This article conceptualises narrative pedagogy and surveys the literature investigating its use in sport, physical education teacher education and physical education. A scoping review informed by Arksey and O’Malley’s (2005) five-stage framework resulted in the consideration of 13 relevant studies. The following questions were explored: Who conducted these studies? Where and when were these conducted? Why did the authors choose to use narrative pedagogy? How did they do it? Which topics were addressed in the studies? In answering these questions and discussing the answers, this article contributes to mapping the existing literature and identifying gaps for future pedagogical opportunities. It is highlighted that narrative researchers can maximise the social impact of narrative inquiry by translating their findings into narrative pedagogy interventions. The incorporation of new storytelling strategies is suggested as a means to advance the future of narrative pedagogy.

中文翻译：

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体育、PETE 和体育中的叙事教育学：范围界定审查


本文提出了叙事教学法的概念，并调查了研究其在运动、体育教师教育和体育教育中的应用的文献。根据 Arksey 和 O'Malley（2005）的五阶段框架进行的范围界定审查导致考虑了 13 项相关研究。探讨了以下问题：谁进行了这些研究？这些活动是在何时何地进行的？为什么作者选择使用叙事教学法？他们是怎么做到的？研究涉及哪些主题？在回答这些问题并讨论答案时，本文有助于绘制现有文献并确定未来教学机会的差距。需要强调的是，叙事研究人员可以通过将他们的发现转化为叙事教学干预措施来最大限度地发挥叙事探究的社会影响。建议结合新的讲故事策略作为推进叙事教育学未来的一种手段。