| Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education SA Stolz, S Pill European Physical Education Review 20 (1), 36-71, 2014 | 326 | 2014 |
| Embodied learning SA Stolz Educational philosophy and theory 47 (5), 474-487, 2015 | 302 | 2015 |
| Embodied cognition and its significance for education L Shapiro, SA Stolz Theory and Research in Education 17 (1), 19-39, 2019 | 233 | 2019 |
| The philosophy of physical education: A new perspective SA Stolz Routledge, 2014 | 135 | 2014 |
| Phenomenology and phenomenography in educational research: A critique SA Stolz Educational Philosophy and Theory 52 (10), 1077-1096, 2020 | 119 | 2020 |
| Phenomenology and physical education SA Stolz Educational Philosophy and Theory 45 (9), 949-962, 2013 | 99 | 2013 |
| Embodied learning and school-based physical culture: implications for professionalism and practice in physical education M Thorburn, SA Stolz Sport, Education and Society 22 (6), 721-731, 2015 | 63 | 2015 |
| Making sense of game sense S Stolz, S Pill Active and Healthy Quarterly 19 (1), 5-8, 2012 | 52 | 2012 |
| A narrative approach to exploring TGfU-GS SA Stolz, S Pill Sport, Education and Society 21 (2), 239-261, 2016 | 41 | 2016 |
| A genealogical analysis of Peter Arnold's conceptual account of meaning in movement, sport and physical education SA Stolz, M Thorburn Sport, Education and Society 22 (3), 377-390, 2017 | 33 | 2017 |
| David Kirk on physical education and sport pedagogy: In dialogue with Steven Stolz (part 1) SA Stolz, D Kirk Asia-Pacific Journal of Health, Sport and Physical Education 6 (1), 77-91, 2015 | 30 | 2015 |
| Telling physical education teacher education tales through pedagogical case studies SA Stolz, S Pill Sport, education and society 21 (6), 868-887, 2016 | 29 | 2016 |
| Understanding experience better in educational contexts: the phenomenology of embodied subjectivity M Thorburn, S Stolz Cambridge Journal of Education 50 (1), 95-105, 2020 | 24 | 2020 |
| Game as context in physical education: A Deweyan philosophical perspective J Quay, S Stolz Contemporary developments in games teaching, 15-28, 2013 | 24 | 2013 |
| Exploring Australian secondary physical education teachers’ understanding of physical education in the context of new curriculum familiarisation S Pill, SA Stolz Asia-Pacific Journal of Health, Sport and Physical Education 8 (1), 67-79, 2017 | 23 | 2017 |
| The philosophy of G Ryle and its significance for physical education: Some thoughts and reflections SA Stolz European Physical Education Review 19 (3), 381-396, 2013 | 18 | 2013 |
| A Genealogical Analysis of the Concept of ‘Good’Teaching: A Polemic SA STOLZ Journal of Philosophy of Education 52 (1), 144–162, 2018 | 17 | 2018 |
| MacIntyre, managerialism and universities SA Stolz Educational Philosophy and Theory 49 (1), 38-46, 2017 | 17 | 2017 |
| Can educationally significant learning be assessed? SA Stolz Educational Philosophy and Theory 49 (4), 379-390, 2017 | 17 | 2017 |
| The place of physical education and sport in education JJT Ozoliņš, SA Stolz Educational Philosophy and Theory 45 (9), 887-891, 2013 | 15 | 2013 |
Shane PillFlinders UniversityVerified email at flinders.edu.au
