Pre-Conference Sessions

Gamification: Bridging Theory and Practice for Transformative PE Experiences

Jenna Rice, Liverpool John Moores University

Session Length: 3.5 hours – May 18, 2025: 12:30 PM - 4:00 PM 

Gamification in physical education (PE) is a relatively new pedagogical approach but has gained traction over recent years. Gamification refers to the integration of game-like elements in non-gaming contexts, using elements such as narratives, relationships, challenges, levels, points, and rules, to make participation in the activities more motivating and enjoyable. Research has shown that gamification positively impacts students motivation across school levels (primary, secondary and university). Motivation is important as it is linked to persistence and performance in PE. However, as gamification is still an emerging concept, its current implementation remains limited. This workshop will explore gamification strategies in PE, guide participants in co-creating a gamified session for a target population, and provide an opportunity to deliver their session to others. 

Objectives:

1. To explore what gamification is, and how gamification strategies can be implemented in PE from a theoretical perspective. 

2. To use gamification theory to co-create a 10–15-minute gamified PE session in small groups. 

3. To practically experience what gamification is like to deliver to the other small groups in the workshop.

Creative Dance, Merely Directionless Movements or a Source for Learning?

Anders Frisk and Christopher Engdahl, Swedish School of Sport and Health Sciences

Session Length: 90 minutes – May 18, 2025: 12:30 PM - 2:00 PM

Creative, expressive dance allows participants to explore movements to express ideas, thoughts and feelings and develop movement capabilities. Physical education teacher education (PETE) students often have limited experience of this dance form and may find that there is nothing to practice and learn and that creative dance is just directionless movements. In physical education (PE), if dance is included in the curriculum, it is mainly through social dancing, aerobic or other training forms to music. A very teacher-centered teaching with pre-determined movements and pre-defined meanings. Creative or expressive dance may give students the possibility to move beyond pre-given movements and explore their movements. This means that the PETE students need guidance in this dance form to understand its value and to feel confident to use creative dance in their future profession.

This practical workshop is based on a Swedish study (Larsson et al., 2024) conducted in the context of teaching Movement and Dance in PETE and a continuing professional development (CPD) course for physical education teachers focusing on practicing movements in creative dance. The purpose of the article was to explore the knowledge in movement that PETE students were practising as they participated in creative dance and also to shed light on what pedagogical practice contributed to enabling such practising. We see the purpose of this workshop as a proposal for how the learning objects in creative dance can be clarified and formulated. In the workshop, we will present some of the tasks and exercises described in the article and use bodily experience as a starting point for reflection and discussion.

The workshop will be led by the teachers portrayed in the article who also are co-authors, Anders Frisk and Christopher Engdahl. The aim is to guide the participants through some dance exercises to explore movement capabilities, work with tools for composition and choreography. Also, to initiate reflections and discussions about our own experience and the main objective of what we offer students to learn when using creative dance in the PETE and PE.

In this workshop, we invite the participants through the embodied experience to reflect and discuss what we are learning through creative dance, what we are practicing, and the importance of pedagogical tools. The workshop is planned for 90 minutes where we will both be moving (dancing) physically and being engaged in reflection and discussions. No prior experience of creative dance is needed, but it’s helpful to come with an open mind and a bodily curiosity. We recommend suitable clothes for physical activity. 

References:

Larsson, H. et al. (2024). Creative dance – practising and improving … what? A study in physical education teacher education. European Physical Education Review, p. 1-17.

PLEASE COME DRESSED READY TO MOVE!

Integrating Interdisciplinary Learning: The STEPAM Concept

Aleksandar Ignjatovic, University of Kragujevac

Session Length: 2 hours – May 18, 2025: 9:00 AM - 11:00 AM

The STEPAM (Science, Technology, Engineering, Physical Education, Art, and Mathematics) project offers an innovative framework for interdisciplinary education. This session will highlight how physical activities can be seamlessly integrated with STEM and Arts disciplines to connect abstract concepts with real-world applications. Participants will explore hands-on lessons that promote critical thinking, creativity, teamwork, and sustainability, using examples such as the "Force and Power" unit, which combines physics and physical education, and the "F1 Human Engine" game, which demonstrates force and motion through active participation.

