Pub Date : 2023-09-27DOI: 10.1177/1356336x231202658
Justin A. Haegele, Steven K. Holland, Wesley J. Wilson, Anthony J. Maher, T. N. Kirk, Aaron Mason
Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and empirical work relating to UDL generally and in physical education in particular to critically discuss the scientific research supporting, or not, the use of UDL as a so-called inclusive approach. We end this article with a call to action for scholars in this field, ourselves included, to conduct theoretically guided and empirically informed research relating to UDL in physical education, which adheres to established hallmarks of research quality that are tied to the ontological and epistemological assumptions of researchers because, at present, it is conspicuous by its absence.
通用学习设计(Universal design for learning, UDL)被适应性体育学者认为是解决残疾学生和非残疾学生在体育教学中共同面临的挑战的灵丹妙药。到目前为止，UDL在适应性体育学术和实践中占据着特权地位，而且在很大程度上是不容置疑的。为了推动学术发展，本文借鉴了与UDL相关的已发表的理论和实证工作，特别是在体育教育中，批判性地讨论了支持或不支持使用UDL作为所谓的包容性方法的科学研究。在本文的最后，我们呼吁包括我们在内的这一领域的学者采取行动，开展与体育教育中的UDL相关的理论指导和经验研究，这种研究坚持与研究人员的本体论和认识论假设相关的既定研究质量标志，因为目前它的缺失是显而易见的。
{"title":"Universal design for learning in physical education: Overview and critical reflection","authors":"Justin A. Haegele, Steven K. Holland, Wesley J. Wilson, Anthony J. Maher, T. N. Kirk, Aaron Mason","doi":"10.1177/1356336x231202658","DOIUrl":"https://doi.org/10.1177/1356336x231202658","url":null,"abstract":"Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and empirical work relating to UDL generally and in physical education in particular to critically discuss the scientific research supporting, or not, the use of UDL as a so-called inclusive approach. We end this article with a call to action for scholars in this field, ourselves included, to conduct theoretically guided and empirically informed research relating to UDL in physical education, which adheres to established hallmarks of research quality that are tied to the ontological and epistemological assumptions of researchers because, at present, it is conspicuous by its absence.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.1177/1356336x231194568
Jacobo Hernández-Martos, Verónica Morales-Sánchez, Diogo Monteiro, María A Franquelo, Rocío Pérez-López, Antonio Hernández-Mendo, Rafael E Reigal
Previous research has highlighted positive associations between teacher transformational leadership and student enjoyment in school. However, there is a dearth of evidence regarding the mediating effect that motivational orientation has on the relationships between transformational leadership and enjoyment in physical education classes. Given that an affinity for physical education fosters healthy behaviors among adolescents outside of school, this study explores the relationships between teachers’ transformational leadership style and enjoyment experienced by students in physical education, examining the mediating role played by motivational orientation in these relationships. A total sample of 478 adolescents aged 13 to 18 years (mean = 14.55; standard deviation = 1.11) participated. To assess the study variables, the Transformational Teaching Questionnaire, the Task and Ego Orientation in Sports Questionnaire, and the Sport Satisfaction Instrument in Physical Education were used. The findings from the applied structural equation model revealed a significant and positive relationship between teachers’ transformational leadership style and students’ perceived satisfaction, while negative relationships were observed with feelings of boredom. Additionally, positive connections were established between task orientation and enjoyment, along with negative associations with boredom. Indirect effects were also found between a transformational leadership style and both enjoyment and boredom, mediated by the variable task motivational orientation. These results underscore the importance of evaluating both students’ motivational factors and their perceptions of teachers, since they may interact with each other to determine their school satisfaction. Consequently, teachers may need to modify their behavior to improve their interactions with students and increase the chances of adherence to physical activity.
