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Implicit theories of ability in physical education: Current issues and future directions

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journal contribution
posted on 18.08.2017 by Victoria E. Warburton, Christopher Spray
Purpose: In light of the extensive empirical evidence that implicit theories have important motivational consequences for young people across a range of educational settings we seek to provide a summary of, and personal reflection on, implicit theory research and practice in physical education (PE). Overview: We first provide an introduction to the key constructs and theoretical propositions associated with implicit theories. We then include a brief summary of the research findings on ability beliefs in school PE, which we draw on to identify several key issues that we feel are crucial to furthering our understanding of this topic. We conclude by offering a number of ideas for future research and discuss the potential misinterpretation of implicit theories when applied to professional practice in PE. Conclusion: We argue that researchers need to address more nuanced questions around implicit theories to prevent this area of inquiry stalling. Moreover, we need to provide teachers with more specific recommendations to help them integrate theory and research into practice.

History

School

  • Sport, Exercise and Health Sciences

Published in

Journal of Teaching in Physical Education

Volume

36

Issue

3

Pages

252 - 261

Citation

WARBURTON, V.E. and SPRAY, C.M., 2017. Implicit theories of ability in physical education: Current issues and future directions. Journal of Teaching in Physical Education, 36 (3), pp. 252-261.

Publisher

© Human Kinetics, Inc.

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2017

Notes

Accepted author manuscript version reprinted, by permission, from Journal of Teaching in Physical Education, 2017, 36 (3): pp252-pp261, https://doi.org/10.1123/jtpe.2017-0043. © Human Kinetics, Inc.

ISSN

0273-5024

eISSN

1543-2769

Language

en

Exports