十二年國教課程改革下，高中體育學科中心承擔著推動素養導向課程發展的重要責任，高中體育學科中心面對課程改革的變動，從過去的個別教案研發，到現今以探究式、重理解、強調朝向素養導向的課程發展方式，以課程地圖行事曆的課程發展，邁向符合素養導向高品質課程的目標。於此，本研究之目的旨在瞭解在108課綱的轉化脈絡下，高中體育學科中心課程地圖研發小組教師如何面對課程改革，進行課程理解、課程轉化，在其中活動系統中所生的矛盾與組織展化學習的經驗與歷程。本研究採用個案研究法，深入探究課程地圖研發小組教師課程地圖行事曆發展的歷程，資料蒐集以焦點團體訪談、深度訪談、觀察法，針對學科中心4位課程地圖研發小組成員與6位課程地圖研發小組教師，以文化歷史活動理論為架構進行分析。研究結果指出，教師們在發展的歷程中產生四級矛盾事件－矛盾一：課程地圖行事曆的理解與認同；矛盾二：課程地圖行事曆的修訂與推動；矛盾三：校本、體育文化與課程地圖行事曆的衝擊；矛盾四：學生學習表現的反思，而此矛盾也促使教師開展以下展化行動－展化行動一：學科本質的省思；展化行動二：增能研習與共備文化的建立；展化行動三：組織再造與任務型分工；展化行動四：修改「工具」以利推動，以及展化行動五：從教師信念轉化到課程實踐歷程。在此的展化學習歷程促使教師專業成長與學科知識系統的發展。建議未來應著重「工具」的規劃與開發，在發展時從體育學科的學習概念出發，並在體育倫理制度與文化下敏銳覺察會議對話的能動性線索，以及能探究課程地圖長期實踐下學生的學習表現，最後，透過師資培育的投入促進素養導向的課程發展。

Under the 12-year national education curriculum reform, the general high school curriculum physical education subject center has assumed the important responsibility of promoting the development of competence-oriented curriculum. The curriculum development of the curriculum mapping calendar was used to move towards the goal of high-quality competency-based curriculum. The purpose of this study was to clarify how curriculum mapping group teachers in the center confront curriculum reform under the context of the transformation, curriculum understanding in the new curriculum, and extensive learning experience and process in the activity system. This study adopted the case study method to deeply explore the development process of the teachers in curriculum mapping development. Data collected from focus group interviews, in-depth interviews with 4 center members and 6 teachers, observations and documents were analyzed based on the activity theory in cultural and historical approach. The results indicated that there were four levels of contradictions in the process of development: 1. Understanding and recognition of the curriculum mapping calendar; 2. Curriculum mapping calendar revision and promotion; 3, The impact of school-based, sports culture and curriculum mapping calendar; 4. Reflection on students' learning performance. The contradiction also prompted teachers to carry out the following expanding actions: 1. Reflecting of the core of the discipline; 2. Professional enhancing teachers’ learning and establishment of a shared culture; 3. Organizational reengineering and task-based division of labor; 4. Modifying "Tools" to promote curriculum mapping; 5. Teacher’s beliefs were transformed into curriculum practice. The developmental learning process promoted the professional growth of teachers and the development of the knowledge system. It is suggested that the planning and development of “tools” should be emphasized in the future, starting from the learning concept of disciplines, and be aware of the dynamic clues in dialogue under the sports ethics system and culture, as well as able to explore the students’ learning performance under the long-term practice of the curriculum map, and promote the development of competency-based curriculum through teacher training.

丁一顧 (2014)。教師專業學習社群之調查研究：「關注學生學習成效」為焦點。課程與教學，17(1)，209-232。http://dx.doi.org/10.6384/CIQ.201401_17(1).0008
方德隆 (2005)。課程理論與實務 (第二版)。麗文書局。
王文科、王智弘 (2014)。教育研究法 (增訂第十六版)。五南文化。
王全興 (2016)。十二年國民基本教育國民核心素養的內涵。台灣教育，721，123-127。
王佳琪 (2017)。十二年國民基本教育課程綱要總綱之核心素養課程：評量的觀點。臺灣教育評論月刊，6(3)，35-42。
王金國 (2015)。活化教學，不可忽略學習原理與教學倫理。臺灣教育評論月刊，4(12)，107-109。
王金國 (2017)。談共備與有效共備之建議。臺灣教育評論月刊，6(11)，92-95。
王金國 (2021)。素養導向教學設計的問題分析與建議。臺灣教育評論月刊，10(1)， 186-192。
王亭文、黃君 (2020)。臺北市初任體育班教師教學信念探究。運動研究，29(1)，1-15。https://doi.org/10.6167/JSR.202006_29(1).0001
王垠 (2017)。普通型高級中等學校課程推動工作圈推動新課綱的過程。載於蔡清華(主編)，課程協作與實踐第二輯 (頁134-147)。教育部中小學師資課程教學與評量協作中心。
王嘉陵 (2020)。課程地圖之應用：從高等教育到十二年國教。台灣教育研究期刊，1(2)，163-182。
石偉源、蒲逸悧、黃品榮、周宏室、潘義祥 (2017)。後現代思潮下體育教師信念指標之建構及權重分析。體育學報，50(2)，219-232。https://doi.org/10.3966/102472972017065002008