Objectives
By the end of this session, participants will:

• Understand the STEPAM concept and its value in interdisciplinary teaching.

• Engage in and evaluate physical activities and lessons that integrate STEM, Arts, and Physical Education.

• Collaborate on ideas for applying STEPAM methodologies in their teaching environments.

Session Format

• Introduction:
  Overview of the STEPAM concept, highlighting its interdisciplinary framework and its role in fostering critical thinking, creativity, and real-world application.

• Demonstrations:
  Showcase four newly developed STEPAM units, including physical activity games, interdisciplinary content, and other hands-on lessons.

• Materials Distribution:
  Participants will receive templates for creating STEPAM lesson units, either in digital format (to be completed on electronic devices such as laptops or tablets) or in printed format if devices are unavailable. Participants will also be guided in using the provided gift codes for the 365 Games app on Android and Google Play, granting access to additional resources.

• Group Activity:
  Participants will work in small groups (3–5 participants) to draft their own interdisciplinary lesson plans using the STEPAM template.

• Discussion & Feedback:
  Groups will present their draft lesson plans and share their insights. A facilitated discussion will focus on challenges, innovative ideas, and future possibilities for implementing the STEPAM methodology.

Special Interest Group 

Pre-Conference Sessions

Social Justice SIG: Think, Educate, Act, Collaborate, Inspire

Session Length: 4 hours – May 18, 2025: 12:00 PM - 4:00 PM

This interactive, facilitator-led, four-hour afternoon session will immerse participants in socially just pedagogies through engaging and emotionally connected dialogue. Rather than traditional lectures, this workshop will focus on fostering active participation and collaboration. Attendees will engage in critical reflection exercises, network with colleagues, and partake in discussions that challenge perspectives and inspire new ways of thinking about socially conscious research methodologies. Through an open and inclusive environment, participants will have the opportunity to deeply connect with one another, explore innovative ideas, and envision the future direction of the SIG’s work.

Objectives:

1. Engage in Critical Reflection: Participants will engage in a critical thinking exercise designed to provoke cognitive dissonance, prompting reflection on how societal norms shape perceptions and challenge our perspectives.

2. Network and Collaborate with Colleagues: Participants will have the opportunity to network with fellow colleagues, share insights into their research, discuss methodologies, and explore potential collaborations, fostering a stronger, more interconnected SIG community.

3. Inspire, Educate, and Challenge through Socially Just Research and Pedagogies: Participants will engage in an interactive social justice pedagogy to inspire one another, educate themselves on socially conscious research methodologies, and collectively envision innovative directions for the SIG’s future work.

Tech SIG: Digital Technologies for Teaching, Learning, & Health Promotion

Session Length: 2 hours – May 18, 2025: 9:00 AM - 11:00 AM

This session will introduce the AIESEP Digital Technologies for Teaching, Learning, & Health Promotion (Tech) SIG and is designed to foster critical, interactive dialogues around the applications, opportunities, and potential pitfalls of the use of digital learning technology in a digital age. 

The integration of digital technologies into teaching, learning, and health promotion has grown exponentially in recent years, highlighted by both international reports and emerging research in physical education, public health, health promotion, and adjacent fields. The COVID-19 pandemic amplified the relevance of these technologies and exposed challenges and opportunities for their use to support well-being across the lifespan. As educational priorities continue to shift toward areas such as technology integrated learning, Artificial Intelligence, and digital literacies, it is imperative to adopt a critical approach to understanding how these technologies are being used and can be leveraged to enhance practice. This topic is particularly vital to the AIESEP community, as digital technologies are increasingly influencing health promotion, pedagogy, curriculum, and teacher education. The establishment of the Tech SIG addresses the pressing need for dedicated space to explore the roles and implications of digital technology use critically. By fostering interdisciplinary collaboration and international dialogue, the SIG aims to position AIESEP as a thought leader in navigating global educational challenges through innovative, collaborative, research-driven approaches. As demonstrated by the growing number of presentations, posters, and discussions on digital technologies at recent AIESEP conferences, there is substantial interest within the community to formalize this work. By advancing research, curating critical dialogue, and fostering collaboration, the Tech SIG seeks to support inclusive and equitable movement experiences and physical activity opportunities for individuals globally. Our session will be dedicated to interactive engagement designed to collaboratively begin to manifest the AIESEP Tech SIG and its mission, vision, and objectives.

