7: Problem-Based Learning in Physical Education

This chapter traces the evolution of physical education (PE) within the discipline of kinesiology and positions problem-based learning (PBL) as a promising pedagogical model for strengthening physical literacy and professional preparation. It begins with a historical overview of PE, from its early roots in ancient societies to its establishment as an academic field, and then examines how PE developed further alongside the emergence of kinesiology as a scientific discipline. PBL is introduced as an approach that fosters critical thinking, self-directed learning, collaboration, and motivation among K–12 learners and pre-service teachers. Drawing on empirical evidence, the chapter highlights benefits across cognitive, affective, and psychomotor domains and demonstrates alignment with social-emotional learning priorities. Practical instructional examples illustrate the use of PBL in PETE courses through realistic teaching scenarios, group collaboration, and authentic assessment practices. The chapter concludes by arguing that integrating PBL into PE curricula strengthens the connection between theory and practice, enhances instructional quality, and prepares educators to design health-centered learning experiences that support lifelong physical activity and well-being.