任海 (2018)。身體素養：一個統領當代體育改革與發展的理念。體育科學，3(38)，3-11。https://doi.org/10.16469/j.css.201803001
江釧池 (2019)。營造以設計為導向的數學師資培育環境 [未出版碩士論文]。國立政治大學。
何信權 (2014)。以活動理論為基礎的科學教師遠距視訊協同教學專業發展模式之建立與成效評估 [未出版博士論文]。國立彰化師範大學。
余舒蓉 (2018)。十二年國教課綱轉化與實踐之個案研究：以前導學校為例。雙溪教育論壇，7，113-133 。
吳國銑、徐偉庭 (2008)。以組織文化觀點探討我國全國性體育組織之運作。中華體育季刊，22(2)，134-144。https://doi.org/10.6223/qcpe.2202.200806.1615
吳秀春 (2014)。加強中小學教師專業學習社群運作有效作法之探討。臺灣教育評論月刊，3(9)，145-162。
吳芝儀 (2019)。因應新課綱素養導向之師資培育。臺灣教育評論月刊，8(12)，19-23。
吳俊憲 (2020)。素養導向學習評量理念與標準本位評量設計示例。臺灣教育評論月刊， 9(9)，143-148。
吳俊憲、黃政傑 (2010)。中小學課程政策改革之研究：九年一貫課程的回顧與前瞻。課程研究，5(2)，47-62。
吳政穎 (2012)。導入社群網站於國小學童閱讀學習成效之研究-以活動理論為架構 [未出版碩士論文]。亞洲大學。
吳美瑤 (2019)。認知與學習的新觀點：體現認知在課程與教學之應用。課程與教學季刊，23(1)，193-215。https://doi.org/10.6384/CIQ.202001_23(1).0008
吳海助、蔡菊芬、林章榜 (2006)。高中體育科新課程推動的教師研習相關需求之研究。大專體育學刊，8(4)，15-26。https://doi.org/10.5297/ser.200612_8(4).0001
吳清山 (2011)。十二年國民基本教育的重要課題。研習資訊，28(1)，1-3。
吳清山 (2018)。素養導向教師教育內涵建構及實踐之研究。教育科學研究期刊，63(4)，261-293。https://doi.org/10.6209/JORIES.201812_63(4).0009
吳清山、林天祐 (2011)。協作領導。教育研究月刊，210，117-118。
吳璧純 (2017)。素養導向教學之學習評量。臺灣教育評論月刊，6(3)，30-34。
吳璧純 (2020)。成效本位素養導向學習評量的觀念與實務。師友雙月刊，623，9-19。
吳璧純、詹志禹 (2018)。從能力本位到素養導向教育的演進、發展及反思。教育研究與發展期刊，14(2)，35-64。https://doi.org/10.3966/181665042018061402002
呂秀蓮 (2016)。有效達成國民教育課程目標之鑰：教師的課程發展設計能力。彰化師大教育學報，31、32，25-38 。
李琪明 (2017)。我國中小學道德情意發展之課程模式建構。課程與教學季刊，20(3)，1-26。https://doi.org/10.6384/CIQ.201707_20(3).0001
李承遠 (2012)。導入社群網站於國中數學等差數列單元有效學習之研究－以活動理論為架構 [未出版碩士論文]。亞洲大學。
李明倩 (2012)。以活動理論探討職前教師參與設計電腦輔助語言教學教材比賽的信念與實施 [未出版博士論文]。國立陽明交通大學。
李建彥 (2020)。小學教師專業學習社群實踐素養導向課程之個案研究。人文社會科學研究教育類，14(3)，13- 35。https://doi.org/10.6618/HSSRP.202009_14(3).2
李隆盛、孔心怡、陳芊妤、林坤誼 (2019)。專題、問題與探究導向總整課程教學策略對學習成效的影響。課程與教學季刊，22(3)，55-76。https://doi.org/10.6384/CIQ.201907_22(3).0003
周生旺、程傳銀、張翠梅 (2020)。體育本體論下身體素養、體育素養與健康素養的內涵及關係。武漢體育學院學報，54(6)，32-38。https://doi.org/10.3969/j.issn.1000-520X.2020.06.005
周淑卿 (2002)。「主題式」課程統整的設計模式解析。載於歐用生、莊梅枝 (主編)，反省與前瞻：課程改革向前跑 (頁55-66)。中華民國教材研究發展學會。
周曉丹 (2017)。基於活動理論的合作教中學建模與分析 [未出版博士論文]。朝陽科技大學。
林永豐 (2017)。核心素養的課程教學轉化與設計。教育研究月刊，275，4-17。https://doi.org/10.3966/168063602017030275001
林永豐、郭俊呈 (2013)。國民核心素養與高中課程發展。課程研究，8(1)，101-127。https://doi.org/10.3966/181653382013030801005
林含諭 (2017)。十二年國教與UbD模式之課程設計關聯探討。臺灣教育評論月刊，6(9)，232-235。
林志宜 (2008)。建構小五學生Google地球地圖學習情境：以活動理論為架構之研究 [未出版碩士論文]。淡江大學。
林佩璇 (2019)。教學活化，活化教學：文化歷史活動理論觀。課程與教學季刊，22(1)，17-38。https://doi.org/10.6384/CIQ.201901_22(1).0002
林佩璇 (2020)。教學活化導向深度學習。課程研究，15(2)，1-19。https://doi.org/ 10.3966/181653382020091502001
林佩璇、高翠鴻、許燕萍 (2016)。差異化教學的矛盾與轉化：活動理論觀。中等教育，67(4)，7-20。https://doi.org/10.6249/SE.2016.67.4.02
林佳慧 (2020)。國中自主學習課程轉化之個案研究—以文化歷史活動理論為取徑 [未出版博士論文]。國立臺灣師範大學。
林建豪、魏豐閔、林靜萍 (2019)。身體素養評量工具之探討。教育學報，47(2)，61-80。
林彥伶、闕月清 (2012)。單元性體育課程在國中「健康與體育學習領域」實施現況之個案研究。臺灣運動教育學報，7(2)，41-57。https://doi.org/10.6580/JTSP.2012.7(2).03
林彥宏、陳佩英 (2011)。協同改進而生的矛盾：中學－大學夥伴關係的轉化與再生。教育研究與發展期刊，7(4)，103-130。https://doi.org/10.6925/SCJ.201112_7(4).0005
林政逸 (2017)。十二年國教新課綱核心素養評量。臺灣教育評論月刊，6(3)，28-29。
林盈均 (2019)。國小教師擴展學習歷程之研究。師資培育與教師專業發展期刊，12(2)，1-27。https://doi.org/10.3966/207136492019081202001
林郁婷 (2009)。以活動理論檢視三位中學英語教師對於資訊融入教學的理念與實踐 [未出版碩士論文]。國立陽明交通大學。
林郡雯 (2018)。幾個關於以核心素養為導向的課程轉化問題。中等教育，69(2)，40-56。https://doi.org/10.6249/SE.201806_69(2).0017
林鼎鈞、掌慶維 (2019)。高中體育教師對素養導向教學之觀點。學校體育，171，86-97
林蓮池、林孟逸、何志達 (2013)。國民中學體育教師教學信念之研究－以台南市國民中學教師為例。臺南大學體育學報，8，85-98。
林賜郎 (2006)。普通高級中學課程體育學科中心之任務與發展。學校體育，92，33-39。
姚瑋雯 (2010)。以活動理論探究在臉書的英語學習社群成員之中介行為與參與感受 [未出版碩士論文]。國立陽明交通大學。
施登堯 (2018)。素養導向體育課程設計與教學評鑑。學校體育，168，14-23。
洪榮昭、蔡志敏、李岷憲 (2011)。科學與科技競賽相關活動之辦理—以活動理論觀點進行分析。教育資料與研究，101，159-192。http://catalog.digitalarchives.tw/item/00/5f/44/fe.html
胡崇偉、李明俊、周建智 (2010)。影響大專運動員飲酒行為之因素探究。體育學報，43(3)，63-78。http://dx.doi.org/10.6222/pej.4303.201009.1005
胡憶蓓 (2019)。素養導向教學：S. M. Drake 課程設計觀點。臺灣教育評論月刊，8(10)，19-26。
唐昇志 (2002)。以活動理論為架構分析網路主題式學習活動 [未出版碩士論文]。國立東華大學。
唐淑華 (2013)。眾聲喧嘩？跨界思維？－論「教學轉化」的意涵及其在文史科目教學上的應用。教科書研究，4(2)，87-120。https://doi.org/10.6481/JTR.201112.0087
