Tim Fletcher, PhD

Associate Professor, Kinesiology

Office: WC 280
905 688 5550 x6358

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  Chróinín, Doug Gleddie and Stephanie Beni. He is also interested in various forms of practitioner research, particularly using self-study methodology. 

  • Pedagogies that promote meaningful physical education and youth sport
  • Professional learning in physical education and coach education
  • Occupational Socialization
  • Self-study of professional practice
  • 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)
  • Member: PHE Canada/PHE Canada Research Council

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

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.  

McCaughey, C., & Fletcher, T. (2020). Pre-service teachers’ experiences of learning to teach LGBTQ students in health and physical education. Revue phénEPS/PHEnex Journal, 11(1), 18pp. 

Ní Chróinín, D., Fletcher, T., Jess, M., & Corr, M. (2020). A major review of stakeholders’ perspectives of the purposes of primary physical education. European Physical Education Review, 25, 322-336. 

Richards, K. A. R. & Fletcher, T. (2020). Learning to work together: Conceptualizing doctoral education as critical friendship. Sport, Education and Society, 25, 98-110. 

Fletcher, T. (2020). Self-study as hybrid methodology. In A. Berry, S. M. Bullock, A. Crowe, H. Guðjónsdóttir, J. Kitchen, & M. Taylor (Eds.). International Handbook of Self-Study of Teaching and Teacher Education (2nd ed.). (pp. 269-297). Dordrecht, The Netherlands: Springer. 

Fletcher, T., & Ovens, A. (2020). Self-study of physical education teacher education. In A. Berry, S. M. Bullock, A. Crowe, H. Guðjónsdóttir, J. Kitchen, & M. Taylor (Eds.). International Handbook of Self-Study of Teaching and Teacher Education (2nd ed.). (pp. 899-931). Dordrecht, The Netherlands: Springer. 

Fletcher, T., Beckey, A., Larsson, H., & MacPhail, A. (2020). The research and development challenge: Better aligning teachers’ and teacher educators’ needs, priorities, and demands. In A. MacPhail & H. A. Lawson (Eds.). School Physical Education and Teacher Education: Collaborative Redesign for the 21st Century. (pp. 116-127). Abingdon, UK: Routledge. 

Richards, K. A. R. & Fletcher, T. (2019). Navigating the personal challenges and sociopolitics of doctoral education: A collaborative self-study. Studying Teacher Education, 15, 260-277. 

Ní Chróinín, D., Beni, S., Fletcher, T., Griffin, C., & Price, C. (2019). Using meaningful experiences as a vision for physical education teaching and teacher education practice. Physical Education and Sport Pedagogy, 24, 598-614. 

Fletcher, T., Ní Chróinín, D, & O’Sullivan, M. (2019). Developing deep understanding of teacher education through accessing and responding to pre-service teacher engagement with their learning. Professional Development in Education, 45, 832-847. 

Beni, S., Fletcher, T., & Ní Chróinín, D. (2019). Using features of meaningful experiences to guide primary physical education practice. European Physical Education Review, 25, 599-615. 

Beni, S., Ní Chróinín, D., & Fletcher, T. (2019). A focus on the ‘how’ of meaningful physical education. Sport, Education and Society, 24, 624-637. 


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