Ken Lodewyk, PhD

Professor, Kinesiology

Office: WC 286
905 688 5550 x5220
klodewyk@brocku.ca

I teach and research mainly in the areas of motor development, physical literacy, and movement pedagogy. Prior to being a professor, I earned my doctorate degree in Educational Psychology from Simon Fraser University, a master’s degree in Human Kinetics from the University of British Columbia, and worked as a high school teacher, coach, and athletic director for thirteen years. My general research interest is in the relations between instructional practices, motivation, beliefs, life skills, achievement, and physical literacy in physical and health education, recreation, and sport.

  • Associations between Trait Personality and Indices of Motivation and Achievement in Sport, Physical Activity, and Physical Education
  • The Conceptualization, Development, and Assessment of Physical Literacy
  • Epistemic Beliefs in Physical Education Students, Teachers, and Teacher-Candidates
  • Relations between Teaching Games for Understanding, Motivation, and Achievement in Physical Education
  • Psychosocial Correlates of Physical Activity in Children and Youth
  • Member of the Canadian Society for Studies in Education
  • Member of the Physical and Health Education Expert-Working Group for Physical Literacy
  • Member of the International Physical Literacy Association
  • Physical and Health Education Canada and its Research Council
  • The Society for Health and Physical Education (SHAPE) in America
  • Ontario Physical and Health Educators’ Association (OPHEA).

Papers in Refereed Journals

Lodewyk, K. & Gao, Z. (2020). Path associations between trait personality, enjoyment, and effort by gender in high school physical education. International Journal of Sport and Exercise Psychology. 18: 1, 108-119, DOI: 10.1080/1612197X.2018.1478871

Lodewyk, K. , McNamara, L., & Sullivan, P. (2020). Investigating a Path Model of Victimization, Belongingness, Affect, Physical Activity, and Enjoyment of Elementary School Recess. Canadian Journal of School Psychology, 35 , 154-170. DOI: 10.1177%2F0829573519856814

Lodewyk, K. & McNamara, L. (2020). Relations Among Children’s Recess Enjoyment, Affect andPreferences. Journal of Teaching in Physical Education . Advance online publication.

Lodewyk, K., McNamara, L. & Walker, M. (2020). Victimization, Physical Activity, and Affective Outcomes by ADHD during Recess. Alberta Journal of Educational Research, 66 (1), 17-31.

Lodewyk, K. (2019). Relations between trait personality and adaptive outcomes in high school physicaleducation. Journal of Teaching in Physical Education, 38, 207-213. doi: 10.1123/jtpe.2018-0094

Bracco, E., Lodewyk, K ., & Morrison, H. (2019). A Case Study of girls’ experiences and perceptions during a TGfU games unit in PE. Curriculum Studies in Health and Physical Education . 10:3, 207-225. doi: 10.1080/25742981.2019.1632724

Lodewyk, K. (2019). Gender-specific associations between trait personality and healthy outcomes in high school physical education. European Journal of Human Movement, 42, 76-100 .

Lodewyk, K. (2019). Early validation evidence of the Canadian practitioner-based assessment of physical literacy in secondary physical education. The Physical Educator, 76 (3), 634-660.

Lodewyk, K . & Bracco, E. (2019). Differences in motivation for physical education and a TGfU games unit in physical education. International Council for Health, Physical Education, Recreation, Sport, and Dance Research Journal, 10 (1), 12-20 .

Lodewyk, K. (2019). Gender-specific associations between trait personality in university and motivation in school physical education. International Journal of Kinesiology in Higher Education . 3 (2), 35-46. doi:10.1080/24711616.2018.1519648

Mandigo, J., Lodewyk, K. , & Tredway, J. (2019). Examining the impact of a teaching games for understanding approach on the development of physical literacy using the Passport for Life Assessment Tool. Journal of Teaching in Physical Education. 38, 136-145. doi: 10.1123/jtpe.2018-0028

McNamara, L., Gibson, J., Lodewyk, K ., Spadafora, N., & Lakman, Y. (2019). Enjoyment and belonging at recess: A mixed-methods study of children’s views of recess and responses to a recess intervention.  Journal of Contemporary Issues in Education, 13 (2), 37-54.

Fletcher, T., Lodewyk, K., Glover, K., & Albione, S. (2018). Learning to become instructional coaches in health and physical education. Journal of Teaching in Physical Education, 37, 313-321. doi: 10.1123/jtpe.2018-0024

McNamara, L., Lakman, Y., Spadafora, N., Lodewyk, K. , & Walker, M. (2018) Recess and children with disabilities: A mixed-methods pilot study. Disability and Health Journal, 11, 637-643. doi: 10.1016/j.dhjo.2018.03.005

Lodewyk, K. (2018). Gender-specific path associations between trait personality in university Kinesiology students and victimization and negative affect in high school physical education. Journal of Physical Education and Sport, 18 (2), 937-943.