唐艷 (2010)。高校“學長制”管理模式探究。經濟師，5，93-94。
徐偉霆、謝宗諭 (2021)。限制導向觀點在運動教育學之發展、測量與應用。體育學報，54(3)，197-214。https://doi.org/10.6222/pej.202109_54(3).0001
秦聖翔、掌慶維(2019)。技能導向與素養導向在體育課程、教學與評量之概念分析與實踐。國立臺中教育大學體育學系學刊，14，1-14。
張如慧、曾靜悅 (2022)。如何透過課程領導轉化課程負荷，臺灣教育評論月刊，11(3)，35-38。
張芳全 (2021)。國民小學男女教師的工作壓力源之研究－以臺灣參與TALIS為例。學校行政，133，121-151。https://doi.org/10.6423/HHHC.202105_(133).0006
張芷瑄 (2021)。公立小校轉型實驗學校的矛盾與展化－活動理論觀點 [未出版博士論文]。國立中央大學。
張芷瑄、陳斐卿 (2020)。教師集體課程創新：轉化能動性概念工具的再探究。課程與教學季刊，23(1)，93-116。https://doi.org/10.6384/CIQ.202001_23(1).0004
張春興 (2007)。張氏心理學辭典 (重訂版二刷)。東華書局。
張基成、陳怡靜 (2018)。機器人跨領域STEM主題式統整課程與任務導向式教學的設計及評鑑。科學教育學刊，26(4)，305-331。https://doi.org/10.6173/CJSE.201812_26(4).0002
張雅淇 (2019)。運用UbD設計國中健康體位課程之行動研究 [未出版碩士論文]。國立臺灣師範大學。
張德銳、王淑珍 (2010) 。教師專業學習社群在教學輔導教師制度中的發展與實踐。臺北市立教育大學學報，41(1)，61-90。https://doi.org/10.6336/JUTe/2010.41(1)3
張德銳、林偉人 (2018)。以教師領導促進素養導向教學的發展。臺灣教育評論月刊，7(4)，130-135。
張錫勳 (2015)。「關鍵五堂課」改變成真的關鍵：課程意識下的教學覺醒與行動。臺灣教育評論月刊，4(4)，43-45。
張慧琳、王金國 (2019) 。UbD逆向設計結合六層次閱讀認知能力提問教學對國中一年級學生閱讀理解學習成效影響之研究。教育理論與實踐學刊，40，77-108。https://doi.org/10.7038/JETP.201912_ (40).0004
張瀚陞 (2019)。初探多文本閱讀以Ubd課程設計融入社會學習領域成效之研究。南亞學報，39，89-126
教育部 (2009)。中小學教師學習社群手冊。作者。
教育部 (2017)。十二年國民基本教育課程綱要總綱。作者。
教育部 (2018a)。教育部國民及學前教育署高級中等學校課程推動工作圈及學科群科中心設置與運作要點。作者。
教育部 (2018b)。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校－健康與體育領域。行政院公報，107(24)，1-61。
教育部國民及學前教育署普通型高級中等學校體育學科中心 (2018)。107年度期末成果報告。國立竹山高中。
教育部國民及學前教育署普通型高級中等學校體育學科中心 (2019)。109學年度工作計畫。桃園市立平鎮高級中等學校。
教育部國民及學前教育署普通型高級中等學校體育學科中心 (2021)。110學年度工作計畫。桃園市立平鎮高級中等學校。
梁鳳珠 (2012)。教師教學信念之影響因素分析。教育研究論壇，3(2)，157-172。https://doi.org/10.6480/FER.201206.0157
符少綺 (2014)。以活動理論分析幼兒親職教育方案之研究 [未出版碩士論文]。國立政治大學。
符碧真 (2018)。素養導向國教新課綱的師資培育：國立臺灣大學「探究式─素養導向的師資培育」理想芻議。教育科學研究期刊，63(4)，59-87。https://doi.org/10.6209/JORIES.201812_63(4).0003
許家驊 (2019)。十二年國教課綱核心素養導向學習評量之理念、設計實務與省思。臺灣教育評論月刊，8(8)，37-42。
郭欣妤 (2014)。以活動理論觀點探討大學動保社團之學習 [未出版碩士論文]。國立清華大學。
陳正專 (2019)。十二年國教學校體育課素養導向教學之因應策略。臺南大學體育學報，14，1-14。
陳宏維 (2009)。以活動理論探討兩位台灣大學英文寫作老師教學信念及實施 [未出版碩士論文]。國立陽明交通大學。
陳汶靜 (2019)。一所普通型高中課綱轉化與展化學習之研究－從文化歷史活動理論取徑 [未出版碩士論文]。國立臺灣師範大學。
陳佩英、曾正宜 (2011)。探析專業學習社群的展化學習經驗與課程創新行動－活動理論取徑。教育研究集刊，57(2)，39-84。https://doi.org/10.6910/BER.201106_(57-2).0002
陳佩英、焦傳金 (2009)。分散式領導與專業學習社群之建構：一所高中教學創新計畫的個案研究。教育科學研究期刊，54(1)，55-86。
陳亭之 (2012)。節能減碳實踐中教師和行政的矛盾－活動理論觀點 [未出版碩士論文]。國立中央大學。
陳彥廷 (2016)。活動理論觀點下國小師資生數學課程轉化的阻力與助力。教育學報，44(2)，51-79。
陳思同、劉陽、唐炎、陳昂 (2017)。對我國體育素養概念的理解—基於對Physical Literacy的解讀。體育科學，6，41-51。https://doi.org/10. 16469/j. css. 201706004
陳昭宇 (2018)。素養導向的體育課程與教學：證據本位實務的思考。課程與教學季刊，21(2)，111-140。https://doi.org/10.6384/CIQ.201804_21(2).0005
陳斐卿 (2021)。普通高中如何轉譯108課綱：政策促動觀點。課程與教學季刊，24(1)， 149-173。https://doi.org/10.6384/CIQ.202101_24(1).0006
陳斐卿、林盈秀、蕭述三 (2013)。教師合作設計課程的困難—活動理論觀點。教育實踐與研究，26(1)，63-94。
陳琦媛 (2017)。運用Rubrics 評量核心素養。臺灣教育評論月刊，6(3)，87-90。
陳雅筑 (2018)。技術型高中推動十二年國教新課綱的活動歷程與困境：活動理論的觀點 [未出版碩士論文]。佛光大學。
陳鵬仁 (2022)。從Dewey 身心觀點思考身體素養的體育。臺灣教育評論月刊，11(1)，141-148。
彭響、胡科、劉如 (2022)。學校深化體教融合視域下青少年身體素養培育的理論闡釋與實踐邏輯。體育學刊，29(3)，89-95。http://doi.org/1006-7116(2022)03-0089-07
掌慶維 (2017)。身體素養導向教學之展望與挑戰。學校體育，162，31-43。
掌慶維 (2018a)。體育教師專業學習社群－推動素養導向體育教學的核心關鍵上。學校體育，165，81-91。
掌慶維 (2018b)。體育教師專業學習社群－推動素養導向體育教學的核心關鍵下。學校體育，165，92-102。
掌慶維 (2018c)。素養導向體育教學之理論基礎。學校體育，168，38-48。
掌慶維 (2021)。素養導向職前體育師資培與課程與教學－理論與實務。國立臺灣師範大學。
普通高級中學課程體育學科中心學校 (2005)。94年度工作計畫。國立竹山高中。
曾沈連魁、劉從國 (2007)。教師教學信念意涵之探討。中正體育學刊，1(1)，1-11。https://doi.org/10.30093/CCPEJ.200706.0003
曾淑芬、詹前隆、黃柏偉 (2012)。社會網絡環境與數位協作學習─以iCamp為例。數位學習科技期刊，4(3)，61-76。https://doi.org/10.3966/2071260X2012070403004
游自達 (2019)。素養導向教學的實踐：深化學習的開展。臺灣教育評論月刊，8(10)，6-12。
程峻 (2017)。淺談素養導向體育課程的教學評量。學校體育，162，44-50。
程峻 (2018)。科技統整教學模式之素養導向評量示例。學校體育，168，49-59。
程峻 (2019)。解析核心素養――談素養導向體育教學轉化。學校體育，172，103-119。
鈕文英 (2012)。質性研究方法與論文寫作。雙葉書局。
陽藝武 (2016)。Physical Literacy: 內涵解讀、中外對比及教學啟示。上海體育學院學報，4(40)，73-78。https://doi.org/10.16099/j.sus.2016.04.013.