{"title":"Examination of associations across transformational teacher leadership, motivational orientation, enjoyment, and boredom in physical education students","authors":"Jacobo Hernández-Martos, Verónica Morales-Sánchez, Diogo Monteiro, María A Franquelo, Rocío Pérez-López, Antonio Hernández-Mendo, Rafael E Reigal","doi":"10.1177/1356336x231194568","DOIUrl":"https://doi.org/10.1177/1356336x231194568","url":null,"abstract":"Previous research has highlighted positive associations between teacher transformational leadership and student enjoyment in school. However, there is a dearth of evidence regarding the mediating effect that motivational orientation has on the relationships between transformational leadership and enjoyment in physical education classes. Given that an affinity for physical education fosters healthy behaviors among adolescents outside of school, this study explores the relationships between teachers’ transformational leadership style and enjoyment experienced by students in physical education, examining the mediating role played by motivational orientation in these relationships. A total sample of 478 adolescents aged 13 to 18 years (mean = 14.55; standard deviation = 1.11) participated. To assess the study variables, the Transformational Teaching Questionnaire, the Task and Ego Orientation in Sports Questionnaire, and the Sport Satisfaction Instrument in Physical Education were used. The findings from the applied structural equation model revealed a significant and positive relationship between teachers’ transformational leadership style and students’ perceived satisfaction, while negative relationships were observed with feelings of boredom. Additionally, positive connections were established between task orientation and enjoyment, along with negative associations with boredom. Indirect effects were also found between a transformational leadership style and both enjoyment and boredom, mediated by the variable task motivational orientation. These results underscore the importance of evaluating both students’ motivational factors and their perceptions of teachers, since they may interact with each other to determine their school satisfaction. Consequently, teachers may need to modify their behavior to improve their interactions with students and increase the chances of adherence to physical activity.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.1177/1356336x231199677
Takafumi Tomura, Takahiro Sato, Ryan T Miller, Yu Furuta
The purpose of this study was to analyse Japanese elementary school teachers’ learning experiences during professional development (PD) regarding immigrant parental involvement in physical education (PE) at public schools in Japan. Based on andragogy theory, this study used an explanatory case study research design. Nine Japanese elementary teachers participated in the study. Data were collected from digital portfolios about immigrant parental involvement in PE, self-reflective journal logs, and semi-structured online interviews. Three major interrelated and complex themes were constructed from the data analysis: (a) digital portfolios as a problem-based learning tool, (b) transformative learning experience regarding communication with immigrant parents, and (c) the need for Kenshu (teacher training) for all elementary school teachers. The findings suggest that the PD focusing on immigrant parental involvement in relation to PE allowed teachers to transform their practices and perceptions in order to minimize psychological, cultural, and social distance from immigrant parents. This study may help teachers, school administrators, and researchers develop new insights and motivation to integrate the concept of immigrant parental involvement regarding PE into the PD systems of public elementary schools in order to enhance teachers’ problem-solving knowledge and skills.
{"title":"Japanese elementary teachers’ experiences during online professional development regarding involvement of immigrant parents in physical education","authors":"Takafumi Tomura, Takahiro Sato, Ryan T Miller, Yu Furuta","doi":"10.1177/1356336x231199677","DOIUrl":"https://doi.org/10.1177/1356336x231199677","url":null,"abstract":"The purpose of this study was to analyse Japanese elementary school teachers’ learning experiences during professional development (PD) regarding immigrant parental involvement in physical education (PE) at public schools in Japan. Based on andragogy theory, this study used an explanatory case study research design. Nine Japanese elementary teachers participated in the study. Data were collected from digital portfolios about immigrant parental involvement in PE, self-reflective journal logs, and semi-structured online interviews. Three major interrelated and complex themes were constructed from the data analysis: (a) digital portfolios as a problem-based learning tool, (b) transformative learning experience regarding communication with immigrant parents, and (c) the need for Kenshu (teacher training) for all elementary school teachers. The findings suggest that the PD focusing on immigrant parental involvement in relation to PE allowed teachers to transform their practices and perceptions in order to minimize psychological, cultural, and social distance from immigrant parents. This study may help teachers, school administrators, and researchers develop new insights and motivation to integrate the concept of immigrant parental involvement regarding PE into the PD systems of public elementary schools in order to enhance teachers’ problem-solving knowledge and skills.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-06DOI: 10.1177/1356336x231198824
Bjørn Tore Johansen, Ingirid Geirsdatter Heald Kjær, M. Hordvik, B. Solstad
Some students find engaging in physical education (PE) problematic or undesirable to the extent that it makes them adopt strategies to avoid taking part, also known as hiding techniques. There is a need to get a deeper understanding of hiding techniques as a behavioral strategy in PE, especially the underlying causes as to why students choose to engage in them. Hence, the purpose of the current study was two-fold: (a) to investigate the situations and activities in which students engage in hiding techniques in PE and (b) to elucidate students’ motives for engaging in these hiding techniques. 10 Norwegian ninth-grade students (six girls and four boys, all aged 14 years) participated in in-depth interviews using vignettes. Reflexive thematic analysis of the data revealed that hiding techniques can be characterized into active and passive hiding techniques. Active hiding techniques were divided into: “avoiding the ball,” “reducing effort,” and “social dizziness.” Passive hiding techniques were divided into: “forgetting gym clothing,” “faking soreness,” and “warming the bench.” Furthermore, the use of different hiding techniques was found to be situationally related and activity specific. The findings also revealed the following motives for using hiding techniques: low perceived competence, fear of failure, too high expectations, and exposure of perceived low athletic skills. The findings of the current study allow us to reflect on possible ways to organize PE to prevent the use of hiding techniques.