Objectives:

1. Explore the vision, mission, goals, and potential trajectories of the Tech SIG

2. Examine diverse perspectives on the applications, opportunities, and potential pitfalls of digital technology across various teaching, learning, and health promotion contexts

3. Evaluate applications of digital technology across international teaching, learning, and health promotion contexts

Early Career Researcher SIG: Building Connections, Empowering Futures: Early Career Researchers

Session Length: 3 hours – May 18, 2025: 2:30 PM - 5:00 PM

This interactive pre-conference session is designed to introduce the new Early Career Researchers (ECR) Special Interest Group (SIG), facilitate the creation of sustainable support networks, discuss ways to facilitate and support research conducted by ECRs throughout the year, and assemble initial networks.

This session will engage participants in interactive, co-created activities designed to foster collaboration and build sustainable support networks. The session will begin with an introduction to the new ECR Special Interest Group (SIG) and its goals. Participants will then engage in lightning conversations, where they will discuss common research challenges and share strategies for overcoming them. Through a card profile game, participants will identify key challenges and join themed groups for facilitated discussions. The event will conclude with a collaborative session focused on developing long-term, co-designed initiatives to support ECRs, culminating in a provisional calendar of activities for the year.

Early Years SIG

Session Length: 3 hours – May 18, 2025: 9:00 AM - 12:00 PM

This year in Florida, the Early Years Special Interest Group (SIG) will combine hands-on practical sharing with research discussions to explore early years movement skills. Since its inception in Wyoming in 2018, the Early Years SIG has focused primarily on research sharing and collaborative advancement. Following the insightful experiences in Finland, where the SIG had the opportunity to visit schools and observe teachers in action, the SIG has decided to focus on taking home practical lessons, ideas, and suggestions to then enact them within our home setting and to regroup later in the year and compare our experiences. 

In our discussions, we realized that there is a wide variety of methods used globally to teach movement skills to young children (ages 0-8). Our goal for this session is to share these diverse approaches, exchange practical ideas, and equip ourselves with new strategies and activities that can be immediately implemented back in our own settings. We will build on the insights from Finland and aim to take home not only knowledge but also tangible ideas that can enrich our teaching practices.

The session will include a variety of interactive activities, including:

• Ball-Orchestra

• Volleyball

• String Orienteering

• Using Storybooks to Support Movement Skills

• Sharing Early Years Movement Strategies

TGfU SIG: Interdisciplinary Perspectives to Game-Based Teaching and Coaching

Session Length: 3 hours – May 18, 2025: 9:00 AM - 12:00 PM

This workshop, presented on behalf of the Teaching Games for Understanding Special Interest Group (TGfU SIG), explores the multifaceted value of game-based teaching and coaching approaches through an interdisciplinary lens. By integrating perspectives from diverse disciplines—motor skill acquisition, fitness development, tactical understanding, social justice and fair play, and motivation—the workshop emphasizes the holistic benefits of these approaches for learners of all ages and abilities. Participants will engage with evidence-based practices and hands-on activities to illustrate how game-based strategies can enhance learning, inclusion, and engagement in physical education and sport settings. The workshop aims to inspire educators and coaches to adopt and adapt interdisciplinary approaches to improve learner outcomes and experiences.

The workshop will be structured into the following segments:

1. Introduction and Context Setting: Overview of game-based approaches and their interdisciplinary applications.

2. Thematic Stations: Participants rotate through stations exploring game-based approaches from the perspectives of: (a) Motor skill acquisition, (b) Fitness and conditioning, (c) Tactical understanding and decision-making, (d) Social justice and fair play, (e) Adventure-Outdoor gameplay situations

3. Reflection and Synthesis: Group discussions to share insights and action planning for integrating interdisciplinary approaches into their practice.