黃乃熒、張炳煌 (2007)。高中教師對於高中課程學科中心推動新課程策略之意見的調查研究。師大學報：教育類，52(3)，19-42。https://doi.org/10.29882/JTNUE.200712.0002
黃志賢、林福來 (2009)。利用活動理論分析台灣泰雅族國中生的數學學習並設計教學活動。科學教育學刊，16(2)，147-169。https://doi.org/10.6173/CJSE.2008.1602.02
黃怡萍 (2014)。高等教育英語授課之內部衝突：以活動理論觀點探討。東吳外語學報，39，31-73。
黃冠達 (2016)。種子教師推動閱讀理解教學及其教學知識共享之研究—活動理論取徑 [未出版碩士論文]。臺北市立大學。
黃建松 (2019)。STEPS教學策略對促進身體素養導向教學之實務探究。學校體育，175，70-81。
黃政傑 (2013)。課程轉化整合探究之概念架構研析。課程與教學季刊，16(3)，1-30。https://doi.org/10.6384/CIQ.201307_16(3).0001
黃政傑、吳俊憲 (2014)。課程繪圖的理念、問題及展望。課程與教學季刊，17(3)，1-21。https://doi.org/10.6384/CIQ.201407_17(3).0001
黃郁珊 (2021)。以活動理論觀點探究校長社群的展化學習與實踐 [未出版碩士論文]。國立臺灣師範大學。
黃嘉莉、桑國元、葉碧欣(2020)。十二年國民基本教育課程改革中教師能動性之使動與制約因素：社會結構二元論觀點。課程與教學季刊，23(1)，61-92。https://doi.org/10.6384/CIQ.202001_23(1).0003
黃繼仁 (2014)。課程地圖的理論探源與實務應用：以十二年國教政策的課程實踐為例。課程與教學季刊，17(3)，85-118。https://doi.org/10.6384/CIQ.201407_17(3).0005
楊俊鴻 (2016)。以核心素養為導向的體育課程與教學。學校體育，153，7-18。
楊俊鴻 (2018a)。素養導向課程與教學：理論與實踐。高等教育出版社。
楊俊鴻 (2018b)。解析十二年國民基本教育課程綱要之核心素養與學習重點。台灣教育，709，71-82。
楊俊鴻 (2018c)。世界各國國家課程中的核心素養：以日本、韓國與新加坡為例。中等教育，69，21-39。https://doi.org/10.6249/SE.201806_69(2).0016
楊龍立 (2016)。活動理論簡介及評析。國教新知，63(3)，3-10。https://doi.org/10.6701/TEEJ.201609_63(3).0001
溫知穎 (2014)。高中美術學科中心教師社群知識管理之研究 [未出版碩士論文]。國立臺灣師範大學。
葉坤靈 (2017)。由歐盟核心素養的評量省察我國中小學核心素養評量之相關議題。臺灣教育評論月刊，6(3)，07-14。
葉韋伶、陳麗華 (2019)。以教習劇場深化學生全球議題之探究與理解--以快時尚議題為焦點。教育研究與發展期刊，15(2)，27-56。
葉瑜真 (2017)。基於活動理論之桌上遊戲創作教學方案對國小資優生創造力與學習歷程影響之個案研究 [未出版碩士論文]。國立臺北教育大學。
詹恩華、闕月清、掌慶維 (2017)。素養導向體育課程評析：以英國、加拿大、美國、澳洲為例。大專體育，143，1-13。https://doi.org/10.6162/SRR.2017.143.01
詹恩華、闕月清、掌慶維 (2020)。十二年國教下身體素養核心概念的理解。課程與教學季刊，23(3)，59-86。https://doi.org/10.6384/CIQ.202007_23(3).0003
詹惠雪、黃曰鴻 (2020)。教師對素養導向課程設計的理解與實踐反思。課程與教學季刊，23(3)，29-58。https://doi.org/10.6384/CIQ.202007_23(3).0002
鄒小蘭、陳美芳 (2019)。回應十二年國教素養導向之情意發展課程與教學。資優教育季刊，150，1-12。https://doi.org/10.6218/GEQ.201908_(150).1-12
廖庭儷 (2017)。表現本位評量：親愛的棒球ｘ我們的成功是失敗的累積。臺灣教育評論月刊，6(3)，48-53。
熊雲偉 (2020)。促進學習的評量素養導向標準本位評量。師友雙月刊，623，49-55。
甄曉蘭 (2002)。中小學課程改革與教學革新。高等教育。
甄曉蘭 (2003)。教師的課程意識與教學實踐。教育研究集刊，49(1)，63-94。
甄曉蘭 (2015)。課程理論與實務：解構與重建。高等教育。
甄曉蘭 (2019)。學科課程地圖的定位與教學應用。載於甄曉蘭 (主編)，108新課綱普通型高級中等學校學科課程地圖發展與應用成果彙編 (頁ii-xii)。教育部國民及學前教育署。
蒲逸悧 (2011)。臺北市國民中學體育教師教學信念、教學創新與教學效能之相關。臺灣運動教育學報，6(1)，15-28。https://doi.org/10.6580/JTSP.2011.6(1).02
趙曉美 (2019)。素養導向教學的思考與課堂實踐。臺灣教育評論月刊，8(10)，27-30。
劉桂光 (2021)。學習歷程檔案的理解與實踐。中等教育，72(2)，103-111。https://doi.org/10.6249/SE.202106_72(2).0017
劉斌、饒宇洲 (2021)。身體素養視域下小學生體育行為研究。體育學刊，28(6)，90-97。http://doi.org/1006-7116(2021)06-0090-08
劉黎、魏來來，侯同童，李有強 (2022)。走向具身：身體素養意涵及其在學校體育中的提升路徑。上海體育學院學報，46(7)，42-55。https://doi.org/10.16099/j.sus.2021.01.31.0001
歐用生(2006)。課程理論與課程領導。載於高雄市95年度國民小學九年一貫校長課程 領導專業知能研習手冊 (頁26-41)。高雄市政府。
歐宗明 (2017)。素養導向體育課程實施應行之施為。學校體育，162，20-30。
潘玉龍 (2017)。從健康與體育領域談UbD重理解的課程設計。臺灣教育評論月刊，6 (8)，92-97。
蔡清田 (2014a)。國民核心素養：十二年國教課程改革的DNA。高等教育。
蔡清田 (2014b)。課程學。五南文化。
蔡清田 (2016)。「領域/科目核心素養」的課程設計。臺灣教育評論月刊，5(5)，142-147。
鄭漢吾 (2019)。「素養導向體育教材教法」教學實施與學習成效之行動研究。臺灣運動教育學報，14(2)，16-42。https://doi.org/10.6580/JTSP.201911_14(2).02
蕭秋祺 (2009)。國中體育教師教學信念及其有效教學表現。體育學報, 42(2)，49-66。https://doi.org/10.6222/pej.4202.200906.0704
蕭秋祺 (2013)。國中體育教師自我概念、教學信念與教學自我效能之線性結構關係分析。長榮運動休閒學刊，7，56-67。
蕭秋祺、潘慧雯 (2014)。小學健康與體育領域教師教育專業信念與教師壓力之研究。屏東科大體育學刊，3，57-72。
賴和隆 (2020)。新課綱素養導向課程與教師專業發展。師友雙月刊，621，52-58。
薛名淳、胡崇偉、鄭家惠、林明佳 (2012)。傅柯觀點：運動中的學長制與權力。運動研究，21(2)，69-72。http://dx.doi.org/10.6167/JSR/2012.21(2)5
鍾宜興 (2018)。素養導向課程設計理念與實務之分析：論課程綱要發展之變與不變。中等教育，69(2)，8-20。https://doi.org/10.6249/SE.201806_69(2).0015
鍾芝憶 (2020)。體育課堂裡的「具身性」論述：Whitehead「身體素養」的核心哲學基礎。大專體育學刊，22(4)，287-299。https://doi.org/10.529/ser.202012_22(4).0001
簡桂彬、梁至中、陳素芬 (2017)。教學信念、年齡及科技教學與內容知識關係之探討。科學教育學刊，25(1)，1-19。https://doi.org/10.6173/CJSE.2017.2501.01
簡菲莉、陳佩英 (2018)。一所高中學校轉型之歷程研究：活動理論取徑。教育研究與發展期刊，14(3)，65-100。https://doi.org/10.3966/181665042018091403003
羅寶鳳 (2017)。因應時代改變的終身學習：素養導向的教學與評量。臺灣教育評論月刊，6(3)，24-27。
關筱潔 (2013)。全語言教學法對英語學習之影響：以活動理論為分析架構 [未出版碩士論文]。國立東華大學。
鐘敏華 (2005)。體育教科書之選用。學校體育，88，28-31。
體育學科中心 (2019)。新課綱學科課程地圖—體育。載於甄曉蘭 (主編)，108新課綱普通型高級中等學校學科課程地圖發展與應用 (頁177-184)。普通型高級中等學校課程推動工作圈。
McMillan, J. H., & Schumacher, S., (2002)。質的教育研究：概念分析。(王文科、王智弘譯)。師大書苑。(原著出版於1993)
Patton, M. Q., (1995)。質的評鑑與研究，(吳芝儀、李奉儒譯) 。桂冠書局。(原著出版於1980)
Wiggins, G., & McTighe, J. (2020)。 重理解的課程設計。(賴麗珍譯)。心理出版社。(原著出版於2005)
Aalsvoort, J. V. (2004). Activity theory as a tool to address the problem of chemistry's lack of relevance in secondary school chemical education. International Journal of Science Education, 26(13), 1635-1651. https://doi.org/10.1080/0950069042000205378
