Do goal clarification and process feedback positively affect students’ need-based experiences?
Christa Krijgsman; Tim Mainhard; Lars Borghouts; Jan van Tartwijk; Leen Haerens
Safeguarding Young People in Care
Boendermaker, Leonieke (Lectoraat Jeugdzorg); Dodd, SJ
Examples, practice problems, or both?
Milou van Harsel; Vincent Hoogerheide; P.P.J.L. Verkoeijen; T. van Gog
AIESEP Position Statement on Physical Education Assessment
Lars Borghouts; Menno Slingerland; Gwen Weeldenburg; Ann MacPhail; Hans van der Mars; Dawn Penney; Víctor López Pastor; Ivo van Hilvoorde; Peter Iserbyt; Jacalyn Lund
Designing digitally-augmented feedback for physical education
Yudan Ma; Bin Yu; Steven Vos; Joep van de Ven; Tilde Bekker; Jun Hu
Effects of different sequences of examples and problems on motivation and learning.
Milou van Harsel; Vincent Hoogerheide; P.P.J.L. Verkoeijen; T. van Gog
How can the IB-PYP Learner Profile be applied to create a subject-specific approach for Physical Education?
Lena Boßmann (Student); Natalie Shaw; Marcel Haagsma (Docent)
Future Directions in PE Assessment
Gwen Weeldenburg; Menno Slingerland; Lars Borghouts
Future directions in PE Assessment (video)
Gwen Weeldenburg; Menno Slingerland; Lars Borghouts