Jones, Luke2024-06-052024-06-052024-06-29Jones, L. (2025). Associate teachers' perceptions of reciprocal teaching and learning in physical education lessons. Curriculum Studies in Health and Physical Education, 16(2), 259-272. https://doi.org/10.1080/25742981.2024.23639362574-298110.1080/25742981.2024.2363936http://hdl.handle.net/10034/628735This is an Accepted Manuscript of an article published by Taylor & Francis in Curriculum Studies in Health and Physical Education on 29/06/2024, available online: https://doi.org/10.1080/25742981.2024.2363936Physical Education (PE) Initial Teacher Education (ITE) programmes are responsible for preparing teachers who can address the needs of an ever-changing and increasingly diverse student population. This paper analyses associate teachers' (ATs) use of the reciprocal approach and the perceived impact on students' learning and social inclusion in PE lessons. Questionnaires and group interviews with 23 ATs were used to explore the impact of the reciprocal approach. Thematic analysis was then used to interrogate the data and identify patterns of response. The findings revealed that ATs valued the reciprocal approach for its impact on students' motor skills and understanding. Moreover, the ATs identified an effect on inclusion and language development, particularly for English as an Additional Language students. These findings have implications for providers of ITE as the distinct features of the reciprocal approach helped ATs to develop their practice and address the needs of their students.https://creativecommons.org/licenses/by-nc-nd/4.0/Associate teachersPhysical EducationP.E.Article2574-299XCurriculum Studies in Health and Physical Education2024-06-0516