Al-Huneini, H., Walker S. A., Badger, R. (2020). Introducing tanlet computer to a rual primary school: An activity theory case study. Computers & Education, 143, 1-10. https://doi.org/10.1016/j.compedu.2019.103648
Aspen Institute. (2015). Physical literacy: A global environmental scan. Retrieved from https://www.shapeamerica.org//events/upload/GlobalScan_FINAL.pdf
Bakhurst, D. (2009). Reflections on activity theory, Educational Review, 61(2), 197-210. https://doi.org/10.1080/00131910902846916.
Barab, S. A., Evans, M. A., & Baek, E.-O. (2004). Activity theory as a lens for characterizing the participatory unit. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 199–214). Lawrence Erlbaum Associates Publishers.
Batiibwe, M. S. K. (2019). Using cultural historical activity theory to understand how emerging technologies can mediate teaching and learning in a mathematics classroom: A review of literature. Research and Practice in Technology Enhanced Learning, 14, 1-20. https://doi.org/10.1186/s41039-019-0110-7
Blayone, T. J. B. (2019). Theorising effective uses of digital technology with activity theory, Technology, Pedagogy and Education, 28(4), 447-462. https://doi.org/10.1080/1475939X.2019.1645728
Bleakley, A. (2020). Embracing ambiguity: Curriculum design and activity theory. Medical Teacher, 43(1), 14-18. https://doi.org/10.1080/0142159X.2020.1795099
Brophy, J. E. (1982). How teachers influence what is taught and learned in classrooms. The Elementary School Journal, 83(1), 1-13. https://www.jstor.org/stable/1001555
Burn, K., Mutton, T. & Hagger, H. (2010). Strengthening and sustaining professional learning in the second year of teaching. Oxford Review of Education, 36(6), 639-659. http://www.jstor.org/stable/25801421
Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). Macmillan Library Reference.
Campos, D. F., & Pinto, M. M. F. (2016). Mathematics teachers’ conceptions and constraints for changing teaching practices in Brazilian higher education: an analysis through activity theory. International Journal of Mathematical Education in Science and Technology, 47(8), 1179-1205. https://doi.org/10.1080/0020739X.2016.1193637
Cano, F., & Cardelle-Elawar, M. (2004). An integrated analysis of secondary school students’conceptions and beliefs about learning. European Journal of Psychology of Education, 19(2), 167-187. https://www.jstor.org/stable/23420398
Chan, E.-H., Keh, N. C., & Chang, C.-W. (2019, Jun). Construction and validation of developing physical literacy-oriented instrument in 12-year curriculum perspective. [Poster presented]. 2019 AIESEP International Conference. Long Island, NY, United States.
Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831. https://doi.org/10.1016/j.tate.2004.09.002
Chen, A. (2015). Operationalizing physical literacy for learners: Embodying the motivation to move. Journal of Sport and Health Science, 4(2), 125-131. https://doi.org/10.1016/j.jshs.2015.03.005
Chen, A. (2023). Reconceptualizing physical education: A curriculum framework for physical literacy. Routledge.
Chen, A. J., & Pajares, F. (2010). Implicit theories of ability of grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35(1), 75-87. https://doi.org/10.1016/j.cedpsych.2009.10.003
Chen, S.-T., Tang, Y., Chen, P.-J., & Liu, Y. (2020). The development of Chinese assessment and evaluation of physical literacy (CAEPL): A study using delphi method. International Journal of Environmental Research and Public Health, 17(8), 2720. https://doi.org/10.3390/ijerph170
Chiou, G.-L., & Liang, J.-C. (2012). Exploring the structure of science self-efficacy: A model built on high school students’ conceptions of learning and approaches to learning science. The Asian-Pacific Education Researcher, 21(1), 83-91.
Chow, J. Y. (2013). Nonlinear learning underpinning pedagogy: Evidence, challenges, and implications. Quest, 65(4), 469-484. https://doi.org/10.1080/00336297.2013.807746
Cliff, A., Walji, S., Mogliacci, R.J., Morris, N., & Ivancheva, M. (2020). Unbundling and higher education curriculum: A cultural-historical activity theory view of process. Teaching in Higher Education Critical Perspectives, 27(2), 217-232. https://doi.org/10.1080/13562517.2019.1711050.
Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). American Psychological. SAGE Publications.