McNamara, L., Lodewyk, K ., & Franklin, N. (2018). Recess in elementary school: A study of belongingness, affect, and victimization on the playground. Children and Schools, 40 (2): 114-121. doi: 10.1093/cs/cdy006.

Lodewyk, K. (2018). Associations between trait personality, anxiety, self-efficacy, and intentions to exercise by gender in high school physical education. Educational Psychology,38( 4): 487-501. doi: 10.1080/01443410.2017.1375081

Lodewyk, K.R , & Mandigo, J. (2017). Early validation evidence of a Canadian practitioner-based assessment of physical literacy in physical education: Passport for Life. The Physical Educator. 74 (3), 1-15.

Lodewyk, K.R , & Muir, A. (2017). Girls’ Emotions, Self-Efficacy, and Attributions during Soccer and Fitness Testing in High School Physical Education. The Physical Educator, 74 (2), 269-295.

Lodewyk, K. & Sullivan, P. (2017). Gender-Specific Associations between Personality Traits, Physical Activity, and Body Size Dissatisfaction. Journal of Teaching, Research, and Media in Kinesiology , January 10, 2017, 1-18.  

Lodewyk, K. & Sullivan, P. (2015). Anxiety, Self-Efficacy, and Perceived Fitness Associations by Gender and Body Size Discrepancy in High School Physical Education. Physical Education and Sport Pedagogy . 21 (6), 603-615.

Lodewyk, K. (2015). Relations among Epistemic Beliefs and Instructional Approaches to Teaching Games in Prospective Physical Educators. The Physical Educator, 72(4), 677-700.

Zhang, P., Xiang, P., Lodewyk, K. , Huiping, S., & Gao, Z. (2015). Examining Psychosocial Correlates of Adolescent Girls’ Physical Activity Levels. Obesity and Control. Control Open Access 1:105

Lodewyk, K . & Gao, Z. (2013). Fitness-specific epistemic beliefs, effort regulation, outcomes, and indices of motivation in high school physical education. International Council for Health, Physical Education, Recreation, Sport, and Dance Research Journal (8 (2), 3-11.

Lodewyk, K. (2013). Increasing participation in after-school sport and physical activity among children and youth: A case study of providers in Ontario, Canada. Phenex, 5 (2), 45-54.

Lodewyk, K. , & Pybus, C. (2013). Investigating factors in the retention of students in high school physical education. Journal of Teaching in Physical Education, 32, 61-77.  

Pirrie, A. M. & Lodewyk, K . (2012). Links between cognitive function and moderate-to vigorous physical activity in elementary physical education. Mental Health and Physical Activity Journal, 5, 93-98.

Authored Books or Volumes or Chapters in a Book

Lu, C., Francis, N., & Lodewyk, K. (2013). Movement domains. In D. Robinson & L. Randall (Eds.). Physical Education in Canadian Schools. Thomson Publishing.

Lodewyk, K. (Ed.) (2011). Fundamental Movement Skills (Volume IV): Alternative Activities. Ottawa, ON: Physical and Health Education Canada.

Lodewyk, K. (2011). Fundamental Movement Skills (Volume IV): Alternative Activities –Overview Chapter. Ottawa, ON: Physical and Health Education Canada.

Lodewyk, K. (2009). Fundamental Movement Skills (Volume II): Learning to Train Stage. Ottawa, ON: Physical and Health Education Canada.

Lodewyk, K. (2009). Relations among beliefs about epistemology and value for TGfU in university students. In T. Hopper, J. Butler, & B. Storey (Eds.,), TGfU… Simply Good Pedagogy: Understanding a Complex Challenge (pp. 207-216) . Ottawa, ON: Physical and Health Education Canada.  (Peer-reviewed)

Lodewyk, K. (2009). Movement pedagogy. In P. Klavora (Ed.), Introduction to Kinesiology: A Socio-Behavioral Perspective (pp. 16-33). Toronto, ON: Sports Books Publisher.

Lodewyk, K. & Skonieczny, U. (2009). Growth, motor development, and physical literacy. In P. Klavora (Ed.), Introduction to Kinesiology: A Socio-Behavioral Perspective (pp. 162-195). Toronto, ON: Sports Books Publisher

  • Motor Development and Psychosocial Correlates of Physical Activity in Children and Youth
  • Content and Pedagogy for School Physical Education
  • Content and Pedagogy for Teaching and Coaching Formal Games
  • North American Society Fellowship Award (2020). From Physical and Health Education Canada and the Society for Health and Physical Education in America.
  • Excellence in Teaching Award from the Faculty of Applied Health Sciences at 全球电竞直播 (2020).
  • Lifetime Service Award (May, 2013). British Columbia Christian School Sports Athletic Association.
  • Coaching Recognition Award (May, 2011) from the Fraser Valley (Region of British Columbia) Volleyball Association.