References
- Almeida, C., Ferreira, A., & Volossovitch, A. (2013). Offensive sequences in youth soccer: Effects of experience and small-sided games. Journal of Human Kinetics, 36(1), 97-106.
- Amade-Escot, C. (2006). Student learning within the didactique tradition. In D. Kirk, M. O’Sullivan, & D. Macdonald (Eds.), Handbook of Research in Physical Education (pp. 347-365). Thousand Oaks, CA: SAGE Publications Ltd.
- Armour, K.M. (2011). What is “sport pedagogy” and why study it? In K. Armour (Ed.), Sport Pedagogy: An Introduction for Teaching and Coaching (pp. 11-24). London, UK: Pearson.
- Austin, J. (1962). How To Do Things with Words. Oxford, UK: Oxford University Press.
- Brière-Guenoun, F. & Musard, M. (2019). Didactic analysis of the activity of students in 3rd year of bachelor’s degree in sports science. In G. Escalié & É. Magendie (Eds.), Integrative Alternation and Teachers’ Education (pp. 39-59) [translated]. Bordeaux, France: Bordeaux University Press.
- Brousseau, G. (1997). Theory of Didactical Situations in Mathematics. Dordrecht, Netherlands: Kluwer Academic Publishers.
- Carlson, T. B. (1995). “Now, I think I can.” The reaction of eight low-skilled students to sport education. ACH-PER Healthy Lifestyles Journal, 42(40), 6-9.
- Cross, D. (2010). Joint action and professional knowledge of the teacher [translated]. Education et didactique, 4-3, 39-60.
- Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston & M. H. J. Sikula (Eds.), Handbook of Research on Teacher Education, (pp. 291-310). New York, USA: Macmillan.
- Castagna, C., D’Ottavio, S., Vera, J. G., & Álvarez, J.C.B. (2009). Match demands of professional futsal: A case study. Journal of Science & Medicine in Sport, 12(4), 490-494.
- Cochran, K., DeRuiter, J., & King, R. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-271.
- Collier, C. (1998). Sport education and preservice education. The Journal of Physical Education, Recreation & Dance, 69(5), 44-45.
- Council of Europe. (2019). Digital Citizenship Education Handbook. Strasbourg, France: Council of Europe Publishing.
- Deenihan, J. T., McPhail, A., & Young, A.-M. “Living the curriculum”: Integrating sport education into a physical education teacher education programme. European Physical Education Review, 17(1), 51-68.
- Eilan, N., Hoerl, C., McCormack, T., & Roessler, J. Joint Attention: Communication and Other Minds. Oxford, UK: Oxford University Press.
- European Parliamentary Research Service. (2020). Rethinking education in the digital age. Brussels, Belgium: European Parliamentary Research Service.
- Fonseca, S., Milho, J., Travassos, B., & Araújo, D. (2012). Spatial dynamics of team sports exposed by voronoi diagrams. Human Movement Science, 31(6), 1652-1659.
- Fuller, F. F. & Manning, B. A. (1973). Self-confrontation reviewed: A conceptualization for video playback in teacher education. Review of Educational Research, XLIII, 4, 469-528.
- Frencken, W., et al. (2013). Size matters: Pitch dimensions constrain interactive team behaviour in soccer. Journal of Systems Science and Complexity, 26(1), 85-93.
- Geisler, G. & Kerr, J. H. (2007). Competition stress and affective experiences of Canadian and Japanese futsal players. International Journal of Sport Psychology, 38(2), 187-206.
- Gillies, R. & Ashman, A. (1996). Teaching collaborative skills to primary school children in classroom-based work groups. Learning and Instruction, 6, 187-200.
- Gréhaigne, J-F., Richard, J-F., & Griffin, L. (2005). Teaching and Learning Team Sports and Games. London, UK: Routledge-Falmer.
- Gomes, A. R., Pereira, A. P., & Pinheiro, A. R. (2008). Leadership, cohesion and satisfaction in sporting teams: A study with Portuguese football and futsal athletes. Psicologia: Reflexao e critica, 21(3), 482-491.
- Guskey, T. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.
- Hastie, P. A. & Curtner-Smith, M. D. (2006). Influence of a hybrid Sport Education – Teaching Games for Understanding unit on one teacher and his students. Physical Education and Sport Pedagogy, 11(1), 1-27.
- Ingersoll, C., Jenkins, J.-M., & Lux, K. (2014). Knowledge development in early field teaching experiences. Journal of Teaching in Physical Education, 33, 363-382.
- Ingold, T. (2017). Anthropology and/as Education. London, UK: Routledge.
- Joffredo-Le Brun, S., Morelatto, M., Sensevy, G., & Quilio, S. (2018). Cooperative engineering in a joint action paradigm. European Educational Research Journal, 17(1), 187-2018.
- Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169.
- Kinchin, G. D., Penny, D., & Clarke, G. (2005). Sport education in teacher education. In D. Penny, G. Clarke, M. Quill, & G.D. Kinchin (Eds.), Sport Education in Physical Education: Research-Based Practice. (pp. 217-228). Routledge.
- Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9, 60-70.
- Koekoek, H., van der Mars, H., van der Kamp, J., Walinga, W., & van Hilvoorde, I. (2018). Aligning digital video technology with game pedagogy in physical education. Journal of Physical Education, Recreation and Dance, 89(1), 12-22.
- Launder, A. G. & Piltz, W. (2013). Play practice: Engaging and developing skilled players from beginner to elite. Champaign, USA: Human Kinetics.
- Magnusson, S., Krajcik, L., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge (pp. 95-132). Dordrecht, Netherlands: Kluwer Academic Publishers.
- Moore, R., Bullough, S., Goldsmith, S., & Edmonson, L. (2014). A systematic review of futsal literature. American Journal of Sports Science and Medicine, 2(3), 108-116.
- Moreira, V.J.P., Da Silva Matias, C.J.A., & Greco, P.J. (2013). Motriz. Revista de Educacao Fisica, 19(1), 84-98.
- Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
- Olofson, M. W., Swallow, M. J. C., & Neumann, M. D. (2016). TPACKing: A constructivist framing of TPACK to analyze teachers’ construction of knowledge. Computers & Education, 95, 188-201.
- Oslin, J., Collier, C., & Mitchell, S. (2001). Living the curriculum. Journal of Physical Education, Recreation & Dance, 72(5), 47-51.
- Polidoro, L., Bianchi, F., Di Tore, P.A, & Raiola, G. (2013). Futsal training by video analysis. Journal of Human Sport & Exercise, 8(2), 290-296.
- Reinert, M. (2015). Alceste [computer software]. Toulouse, France: Image.
- Reinert, M. (1993). The “lexical worlds” and their “logic” through the statistical analysis of a corpus of nightmare stories [translated]. Langage & Société, 66, 5-39.
- Rollnik, M. & Mavhunga, E. (2016). The place of subject matter knowledge in teacher education. International Handbook of Teacher Education, 1, 423-452.
- Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N., & Ndlovu, T. (2008). The place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium. International Journal of Science Education, 30(10), 1365-1387.
- Rowan, B., Schilling, S.G., Ball, D., & Miller, R. (2001). Measuring teachers’ pedagogical content knowledge in surveys: An exploratory study. Consortium for Policy Research in Education, University of Pennsylvania.
- Sargent, J. (2018). Exploring pedagogy and digital technology in physical education through appreciative inquiry. PhD thesis, Loughborough University, Loughborough, UK.
- Schön, D. A. (1983). The Reflective Practitioner. New York, USA: Basic Books.
- Schön, D. A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco, USA: Jossey-Bass.
- Sensevy, G. (2014). Characterizing teaching effectiveness in the joint action theory in didactics: An exploratory study in primary school. Journal of Curriculum Studies, 46(5), 577-610.
- Sensevy, G., Mercier, A., Schubauer-Leoni, M-L., Ligozat, F., & Perrot, G. (2005). An attempt to model the teacher’s action in the mathematics class. Educational Studies in Mathematics, 59, 153-181.
- Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
- Stein, M. K. & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171-187.
- Storchevoy, N.F., Belikov, E.M., Maksimenko, A.V., & Smekhunov, A.A. (2013). Mini-futbol kak sredstvo professional’noprikladnoj fiziceskoj podgotovki studentov techniceskich. vuzov. Teoriya I Praktika Fizicheskoy Kultury, 9, 38-40.
- Stran, M. & Curtner-Smith, M. (2010). Impact of different types of knowledge on two preservice teachers’ ability to learn and deliver the sport education model. Physical Education and Sport Pedagogy, 15(3), 243-256.
- Travassos, B., Arauújo, D., Davids, K., Esteves, P. T., & Fernandes, O. (2012). Improving passing actions in team sports by developing interpersonal interactions between players. International Journal of Sports Science & Coaching, 7(4), 677-688.
- Tricot, A. & Sweller, J. (2014). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review, 26, 265-283.
- Verscheure, I. & Amade-Escot, C. (2007). The gendered construction of physical education content as the result of the differentiated didactic contract. Physical Education and Sport Pedagogy, 12(3), 245-272.
- Wallhead, T. & Dyson, B. (2016). A didactic analysis of content development during cooperative learning in primary physical education. European Physical Education Review, 23(3), 1-16.
- Webb, M. & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13(3), 235-286.
- Wittgenstein, L. (1953/2001). Philosophical Investigations. Hoboken, USA: Blackwell Publishing.