Cuban, L. (1990). Reforming again, again, and again. Education Researcher, 19(1), 3-13. https://doi.org/10.2307/1176529
Daniels, H. (2004) Cultural historical activity theory and professional learning, International Journal of Disability, Development and Education, 51(2), 185-200, https://doi.org/10.1080/10349120410001687391
DuFour, R. (2004). What is a “professional learning community”? Educational Leadership, 61(8), 6-11.
Durden-Myers, E. J., Green, N. R., & Whitehead, M. (2018). Implications for promoting physical literacy. Journal of Teaching in Physical Education, 37(3), 262-271. https://doi.org/10.1123/jtpe.2018-0131
Edwards, L. C., Bryant, A. S., Keegan, R. J., Morgan, K., & Jones, A. M. (2017). Definitions, foundations and associations of physical literacy: A systematic review. Sport Medicine, 47, 113-126. https://doi.org/10.1007/s40279-016-0560-7
Edwards, L. C., Bryant, A. S., Keegan, R. J., Morgan, K., Cooper, S., & Jones, A. M. (2018). “Measuring” physical literacy and related constructs: A systematic review of empirical findings. Sport Medicine, 48, 659-682. https://doi.org/10.1007/s40279-017-0817-9
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit.
Engeström, Y. (1996). Developmental work research as educational research. Nordisk Pedagigik: Journal of Nordic Educational Research, 16(5), 131-143.
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R. Punamaki (Eds), Perspectives on activity theory. Cambridge. Cambridge University Press.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156. https://doi.org/10.1080/13639080020028747
Engeström, Y. (2008). From teams to knots: Activity-theoretical studies of collaboration and learning at work. Cambridge University Press. https://doi.org/10.1017/CBO9780511619847
Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to developmental research (2th ed). Cambridge University Press.
Engeström, Y. (2016). Studies in expansive learning: Learning what is not yet there. Cambridge University Press.
Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1e24. https://doi.org/10.1016/j.edurev.2009.12.002
Ennis, C. D., & Chen, A. (1995). Teachers' value orientations in urban and rural school settings. Research Quarterly for Exercise and Sport. 66(1), 41 - 50. https://doi.org/10.1080/02701367.1995.10607654
Flemons, M., Diffey, F., & Cunliffe, D. (2018). The role of PETE in developing and sustaining physical literacy informed practitioners. Journal of Teaching in Physical Education, 37(3), 299-307. https://doi.org/10.1123/jtpe.2018-0128
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Allyn & Bacon.
Gibbes, M. & Carson, L. (2014) Project-based language learning: an activity theory analysis, Innovation in Language Learning and Teaching, 8(2), 171-189, https://doi.org/10.1080/17501229.2013.793689
Gjerde, C. L. (1981). Curriculum mapping - Objectives, instruction, and evaluation. Journal of Medical Education, 56(4), 316-323.
Gilic, B., Malovic, P., Sunda, M., Maras, N., & Zenic, N. (2022). Adolescents with higher cognitive and affective domains of physical literacy possess better physical fitness: The importance of developing the concept of physical literacy in high schools. Children, 9(6), 796. https://doi.org/10.3390/children9060796
Goodlad, J. I. (1979). The scope of curriculum field. In J. I, Goodlad (Ed.), Curriculum inquiry: The study of curriculum practice (pp. 58-64). McGraw-Hill.
Goodnough, K. (2018). Addressing contradictions in teachers’ practicethrough professional learning: An activity theory perspective. International Journal of Science Education, 40(17), 2181-2204. https://doi.org/10.1080/09500693.2018.1525507
Goodnough, K. (2019). Understanding primary teachers’ professional learning and practice: an activity theory lens. Journal of Curriculum Studies, 51(3), 362-383. https://doi.org/10.1080/00220272.2018.1488997
Green, N. R., Roberts, W. M., Sheehan, D., & Keegan, R. J. (2018). Charting physical literacy journeys within physical education settings. Journal of Teaching in Physical Education, 37(3), 272-279. https://doi.org/10.1123/jtpe.2018-0129
Hale, J. (2008). A guide to curriculum mapping: Planning, implementing, and sustaining the process. Corwin.
Harden, R. M. (2001). Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123-137. https://doi.org/10.1080/01421590120036547
Hargreaves, A., & Fullan, M. (1992). Understanding Teacher Development. Teachers College Press.
Hassani, F., Sheikh, M. & Shahrbanian, S. (2022). The physical literacy and children with autism. Early Child Development and Care, 192(3), 470-480. https://doi.org/10.1080/03004430.2020.1766452
Harvey, L., & Knight, P., T. (1996). Transforming Higher Education. Open University Press and Society for Research into Higher Education.
Hay, P., & Penney, D. (2013). Assessment in physical education: A sociocultural perspective. Routledge.
Hite, R., & Thompson, C. J. (2019). Activity theory as theoretical framework for analyzing and designing global K-12 collaborations in engineering: A case study of a Thai-U.S. elementary engineering project. Journal of International Engineering Education, 1(1), Article 5. https://digitalcommons.uri.edu/jiee/vol1/iss1/5
Hofer, B. K, & Pintrich, P. R. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140. https://doi.org/10.3102/00346543067001088
Holt, B. (2005). Designing games for sport education: Curricular models. ProQuest Education Journals, 18(4), 25-27.
Jacobs, H. H. (1991). Planning for curriculum integration. Educational Leadership, 49(2), 27-28.
Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum and assessment K–12. Association for Supervision and Curriculum Development.
Jacobs, H. H. (Ed.). (2004). Getting results with curriculum mapping. Association for Supervision and Curriculum Development.
Kallick, B., & Colosimo, J. (2009). Using curriculum mapping & assessment data to improve learning. Corwin Press.
Kinsella, V. (2018). The use of activity theory as a methodology for developing creativity within the art and design classroom. International Journal of Art & Design Education, 37(3), 493-506. https://doi.org/10.1111/jade.12147
Kirk, D., & Macdonald, D. (1998). Situated learning in physical education. Journal of Teaching in Physical Education, 17(3), 376-387. https://doi.org/10.1123/jtpe.17.3.376
Krasnya, M. E., & Roth, W. (2010). Environmental education for social–ecological system resilience: A perspective from activity theory. Environmental Education Research, 16(5-6), 1469-5871. https://doi.org/10.1080/13504622.2010.505431
Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 17-44). MIT Press.
Lam, B., & Tsui, K. (2013). Examining the alignment of subject learning outcomes and course curricula through curriculum mapping. Australian Journal of Teacher Education, 38(12), 97-119. http://ro.ecu.edu.au/ajte/vol38/iss12/6
Lambert, K. (2018). Practitioner initial thoughts on the role of the five propositions in the new Australian curriculum health and physical education. Curriculum Studies in Health and Physical Education, 9(2), 123-140. https://doi.org/10.1080/25742981.2018.1436975
Lee, H.-Y., & Chang, C.-W. (2022). Bibliometric analysis of physical literacy in the scopus database: 2010-2020. Sports ＆ Exercise Research, 24(3), 330-346. https://doi.org/10.5297/ser.202209_24(3).0003
Lee, M.-H., Johanson, R. E., & Tsai, C.-C. (2008). Exploring Taiwanese high school students' conceptions of and approaches to learning science through a structual equation modeling analysis. Science Education, 92(2), 191-220. https://doi.org/10.1002/sce.20245
Leont’ev, A. N. (1978). Activity, consciousness, and personality. Prentice- Hall.