{"title":"“Fake it or hide it till you make it”: A thematic analysis of hiding techniques in physical education among students in secondary school","authors":"Bjørn Tore Johansen, Ingirid Geirsdatter Heald Kjær, M. Hordvik, B. Solstad","doi":"10.1177/1356336x231198824","DOIUrl":"https://doi.org/10.1177/1356336x231198824","url":null,"abstract":"Some students find engaging in physical education (PE) problematic or undesirable to the extent that it makes them adopt strategies to avoid taking part, also known as hiding techniques. There is a need to get a deeper understanding of hiding techniques as a behavioral strategy in PE, especially the underlying causes as to why students choose to engage in them. Hence, the purpose of the current study was two-fold: (a) to investigate the situations and activities in which students engage in hiding techniques in PE and (b) to elucidate students’ motives for engaging in these hiding techniques. 10 Norwegian ninth-grade students (six girls and four boys, all aged 14 years) participated in in-depth interviews using vignettes. Reflexive thematic analysis of the data revealed that hiding techniques can be characterized into active and passive hiding techniques. Active hiding techniques were divided into: “avoiding the ball,” “reducing effort,” and “social dizziness.” Passive hiding techniques were divided into: “forgetting gym clothing,” “faking soreness,” and “warming the bench.” Furthermore, the use of different hiding techniques was found to be situationally related and activity specific. The findings also revealed the following motives for using hiding techniques: low perceived competence, fear of failure, too high expectations, and exposure of perceived low athletic skills. The findings of the current study allow us to reflect on possible ways to organize PE to prevent the use of hiding techniques.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49062401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.1177/1356336x231193556
Olivia Wohlfart, Moritz Mödinger, Ingo Wagner
Teacher educators should serve as role models in terms of information and communication technologies (ICTs) use to promote digital literacy of future teachers. To analyze the association between role modeling by teacher educators and preservice teachers’ digital literacy and ICT integration intention in their classrooms, 185 physical education (PE) preservice teachers in the German federal state of Baden-Württemberg completed an online questionnaire of self-assessed technological, pedagogical, and content knowledge (TPACK) and ICT integration. The results of regression models revealed a positive association between content knowledge and pedagogical knowledge (PK) and overall intent to integrate ICT into teaching. The results further indicated that the impact of role modeling on preservice teachers varies depending on the chosen ICT. In this paper, we discuss the implications of these findings for higher education in general and for PE in particular.
