Amade-EscotC (2017) Productive disciplinary engagement within didactical transactions: A case study of student learning in gymnastics. European Physical Education Review23(3): 279–296.
2.
BainLL (1976) Description of the hidden curriculum in secondary physical education. Research Quarterly. American Alliance for Health, Physical Education and Recreation47(2): 154–160.
3.
BarkerDMQuennerstedtM (2017) Power and group work in physical education: A Foucauldian perspective. European Physical Education Review23(3): 339–353.
4.
BrockSJHastieP (2017) Student learning through interaction in physical education. European Physical Education Review23(3): 273–278.
5.
CaseyAGoodyearVA (2015) Can cooperative learning achieve the four learning outcomes of physical education? A review of literatureQuest67(1): 56–72.
6.
CaseyAQuennerstedtM (2015) ‘I just remember rugby’: Remembering physical education as more than a sport. Research Quarterly for Exercise and Sport86(1): 40–50.
7.
CollinsRAppleMW (2015) Can neo-Marxian and poststructural theories in education inform each other? Using genre approaches to bridge the gap. In: MarkeeM (ed.) The Handbook of Classroom Discourse and Interaction. Oxford: Wiley Blackwell, pp.115–127.
8.
DeweyJ (1938/1997) Experience and Education. New York, NY: Simon & Schuster.
9.
DoddsP (1985) Are hunters of the functional curriculum seeking quarks or snarks?Journal of Teaching in Physical Education4(2): 91–99.
10.
EvansJDaviesBWrightJ (2004) Body Knowledge and Control. Studies in the Sociology of Physical Education and Health. London: RoutledgeFalmer.
11.
FitzgeraldH (2005) Still feeling like a spare piece of luggage? Embodied experiences of (dis)ability in physical education and school sport. Physical Education and Sport Pedagogy10(1): 41–59.
12.
FoucaultM (1982) The subject and power. Critical Inquiry8(4): 777–795.
13.
GardMWrightJ (2001) Managing uncertainty: Obesity discourses and physical education in a risk society. Studies in Philosophy and Education20(6): 535–549.
14.
HarveySJarrettK (2014) A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy19(3): 278–300.
15.
JacksonPW (1968) Life in Classrooms. London: Holt, Rinehart and Winston, Inc.
16.
JohnsonDWJohnsonRT (1999) Making cooperative learning work. Theory Into Practice38(2): 67–73.
17.
KirkD (1992) Physical education, discourse and ideology: Bringing the hidden curriculum into view. Quest44(1): 34–56.
18.
KirkDMacdonaldD (1998) Situated learning in physical education. Journal of Teaching in Physical Education17(3): 376–387.
19.
LafontLRivièreCDarnisF. (2017) How to structure group work? Conditions of efficacy and methodological considerations in PE. European Physical Education Review23(3): 327–338.
20.
ÖhmanM (2010) Analysing the direction of socialisation from a power perspective. Sport, Education and Society15(4): 393–409.
21.
ÖhmanM (2017) Losing touch – teachers’ self-regulation in physical education. European Physical Education Review23(3): 297–310.
22.
RønholtH (2002) ‘It’s only the sissies …’: Analysis of teaching and learning processes in physical education: A contribution to the hidden curriculum. Sport, Education and Society7(1): 25–36.
23.
WallheadTDysonB (2017) A didactic analysis of content development during cooperative learning in primary physical education. European Physical Education Review23(3): 311–326.