Leont'ev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.). The concept of activity in Soviet Psychology. Sharpe.
Liang, J.-C., & Tsai, C.-C. (2010). Relational analysis of college science‐major students’ epistemological beliefs toward science and conceptions of learning science. International Journal of Science Education, 32(17), 2273-2289. https://doi.org/10.1080/09500690903397796
Liang, J.-C., Su, Y.-C., & Tsai, C.-C. (2015). The assessment of Taiwanese college students’ conceptions of and approaches to learning computer science and their relationships. The Asia-Pacific Education Researcher, 24(4), 557-567. https://doi.org/10.1007/s40299-014-0201-6
Lin, T.-J., Deng, F., Chai, C.-S., & Tsai, C.-C. (2013). High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. International Journal of Educational Development, 33(1), 37-47. https://doi.org/10.1016/j.ijedudev.2012.01.007
Longmuir, P.E., Boyer, C., Lloyd, M., Yang, Y., Boiarskaia, E., Zhu, W., & Tremblay, M. S. (2015). The Canadian assessment of physical literacy: Methods for children in grades 4 to 6 (8 to 12 years). BMC Public Health, 15, 767. https://doi.org/10.1186/s12889-015-2106-6
Lonka, K., Joram, E., & Bryson, M. (1996). Conceptions of learning and knowledge: Does training make a difference? Contemporary Educational Psychology, 21(3), 240-260. https://doi.org/10.1006/ceps.1996.0021
Lounsbery, M. A. F., & McKenzie, T. L. (2015). Physically literate and physically educated: A rose by any other name? Journal of Sport and Health Science, 4(2), 139-144. https://doi.org/10.1016/j.jshs.2015.02.002
Lundvall, S. (2015). Physical literacy in the field of physical education- A challenge and possibility. Journal of Sport and Health Science, 4(2), 113-118. https://doi.org/10.1016/j.jshs.2015.02.001
Ma, R. S., Sum, K. W., Hu, Y. N., & Gao, T. Y. (2020). Assessing factor structure of the simplified Chinese version of Perceived Physical Literacy Instrument for undergraduates in Mainland China. Journal of Exercise Science & Fitness, 18, 68-73. https://doi.org/10.1016/j.jesf.2020.01.001
McLean, M. (2001). Can we relate conceptions of learning to student academic achievement? Teaching in Higher Education, 6(3), 399-413. https://doi.org/10.1080/13562510120061241
McNicho, J. & Blake, A. (2013). Transforming teacher education, an activity theory analysis. Journal of Education for Teaching, 39(3), 281–300. http://dx.doi.org/10.1080/02607476.2013.799846
Metzler, M. (2011). Instructional models for physical education (3rd ed.). Routledge.
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.
Nussbaumer, D. (2012). An overview of cultural historical activity theory (CHAT) use in classroom research 2000 to 2009. Education Review, 64(1), 37-55. https://doi.org/10.1080/00131911.2011.553947
Okojie, M. U., Bastas, M., & Miralay, F. (2022). Using curriculum mapping as a tool to match student learning outcomes and social studies curricula. Frontiers in Psychology, 13, 850264. https://doi.org/10.3389/fpsyg.2022.850264
Ono, Y., & Kaji, M. (2020). Study on the concept of learning by elementary school students in physical education classes in Japan. Journal of Physical Education and Sport, 20(3), 1415-1422. [195]. https://doi.org/10.7752/jpes.2020.03195
Ono, Y., Tomozoe, H., Tahakashi, S., Fukami, E., Yoshinaga, T., &Nemoto, S. (2018). Conceptions of learning and learning strategies of students in junior high school physical education. Japan Journal of Physical Education, Health and Sport Sciences, 63(1), 215-236. https://doi.org/10.5432/jjpehss.17086
Organization for Economic Co-operation and Development (OECD). (2018). The future of education and skills 2030. Author.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up the messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
Peterson, E. R., Brown, G. T. L., & Irving, S. E. (2010). Secondary school students' conceptions of learning and their relationship to achievement. Learning and Individual Differences, 20(3), 167-176. https://doi.org/10.1016/j.lindif.2009.12.004
Perry, W. G. (1970). Forms of Intellectual and ethical development in the college years: A scheme. Rinehart and Winston.
Physical and Health Education Canada (2014). Annual report 2012-2013. Author.
Physical Literacy Assessment for Youth. What Is PLAY? Available online: https://play.physicalliteracy.ca/what-play (accessed on 2 January 2021).
Plaza, C. M., Draugalis, J. R., Slack, M. K., Skrepnek, G. H., & Sauer, K. A. (2007). Curriculum mapping in program assessment and evaluation. American Journal of Pharmaceutical Education, 71(2), 20. https://doi.org/10.5688/aj710220
Popkewitz T. S. (1982). Education reform as the organization of ritual: Stability as change. Journal of Education, 164(1), 5-23. https://www.jstor.org/stable/42772886
Pot, N., Whitehead, M., & Durden-Myers, E. (2018). Physical literacy from philosophy to practice. Journal of Teaching in Physical Education, 37(3), 246-251. https://doi.org/10.1123/jtpe.2018-0133
Pushkarenko, K., Causgrove Dunn, J., & Goodwin, L. (2021). Physical literacy for children labeled with autism spectrum disorder: Mothers’ experiences of ableism, exclusion, and trauma. Adapted Physical Activity Quarterly, 38(4), 525-545. https://doi.org/10.1123/apaq.2020-0123.
Rawle, F., Bowen, T., Murck, B., & Hong, R. J. (2017). Curriculum mapping across the disciplines: Differences, approaches, and strategies. Collected Essays on Learning and Teaching, 10, 75-88. https://doi.org/10.22329/celt.v10i0.4765
Rink, J. (2009). Designing the physical education curriculum: Promoting active lifestyles. McGraw-Hill.
Robers, W. M., Newcombe, D. J., & Davids, K. (2019). Application of a constraints-led approach to pedagogy in schools: embarking on a journey to nurture physical literacy in primary physical education. Physical Education and Sport Pedagogy, 24(2), 162-175. https://doi.org/10.1080/17408989.2018.1552675.
Robinson, D. B., Randal, L., & Barrett, J. (2018). Physical literacy (mis)understandings: What do leading physical education teachers know about physical literacy? Journal of Teaching in Physical Education, 37(3), 1-11. https://doi.org/10.1123/jtpe.2018-0135
Roth, W. M. (2004). Intriducation: “Activity theory and education: An introduction”. Mind, Culture, and Activity, 11(1), 1-8. https://doi.org/10.1207/s15327884mca1101_1.
Roth, W. M., & Lee, Y.-J., (2009). Cultural-historical activity theory and pedagogy: An introduction. Pedagogies: An International Journal, 5(1), 1-5. https://doi.org/10.1080/15544800903406258.
