Ben Dyson



Pronouns: He/Him/His

Email Address:

Phone: 336.334.3187

Bio & Education

Ben Dyson, Ph.D., is an Professor in the Department of Kinesiology at the University of North Carolina at Greensboro. Ben is an internationally recognized researcher in Health and Physical Education in the areas of research on innovative curriculum and pedagogy in Health and Physical Education, Cooperative Learning (CL) as a pedagogical practice, and scholarship in Social and Emotional Learning. Ben’s area of scholarship has always involved school-based qualitative research with teachers and with students, which has contributed to the evidence base on effective pedagogy for children’s PE, health, and well-being. He has carried out research and taught at McGill University, Montreal, Canada, the University of New Hampshire, the University of Memphis, and the University of Auckland, New Zealand. Ben has presented at 90 national and international conferences and has published over 80 refereed research articles, editorials, book chapters, and books. Ben served as Program Chair for Research on Learning & Instruction in Physical Education Special Interest Group at the American Education Research Association (AERA) 1999-2002. From 2012-2016 he was the Co-Editor of the Journal of Teaching in Physical Education. In 2017-2020 Ben served as Chair for Research on Learning & Instruction in Physical Education Special Interest Group at AERA. Ben’s work was awarded the “Exemplary Paper Award” from the AERA, Research on Learning and Instruction in Physical Education, in 2011. In 2018 he was re-elected onto the board of the International Association Internationale des Écoles Supérieures d’Éducation Physique (

In his spare time, Ben enjoys hiking, is an avid kayaker, and has recently taken up paddleboarding. He takes time to downhill ski annually and has a road bike that keeps him in shape. Most of his cooking is done on the grill: salmon, lamb, shrimp, and veggie skewers.

Courses Taught

  • KIN 701 Research Topic in Kinesiology
    KIN 716 Mixed Methods in Kinesiology Research
    KIN 717 Qualitative Research Methods in Kinesiology
    KIN 799 Dissertation
    KIN 802 Dissertation Extension


Pedagogy Seminar Reflection, Podcast 174


Dyson, B., Howley, D., & Shen, Y. (2021). “It’s Not Just About Listening to the Teacher”
Unpacking Experiences of Interactional Strategies to Develop Social and Emotional Learning in
Aotearoa New Zealand. The elementary school journal, 122(2).

Dyson, B., Howley, D., & Shen, Y. (2021). “Wow! They’re Teaching Each Other”: Primary
Teachers’ Perspectives of Implementing Cooperative Learning to Accomplish Social and
Emotional Learning in Aotearoa New Zealand Physical Education. Journal of Teaching in
Physical Education.

Dyson, B., Howley, D., & Wright, P. (2021). A scoping review critically examining research
connecting social and emotional learning with three model-based practices in physical education:
Have we been doing this all along? European Physical Education Review. 27(1):76-95.

Dyson, B., Howley, D., & Shen, Y. (2020). ‘Being a team, working together, and being kind’:
Primary students’ perspectives of cooperative learning’s contribution to their social and
emotional learning. Physical Education and Sport Pedagogy. 26(2), 137-154.

Dyson, B., Howley, D., & Shen, Y. (2019). Teachers’ perspectives of Social and Emotional
Learning in Aotearoa New Zealand primary schools. Journal of Research in Innovative Teaching
& Learning.

Dyson, B. (2019). Cooperative Learning: A model-based practice in physical education. Guest
Editor. Journal of Physical Education, Recreation, and Dance. 90, (3), 10-133.

Dyson, B., Gordon, B., & Landi, D. (2018). The futures of Health and Physical Education in
Aotearoa New Zealand. In Hal Lawson Redesigning Physical Education Because Every Child
Matters. London, UK: Routledge.

Dyson, B., Cowan, J., Gordon, B., Powell, D. & Shulruf, B. (2018). Physical education in
Aotearoa New Zealand primary schools: Teachers’ Perceptions and policy
implications. European Physical Education Review, 1-20. DOI: 10.1177/1356336X17698083.

Dyson, B., Colby, R., & Barratt, M. (2016). The Co-construction of Cooperative Learning in
Physical Education: Generalist classroom teachers’ perspectives. Journal of Teaching in
Physical Education, 34(4), 370-380.

Dyson, B. & Casey, A. (2016). Cooperative Learning in Physical Education and Physical
Activity: A practical introduction. London, UK: Routledge. ISBN 978-1-138-82619-9.

Dyson, B. (2014). Quality Physical Education: A Commentary on Effective Physical Education
Teaching. Research Quarterly for Exercise and Sport, 85 (2), 144-152.

Dyson, B. & Dryden, C. (2014). Cooperative Learning: Social Skill Development in Physical
Education. ACHPER Active and Healthy Magazine, 21, 2/3. 6-11.
Clarke, TC., Fleming, T., Bullen, P., Crengle, S., Denny, S., Dyson, B., Peiris-John, R.,
Robinson, E., Rossen, F., Sheridan, J., Teevale, T., Utter, J., & Lewy, S. (2013). Health and wellbeing of secondary school students in New Zealand: Trends between 2001, 2007 and
2012. Journal of Paediatrics and Child Health, 47,(11), 925-934.

Dyson, B., & Casey, A. (2012). Cooperative learning in physical education: A research-based
approach. London, UK: Routledge.