{"title":"Information and communication technologies in physical education: Exploring the association between role modeling and digital literacy","authors":"Olivia Wohlfart, Moritz Mödinger, Ingo Wagner","doi":"10.1177/1356336x231193556","DOIUrl":"https://doi.org/10.1177/1356336x231193556","url":null,"abstract":"Teacher educators should serve as role models in terms of information and communication technologies (ICTs) use to promote digital literacy of future teachers. To analyze the association between role modeling by teacher educators and preservice teachers’ digital literacy and ICT integration intention in their classrooms, 185 physical education (PE) preservice teachers in the German federal state of Baden-Württemberg completed an online questionnaire of self-assessed technological, pedagogical, and content knowledge (TPACK) and ICT integration. The results of regression models revealed a positive association between content knowledge and pedagogical knowledge (PK) and overall intent to integrate ICT into teaching. The results further indicated that the impact of role modeling on preservice teachers varies depending on the chosen ICT. In this paper, we discuss the implications of these findings for higher education in general and for PE in particular.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136143414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/1356336x231184347
Océane Cochon Drouet, Nicolas Margas, Valérian Cece, V. Lentillon‐Kaestner
Jigsaw is an attractive cooperative method for implementing physical education (PE). However, Jigsaw is a demanding method for students and teachers and requires time. Thus, the time required for the implementation of Jigsaw is important with respect to its potential effects on students. Previous findings regarding the effects of Jigsaw on students’ learning in the educational field have been inconsistent, and the consequences of the method on students’ engagement remain understudied. In PE, differences between boys and girls are well known, notably with respect to their engagement in physical activity (PA). The purpose of this study was to investigate the effect of Jigsaw on moderate to vigorous PA (MVPA) in PE classes in light of student sex and habituation (through one sequence and during several sequences). Overall, 254 secondary school students participated in the study. MVPA was measured during the third and sixth lessons of three different PE sequences during a school year. Linear mixed model analyses were performed while controlling for the type of activity taught in PE and the class. The results showed that the Jigsaw condition was associated with smaller sex differences than the control condition. Moreover, differences between the two conditions decreased with habituation through one sequence in favor of Jigsaw but not through three sequences. The results suggest that Jigsaw could be used to reduce inequalities between girls and boys in PE and that long sequences based on a specific activity seem to be preferable to successive sequences involving various activities.
{"title":"The effects of the Jigsaw method on students’ physical activity in physical education: The role of student sex and habituation","authors":"Océane Cochon Drouet, Nicolas Margas, Valérian Cece, V. Lentillon‐Kaestner","doi":"10.1177/1356336x231184347","DOIUrl":"https://doi.org/10.1177/1356336x231184347","url":null,"abstract":"Jigsaw is an attractive cooperative method for implementing physical education (PE). However, Jigsaw is a demanding method for students and teachers and requires time. Thus, the time required for the implementation of Jigsaw is important with respect to its potential effects on students. Previous findings regarding the effects of Jigsaw on students’ learning in the educational field have been inconsistent, and the consequences of the method on students’ engagement remain understudied. In PE, differences between boys and girls are well known, notably with respect to their engagement in physical activity (PA). The purpose of this study was to investigate the effect of Jigsaw on moderate to vigorous PA (MVPA) in PE classes in light of student sex and habituation (through one sequence and during several sequences). Overall, 254 secondary school students participated in the study. MVPA was measured during the third and sixth lessons of three different PE sequences during a school year. Linear mixed model analyses were performed while controlling for the type of activity taught in PE and the class. The results showed that the Jigsaw condition was associated with smaller sex differences than the control condition. Moreover, differences between the two conditions decreased with habituation through one sequence in favor of Jigsaw but not through three sequences. The results suggest that Jigsaw could be used to reduce inequalities between girls and boys in PE and that long sequences based on a specific activity seem to be preferable to successive sequences involving various activities.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45871582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-30DOI: 10.1177/1356336x231189146
S. Pill, B. SueSee, Michael Davies
This paper provides a rationale for The Spectrum of Teaching Styles (The Spectrum) as a pedagogical model in teaching physical education (PE). Building on prior discussions/debates ( SueSee et al., 2021 ), we will contest the view that the concept of teaching styles is different from that of a pedagogical model. In doing so, we highlight the most central aspects of The Spectrum and explain fundamental characteristics that warrant its representation with existing pedagogical models. The paper demonstrates for teachers how The Spectrum details the ‘how’, ‘when’ and ‘why’ of their pedagogical decisions, in understanding how they may meet educational outcomes for increased curriculum alignment, or successful enactment of models-based practices. The contention we present is The Spectrum is valuable to PE teachers in understanding the context-specific realities of teaching episodes and therefore improving teaching and learning practices in PE by helping teachers align their pedagogy with their desired learning outcomes.
