T. (2019). A focus on the how of meaningful physical education in primary schools. Sport, Education and Society, 24(6), 624-637.
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https://www.tandfonline.com/doi/abs/10.1080/13573322.2019.1612349
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Ní Chróinín, D. Fletcher, T. & Griffin. C. A. (2018). Exploring pedagogies that promote meaningful participation in primary physical education. Physical Education Matters, 13(2), 70-73.
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http://www.afpe.org.uk/physical-education/physical-education-matters-2/
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Fletcher, T., Ní Chróinín, D., Price, C., & Francis, N. (2018). Teacher educators’ enactment of pedagogies that prioritise learning about meaningful physical education. Curriculum Studies in Health and Physical Education, 9, 76-89.
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https://www.tandfonline.com/doi/full/10.1080/18377122.2018.1425125
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Ní Chróinín, D., Fletcher, T., & O’Sullivan, M. (2018). Pedagogical principles of learning to teach meaningful physical education. Physical Education and Sport Pedagogy, 23(2), 117-133.
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https://www.tandfonline.com/doi/full/10.1080/17408989.2017.1342789
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Beni, S., Fletcher, T., Ní Chróinín, D. (2017). Meaningful experiences in physical education and youth sport: A review of the literature. Quest, 69(3), 291-312.
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https://www.tandfonline.com/doi/full/10.1080/00336297.2016.122419
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Fletcher, T., Ní Chróinín, D., & O’Sullivan, M. (2016). A layered approach to critical friendship and its role in supporting pedagogical innovation in teacher education. Studying Teacher Education, 12, 302-319.
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https://www.tandfonline.com/doi/full/10.1080/17425964.2016.1228049
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Fletcher, T., Ní Chróinín, D., & O’Sullivan, M. (2016). Multiple dimensions of interactivity: An empirically-based investigation of methodological issues in self-study of practice research. In D. Garbett & A. Ovens (Eds.). Enacting self-study as methodology for professional inquiry. (pp. 19-25). Auckland, NZ: University of Auckland Press.
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Ní Chróinín, D., O’Sullivan, M., & Fletcher, T. (2016). Critical friendship and meta-critical friendship: Re-interrogating assumptions. In K. Ragoonaden & S. M. Bullock (Eds.). Mindfulness and critical friendship: A new perspective on professional development for educators. (pp. 77-90). Lanham, MD: Lexington Books.
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https://rowman.com/isbn/9781498529587#
Ní Chróinín, D., Fletcher, T., & O’Sullivan, M. (2015). Using self-study to explore the processes of pedagogical innovation in physical education teacher education. Asia-Pacific Journal of Health, Sport and Physical Education, 6(3), 273-286.
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https://www.tandfonline.com/doi/full/10.1080/18377122.2015.1092724
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