Drawing on social constructivist learning theory and a conceptual framework for meaningful physical education (MPE), the purpose of this self-study was to present and explore how one teacher-researcher (TR) evolved their approach to implementing pedagogy promoting MPE in an alternative secondary/high school education setting. Utilizing self-study, data were collected before, during, and after twenty 75-minute lessons over 15 weeks. One critical friend interview, 20 post-teaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman and Saldana Framework for Qualitative Data Analysis (2014) was implemented, with thematic analysis then applied. The following themes were constructed: bringing the fun; steering between sparkling and sensitive social interactions; co-creating and reconsidering challenge; monitoring movements toward motor competence; and pursuing personal relevance in physical activity. Findings demonstrate the TR's explicit and intentional efforts to better implement the concept of MPE within their planning and pedagogy to develop a better understanding of what this looked like in practice and the role each feature played in teaching and learning. Utilizing and promoting democratic and reflective practices led the TR to consider and apply these features more frequently and readily to better teach knowledge, attitudes, and skills to their students through the conceptual lens of MPE. The experiences presented and discussed demonstrate the benefit of doing so not just for the TR's evolving approach to teaching and learning in physical education, but indeed for the learning of their students, researchers, and other practitioners too.

中文翻译：

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一切都变得更好：探索一位教师兼研究员为促进有意义的体育教育所做的不断努力

本次自学的目的是借鉴社会建构主义学习理论和有意义的体育教育 (MPE) 概念框架，展示并探索一名教师兼研究员 (TR) 如何发展其方法来实施在替代中学中促进 MPE 的教学法/高中教育背景。通过自学，在 15 周的 20 节 75 分钟课程之前、期间和之后收集数据。进行了 1 次批判性朋友访谈、20 次教学后反思、18 次观察和 22 篇日记条目。实施了利用 Miles、Huberman 和 Saldana 定性数据分析框架 (2014) 的演绎和归纳方法，然后应用主题分析。构建了以下主题：带来乐趣；在活跃和敏感的社交互动之间进行引导；共同创造和重新考虑挑战；监测运动能力的运动；并追求身体活动中的个人相关性。调查结果表明，TR 明确且有意地努力在其规划和教学法中更好地实施 MPE 概念，以更好地理解其在实践中的情况以及每个功能在教学中所发挥的作用。利用和促进民主和反思性实践使 TR 更频繁、更容易地考虑和应用这些特征，以便通过 MPE 的概念镜头更好地向学生传授知识、态度和技能。所提出和讨论的经验表明，这样做不仅有益于 TR 不断发展的体育教学方法，而且确实有益于学生、研究人员和其他从业者的学习。