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 future teachers and coaches might learn to foster meaningful experiences for learners in physical education and youth sport (the LAMPE project), conducted with Déirdre Ní Chróinín and Mary O’Sullivan. Much of his work involves self-study methodology, including the text Self-study of physical education: The interplay of scholarship and practice (2014, Springer), co-edited with Alan Ovens

  • Pedagogies that promote meaningful physical education and youth sport
  • Professional learning in physical education and coach education
  • Occupational Socialization
  • Self-study of professional practice
  • 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- )
  • Treasurer: Self-study of Teacher Education Practice SIG, American Educational Research Association (2017-2019)
  • 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

Ovens, A., & Fletcher, T. (Eds.). (2015). Self-study in health, sport and physical education [Special issue]. Asia-Pacific Journal of Health, Sport and Physical Education, 6(3), 215-311.Ovens, A., & Fletcher, T. (Eds.). (2014). Self-study in physical education teacher education: The interplay of practice and scholarship. Dordrecht, The Netherlands: Springer.

Beni, S., Fletcher, T., & Ní Chróinín, D. (in press). Meaningful experiences in physical education and youth sport: A review of the literature. Quest. http://dx.doi.org/10.1080/00336297.2016.1224192

Fletcher, T., & Casey, A. (2017). “Apprentice wanted to build ivory tower”: Socialization in higher education. In K. A. R. Richards, & K. L. Gaudreault (Eds.). Teacher socialization in physical education: New perspectives. (pp. 212-225). New York, NY: Routledge.

Fletcher, T., Vasily, A., Ní Chróinín, D., Bullock, S. M., & Kosnik, C. (2017). Andy: Blogging with students – Educational visions and digital realities. In A. Casey, V. Goodyear, & K. M. Armour. Digital technologies and learning in physical education: Pedagogical cases. Volume 2. (pp. 104-120). Abingdon, UK: Routledge.

Casey, A., & Fletcher, T. (2017). Paying the piper: The costs and consequences of academic
advancement. Sport, Education and Society, 22, 105-121.

Fletcher, T., Ní Chróinín, D., & O’Sullivan, M. (2016). A layered approach to critical friendship and its role in supporting pedagogical innovation in teacher education. Studying Teacher Education, 12, 302-319.

Fletcher, T. & Kosnik, C. (2016). Pre-service primary teachers negotiating physical education identities during the practicum. Education 3-13: International Journal of Primary, Elementary, and Early Years Education, 44, 556-565.

Fletcher, T. (2016). Developing principles of physical education teacher education practice through self-study. Physical Education and Sport Pedagogy, 21, 347-365.

Fletcher, T., Ní Chróinín, D., & O’Sullivan, M. (2016). Multiple dimensions of interactivity: An empirically-based investigation of methodological issues in self-study of practice research. In D. Garbett & A. Ovens (Eds.). Enacting self-study as methodology for professional inquiry. (pp. 19-25). Auckland, NZ: University of Auckland Press.

Ní Chróinín, D., O’Sullivan, M., & Fletcher, T. (2016). Critical friendship and meta-critical friendship:Re-interrogating assumptions. In K. Ragoonaden & S. M. Bullock (Eds.). Mindfulness and critical friendship: A new perspective on professional development for educators. (pp. 77-90). Lanham, MD: Lexington Books.

Fletcher, T., & Ovens, A. (2015). Self-study in physical education: Bridging personal and public understandings in professional practice [Editorial]. Asia-Pacific Journal of Health, Sport and Physical Education, 6, 215-219.

Ní Chróinín, D., Fletcher, T., & O’Sullivan, M. (2015). Using self-study to explore the processes of pedagogical innovation in physical education teacher education. Asia-Pacific Journal of Health, Sport and Physical Education, 6, 273-286.

Fletcher, T. & Bullock, S. M. (2015). Reframing pedagogy while teaching about teaching online: A collaborative self-study. Professional Development in Education, 41, 690-706.

Fletcher, T. & Baker, K. (2015). Prioritising classroom community and organisation in physical education teacher education. Teaching Education, 26, 94-112.

Fletcher, T. & Casey, A. (2014). The challenges of models-based practice in physical education teacher education: A collaborative self-study. Journal of Teaching in Physical Education, 33, 403-421.

Randall, L., Robinson, D. B. & Fletcher, T. (2014). A descriptive profile of physical education teachers and programs in Atlantic Canada. McGill Journal of Education, 49(1), 26pp.

Pike, S. & Fletcher, T. (2014). A review of research on physical education teacher socialization from 2000-2012. Revue phénEPS/PHEnex Journal, 6(1), 17pp.

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