Tim Fletcher, PhD

Professor, Kinesiology

Tim Fletcher

Office: WC 280
905 688 5550 x6358
tfletcher@brocku.ca

Web link

Prior to teaching in universities Tim taught high school health and physical education for five years. Current research focuses on how teachers implement pedagogies that support meaningful experiences for learners in physical education, highlighted in a recent co-edited text Meaningful Physical Education: An Approach to Guide Teaching and Learning (2021, Routledge) with Déirdre Ní Chróinín, Doug Gleddie and Stephanie Beni. He is also interested in various forms of practitioner research, particularly using self-study methodology. 

Research Interests

  • Pedagogies that promote meaningful physical education and youth sport
  • Professional learning in physical education and coach education
  • Occupational Socialization
  • Self-study of professional practice

Professional affiliations and accreditation/certification

  • Board of Directors: Ophea (2019- )
  • Editorial Board Member: Physical Education & Sport Pedagogy (2014- )
  • Editorial Board Member: Journal of Teaching in Physical Education (2016- )
  • Advisory Board Member: Agora para la educación física y el deporte/Agora for Physical Education and Sport (2017- )
  • Editorial Board Member: Curriculum Studies in Health and Physical Education (2018- )
  • Member: Association Internationale des Ecoles Superieures d’Education Physique/International Association for Physical Education in Higher Education (AIESEP)
  • Past Chair, PHE Canada Research Council

Publications

Fletcher, T., Ní Chróinín, D., Gleddie, D., & Beni, S. (Eds.) (2021). Meaningful physical education: An approach to guide teaching and learning. Abingdon, UK: Routledge.

Cardiff, G., Ní Chróinín, D., Bowles, R., Fletcher, T., & Beni, S. (2023). ‘Just let them have a say!’ Students’ perspective of student voice pedagogies in primary physical education. Irish Educational Studies, 42, 659-676.

Coulter, M., Gleddie, D., Bowles, R., Ní Chróinín, D., & Fletcher, T. (2023). Teacher educators’ experiences of pedagogies that promote meaningful physical education. Revue phénEPS/PHEnex Journal, 13(3), 19pp.

Fletcher, T., & Beckey, A. (2023). Teaching about planning in physical education teacher education: A collaborative self-study. European Physical Education Review, 29, 389-404.

Hordvik, M., Fletcher, T., Haugen, A., Engebretsen, B., & Møller, L. (2023). Using the metaphor of orchestration to make sense of teacher educator professional development. European Journal of Teacher Education, 46, 417-434.

Fletcher, T., & Hordvik, M. (2023). Emotions and pedagogical change in physical education teacher education: A collaborative self-study. Sport, Education and Society, 28, 381-394.

Smith, Z., Carter, A., Fletcher, T., & Ní Chróinín, D. (2023). What is important? How one early childhood teacher prioritised meaningful experiences for children in physical education. Journal of Early Childhood Education Research, 12(1), 126-149.

Ní Chróinín, D., Fletcher, T., Beni, S., Griffin, C., & Coulter, M. (2023). Children’s experiences of pedagogies that prioritise meaningful experiences in physical education. Education 3-13: International Journal of Primary, Elementary, and Early Years Education, 51, 41-54.

Filho, R. A. C., Beni, S., Aubin, A.-S., Iaochite, R. T., Fletcher, T., & Borges, C. (2022). Types of collaborative continuous professional development in physical education: A dialogue. Movimento, 28, e28064, 19pp.

Beni, S., Fletcher, T., & Ní Chróinín, D. (2022). Teachers’ engagement with professional development to support implementation of meaningful physical education. Journal of Teaching in Physical Education, 41, 570-579.

Fletcher, T. & Ní Chróinín, D. (2022). Pedagogical principles that support the prioritisation of meaningful experiences in physical education: Conceptual and practical considerations. Physical Education and Sport Pedagogy, 27, 455-466.

Beni, S., Fletcher, T., & Ní Chróinín, D. (2022). “It’s not a linear thing; there are a lot of intersecting circles”: Factors influencing teachers’ implementation of Meaningful Physical Education. Teaching and Teacher Education, 117, 103806.

Fletcher, T., & Hordvik, M. (2022). Miscibility in blended modes of PETE practice. Movimento, 28, e28018, 16pp.

Vasily, A., Fletcher, T., Gleddie, D., & Ní Chróinín, D. (2021). An actor-oriented perspective of implementing a pedagogical innovation in a cycling unit. Journal of Teaching in Physical Education, 40, 652-661.

Hordvik, M., Haugen, A., Engebretsen, B., Møller, L., & Fletcher, T. (2021). A collaborative approach to teaching about models-based practice: Developing coherence in one PETE module. Physical Education and Sport Pedagogy, 26, 433-447.

Beni, S., Ní Chróinín, D. & Fletcher, T. (2021). “It’s how PE should be!” Classroom teachers’ experiences of implementing Meaningful Physical Education. European Physical Education Review, 27, 666-683.

Hordvik, M., Fletcher, T., Haugen, A., Engebretsen, B., & Møller, L. (2021). Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators. Teaching and Teacher Education, 101, 103318.

Teaching

  •  Physical Education in Schools
  • Games
  • Fundamental Movement Skills
  • Reflective Practice