ABSTRACT
As an athlete-centred, inquiry-based approach the pedagogical features of Positive Pedagogy promote positive experiences of practice through which athletes learn the content of the practice session, learn how to learn, and develop a positive inclination towards learning. The learning experiences Positive Pedagogy provides can also contribute towards positive social, moral and personal development (see for example Dyson 2005; Sheppard and Mandigo 2009; Light 2013b) but this is not its specific aim. To enhance the positive nature of learning that arises from the pedagogical features of Positive Pedagogy it draws on Antonovsky’s (1979, 1987) salutogenic theory and SoC model and Positive Psychology (see Seligman and Csikszentmihalyi, 2000). This chapter focuses on the contribution that these two areas of work make towards making athletes’ experiences of practice positive.
