| Meaningful experiences in physical education and youth sport: A review of the literature S Beni, T Fletcher, D Ní Chróinín Quest 69 (3), 291-312, 2017 | 524 | 2017 |
| Implementing formative assessment in primary physical education: teacher perspectives and experiences D Ní Chróinín, C Cosgrave Physical education and sport pedagogy 18 (2), 219-233, 2013 | 245 | 2013 |
| Digital video: The impact on children’s learning experiences in primary physical education J O’loughlin, DN Chróinín, D O’Grady European Physical Education Review 19 (2), 165-182, 2013 | 165 | 2013 |
| Pedagogical principles of learning to teach meaningful physical education D Ní Chróinín, T Fletcher, M O’Sullivan Physical education and sport pedagogy 23 (2), 117-133, 2018 | 159 | 2018 |
| International approaches to whole-of-school physical activity promotion J McMullen, D Ní Chróinín, T Tammelin, M Pogorzelska, H Van Der Mars Quest 67 (4), 384-399, 2015 | 137 | 2015 |
| A layered approach to critical friendship as a means to support pedagogical innovation in pre-service teacher education T Fletcher, D Ní Chróinín, M O’Sullivan Studying teacher education 12 (3), 302-319, 2016 | 107 | 2016 |
| Pedagogical principles that support the prioritisation of meaningful experiences in physical education: conceptual and practical considerations T Fletcher, D Ní Chróinín Physical Education and Sport Pedagogy 27 (5), 455-466, 2022 | 86 | 2022 |
| The why, what, and how of meaningful physical education T Fletcher, DN Chróinín, D Gleddie, S Beni Meaningful Physical Education, 3-19, 2021 | 81 | 2021 |
| Student voice as risky praxis: Democratising physical education teacher education E Enright, L Coll, D Ní Chróinín, M Fitzpatrick Physical Education and Sport Pedagogy 22 (5), 459-472, 2017 | 80 | 2017 |
| A focus on the how of meaningful physical education in primary schools S Beni, D Ní Chróinín, T Fletcher Sport, Education and Society 24 (6), 624-637, 2019 | 76 | 2019 |
| The impact of initial teacher education on understandings of physical education: Asking the right question DN Chróinín, M Coulter European Physical Education Review 18 (2), 220-238, 2012 | 66 | 2012 |
| Pupils' and teachers' perceptions of a culminating festival within a sport education season in Irish primary schools GD Kinchin, A MacPhail, D Ni Chroinin Physical Education and Sport Pedagogy 14 (4), 391-406, 2009 | 66 | 2009 |
| Using features of meaningful experiences to guide primary physical education practice S Beni, T Fletcher, DN Chróinín European Physical Education Review 25 (3), 599-615, 2019 | 59 | 2019 |
| From initial teacher education through induction and beyond: a longitudinal study of primary teacher beliefs D Ní Chróinín, M O'Sullivan Irish Educational Studies 33 (4), 451-466, 2014 | 53 | 2014 |
| Supporting collaborative self-study: An exploration of internal and external critical friendships A O’Dwyer, R Bowles, D Ní Chróinin Studying Teacher Education 15 (2), 139-159, 2019 | 51 | 2019 |
| Elementary classroom teachers’ beliefs across time: Learning to teach physical education DN Chróinín, M O’Sullivan Journal of Teaching in Physical Education 35 (2), 97-106, 2016 | 45 | 2016 |
| ‘Drawing’conclusions: Irish primary school children’s understanding of physical education and physical activity opportunities outside of school M Parker, A MacPhail, M O’Sullivan, D Ní Chróinín, E McEvoy European Physical Education Review 24 (4), 449-466, 2018 | 43 | 2018 |
| Balancing content and language in CLIL: The experiences of teachers and learners TJ Ó Ceallaigh, S Ní Mhurchú, D Ní Chróinín Journal of Immersion and Content-Based Language Education 5 (1), 58-86, 2017 | 43 | 2017 |
| Teacher educators' enactment of pedagogies that prioritise learning about meaningful physical education T Fletcher, DN Chróinín, C Price, N Francis Physical Education Teacher Education in a Global Policy Space, 75-88, 2020 | 40 | 2020 |
| Using meaningful experiences as a vision for physical education teaching and teacher education practice D Ní Chróinín, S Beni, T Fletcher, C Griffin, C Price Physical Education and Sport Pedagogy 24 (6), 598-614, 2019 | 36 | 2019 |
