Sandra Gibbons

Sandra Gibbons
Office: MCK 131

BEd (Alta), MSc (Wash St), PhD (Oregon)

Area of expertise

Girl-friendly physical education; team building in physical education; authentic assessment in physical educations


Dr. Sandy Gibbons is a Professor. Dr. Gibbons received the Faculty of Education Award for Excellence in Teaching in 2001 and 2010. In 2012, Dr. Gibbons was the recipient of the R. Tait MacKenzie Award from Physical and Health Education (PHE) Canada. Dr. Gibbons is currently Chair of Human Research Ethics Board for the University of Victoria.

Research interests

  • Girl-friendly physical and health education
  • Relatedness-supportive learning strategies in physical and health education
  • Team building in physical education
  • Authentic assessment in physical education

Selected publications

Gruno, J. & Gibbons, S. (2020). A review of adolescent girls’ experiences in school-based curricular physical activity through the lens of self-determination theory. International Journal of Physical Education, LVII (2), 12-33. 

Gruno, J. & Gibbons, S.L. (2020). Incorporating nature based physical activity in physical and health education. Journal of Physical Education, Recreation and Dance, 91(3), 26-34.

Gibbons, S.L. (2018). Honouring the legacy of Dr. Robert Tait McKenzie: Quality physical education for all. Physical & Health Education Journal, 84(2).

Gruno, J., Gibbons, S.L., Condie, R., & Wilton, D.  (2018). Girls in Action: Fostering relatedness in and beyond physical and health education. Strategies, 31(4), 15-19.

Gibbons, S.L., Ebbeck, V., Gruno, J., & Battey, G. (2018). Impact of adventure-based approaches on the self-conceptions of middle school physical education students. Journal of Experiential Education, 41(2), 220-232.

Gibbons, S.L., Temple, V.A., & Humbert, L. (2014). Girls opting in to senior elective physical education.  Women in Sport and Physical Activity Journal, 22(2), 113-119.

Gibbons, S.L. (2014). Relatedness-supportive learning environment for girls in physical education. LEARNing Landscapes, 7(2), 139-150.