Roth, W. M., Lee, Y.-J., & Hsu, P.-L. (2009). A tool for changing the world: possibilities of cultural‐historical activity theory to reinvigorate science education. Studies in Science Education, 45(2), 131-167. https://doi.org/10.1080/03057260903142269
Rovegno, I. (1994). Teaching within a curricular zone of safety: School culture and the situated nature of student teachers’ pedagogical content knowledge. Research Quarterly for Exercise and Sport, 65(3), 269-279. https://doi.org/10.1080/02701367.1994.10607628
Said, M. N. H. M., Tahir, L. M., Ali, M. F., Noor, N. M., Atan, N. A., & Abdullah, Z. (2014). Using activity theory as analytical framework for evaluating contextual online collaborative learning. International Journal of Emerging Technologies in Learning, 9(5), 54-59. https://doi.org/10.3991/ijet.v9i5.3972.
Saljo, R. (1979). Learning in the learner’s perspective 1. Some commonsense conceptions. Institute of Education, University of Gothenburg.
Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68(4), 551–562. https://doi.org/10.1111/j.2044-8279.1998.tb01311.x
Schon, D. A. (1996). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass, Inc.
Sclater, M., & Lally, V. (2016). Critical perspectives on TEL: Art and design education, theory, communities and space. Interactive Learning Environments, 24(5), 968-978. https://doi.org/10.1080/10494820.2015.1128210
Shearer, C., Goss, H. R., Edwards, L. C., Keegan, R. J., Knowles, Z. R., Boddy, L. M., Durden-Myers, E. J., & Foweather, L. (2018). How is physical literacy defined? A contemporary update. Journal of Teaching in Physical Education, 37(3), 237-245. https://doi.org/10.1123/jtpe.2018-0136
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
Silo, N. (2013). Dialogue—Missing in action competence: A cultural historical activity theory approach in a Botswana school. The Journal of Environmental Education, 44(3), 159-179. https://doi.org/10.1080/00958964.2012.742033
Sinatra, G. M. (2001). Knowledge, beliefs, and learning. Educational Psychology Review, 13(4), 321-323. https://www.jstor.org/stable/23363495
Slattery, P. (1995). Curriculum development in the postmodern era. Garland.
Stoddart, A. L, & Selanders, K. P. (2022). Preparing for physical literacy: Exploring pre-service teachers’ training and understanding. Teaching and Teacher Education, 120, 103886. https://doi.org/10.1016/j.tate.2022.103886
Stoehr, J., Banks, M., & Allen, L. (2011). PLCs, DI, & RTI: A tapestry for school change. Corwin.
Sum, K.-W., Cheng, C.-F., Wallhead, T., Kuo, C.-C., Wang, F.-J., & Choi, S.-M. (2018). Perceived physical literacy instrument for adolescent: A further validation of PPLI. Journal of Exercise Science & Fitness, 16(1), 26-31. https://doi.org/10.1016/j.jesf.2018.03.002.
Sum, K.-W., Ha, S.-C., Cheng, C.-F., Chung, P.-K., Yiu, T.-C., Kuo, C.-C., Yu, C.-K., & Wang, F.-J. (2016). Construction and validation of a perceived physical literacy instrument for physical education teachers. PLOS ONE, 11(5): e0155610. https://doi.org/10.1371/journal.pone.0155610.
Sum, K.-W., Wallhead, T., Ha, S.-G., & Sit, H.-P. (2018). Effects of physical education continuing professional development on theachers physical literacy and self-efficacy and students’ learning outcomes. International Journal of Educational Research, 88, 1-8. https://doi.org/10.1016/j.ijer.2018.01.001
Tan, S. C. (2019). Learning with computers: Generating insights into the development of cognitive tools using cultural historical activity theory. Australasian Journal of Educational Technology, 35(2), 25-38. https://doi.org/https://doi.org/10.14742/ajet.4848
Telford, R. M., Olive, L.S., Keegan, R. L., Keegan, S., Barnett, L. M., & Telford, R. D. (2021). Student outcomes of the physical education and physical literacy (PEPL) approach: a pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools. Physical Education and Sport Pedagogy, 26(1), 97-110. https://doi.org/10.1080/17408989.2020.1799967.
Trust, T. (2017). Using cultural historical activity theory to examine how teachers seek and share knowledge in a peer-to-peer professional development network. Journal of Educational Technology, 33(1), 98-113. https://doi.org/10.14742/ajet.2593
Tsai, C.-C. & Kuo, P.-C. (2008). Cram school students’ conceptions of learning and learning science in Taiwan. International Journal of Science Education, 30(3), 353-375. https://doi.org/10.1080/09500690701191425
Tsai, C.-C. (2004). Conceptions of learning science among high school students in Taiwan: a phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750. https://doi.org/10.1080/0950069042000230776
Uffen, I., de Vries, S., Goei, S. L., van Veen, K., & Verhoef, N. (2022). Understanding teacher learning in lesson study through a culturalehistorical activity theory lens. Teaching and Teacher Education, 119(6), 103831. https://doi.org/10.1016/j.tate.2022.103831
United Nations Educational, Scientific and Cultural Organization [UNESCO] (2015). International Charter of Physical Education, Physical Activity and Sport. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000235409
Vare, P. (2020). Beyond the ‘green bling’: Identifying contradictions encountered in school sustainability programmes and teachers’ responses to them. Environmental Education Research, 26(1), 61–80. https://doi.org/10.1080/13504622.2019.1677859
Vermunt, J. D., & Vermetten, Y. J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16(4), 359-383. https://doi.org/10.1007/s10648-004-0005-y
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Presss.
Wang, Y., & Chen, A. (2020). Effects of a concept-based physical education on middle school students’ knowledge, motivation, and out-of-school physical activity. Journal of Teaching in Physical Education, 39(3), 407-414. https://doi.org/10.1123/ jtpe.2019-0067
Whitehead, M. E. (2001). The concept of physical literacy. European Journal of Physical Education, 2, 127-138. https://doi.org/10.1080/1740898010060205
Whitehead, M. E. (2013). Definition of physical literacy and clarification of related issues. Journal of Sport Science and Physical Education, 65, 29-34
Whitehead, M. E. (2010). Physical literacy throughout the lifecourse. Routledge.
Whitehead, M. E. (2019). Physical literacy across the world. Routledge.
Willett, T. G. (2008). Current status of curriculum mapping in Canada and the UK. Medical Education, 42(8), 786-793. https://doi.org/10.1111/j.1365-2923.2008.03093.x
Wilson, E. (2004). Using activity theory as a lens to analyse interaction in a university–school initial teacher education and training partnership. Educational Action Research, 12(4), 587-612. https://doi.org/10.1080/09650790400200259
Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Sage
Yamagata-Lynch, L.C., Click, A., & Smaldino, S. E. (2013). Activity systems as a framework for scaffolding participant reflections about distance education in an online instructional technology course. Reflective Practice, 14(4), 536-555. https://doi.org/10.1080/14623943.2013.809336
Yılmaz, & Kabak, (2021). Perceived physical literacy scale for adolescents (PPLSA): Validity and reliability study. International Journal of Education & Literacy Studies, 9(1), 159-171. https://doi.org/10.7575/aiac.ijels.v.9n.1p.159
Yli-Piipari, S., Gråsten, A., Huhtiniemi, M., Salin, K., Seppälä, S., Hakonen, H., & Jaakkola, T. (2022). Predictive strength of physical education-centered physical literacy indicators on physical activity. Journal of Teaching in Physical Education, 40(2), 303-311. https://doi.org/10.1123/jtpe.2019-0144