本文提出了将教学风格谱作为体育教学模式的理论基础。基于之前的讨论/辩论(SueSee et al.， 2021)，我们将质疑教学风格的概念不同于教学模式的观点。在这样做的过程中，我们强调了光谱的最核心方面，并解释了保证其与现有教学模型表示的基本特征。本文向教师展示了《光谱》如何详细说明他们的教学决策的“如何”、“何时”和“为什么”，以理解他们如何满足教育成果以增加课程一致性，或成功制定基于模型的实践。我们提出的论点是，光谱对于体育教师理解教学事件的特定情境现实是有价值的，因此，通过帮助教师将他们的教学法与他们期望的学习成果结合起来，改善体育教学实践。
{"title":"The Spectrum of Teaching Styles and models-based practice for physical education","authors":"S. Pill, B. SueSee, Michael Davies","doi":"10.1177/1356336x231189146","DOIUrl":"https://doi.org/10.1177/1356336x231189146","url":null,"abstract":"This paper provides a rationale for The Spectrum of Teaching Styles (The Spectrum) as a pedagogical model in teaching physical education (PE). Building on prior discussions/debates ( SueSee et al., 2021 ), we will contest the view that the concept of teaching styles is different from that of a pedagogical model. In doing so, we highlight the most central aspects of The Spectrum and explain fundamental characteristics that warrant its representation with existing pedagogical models. The paper demonstrates for teachers how The Spectrum details the ‘how’, ‘when’ and ‘why’ of their pedagogical decisions, in understanding how they may meet educational outcomes for increased curriculum alignment, or successful enactment of models-based practices. The contention we present is The Spectrum is valuable to PE teachers in understanding the context-specific realities of teaching episodes and therefore improving teaching and learning practices in PE by helping teachers align their pedagogy with their desired learning outcomes.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45024190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1177/1356336x231188891
Tania Rudd, Kirsty Hemingway, Benjamin Kirk, A. Maher
There is an ever-growing body of research relating to disabled pupils’ experiences of physical education (PE). However, our research is novel because it draws on an ableism-critical perspective to amplify the voices and centre the PE experiences of pupils with juvenile idiopathic arthritis (JIA). We used an online survey to gather quantitative and qualitative data from 100 participants with a diagnosis to explore their perceptions of: (a) the influence of JIA on participation in PE; (b) relationships with same-aged peers and their influence on experiences in PE; (c) relationships with teachers and their influence on experiences in PE; and (d) the appropriateness of the PE curriculum. Microsoft Excel was utilised to analyse quantitative data and produce descriptive statistics that were used to map views and experiences of PE, while qualitative data generated from open questions were analysed thematically. We discuss data in relation to the following themes: (a) pain, fatigue, and fear of injury restricted participation in PE; (b) awareness and (mis)understanding of JIA; (c) the negative judgements of others and peer bullying in PE; and (d) the (in)appropriateness of the PE curriculum. We end this article by emphasising the importance of disrupting ableist ideologies, discourses, and knowledge, particularly as these all relate to (mis)understandings of JIA and negative perceptions about the ability of such pupils in PE, because they are contributing to the marginalisation and ostracisation of pupils with JIA.
{"title":"The physical education experiences of pupils with juvenile idiopathic arthritis: An ableism-critical perspective","authors":"Tania Rudd, Kirsty Hemingway, Benjamin Kirk, A. Maher","doi":"10.1177/1356336x231188891","DOIUrl":"https://doi.org/10.1177/1356336x231188891","url":null,"abstract":"There is an ever-growing body of research relating to disabled pupils’ experiences of physical education (PE). However, our research is novel because it draws on an ableism-critical perspective to amplify the voices and centre the PE experiences of pupils with juvenile idiopathic arthritis (JIA). We used an online survey to gather quantitative and qualitative data from 100 participants with a diagnosis to explore their perceptions of: (a) the influence of JIA on participation in PE; (b) relationships with same-aged peers and their influence on experiences in PE; (c) relationships with teachers and their influence on experiences in PE; and (d) the appropriateness of the PE curriculum. Microsoft Excel was utilised to analyse quantitative data and produce descriptive statistics that were used to map views and experiences of PE, while qualitative data generated from open questions were analysed thematically. We discuss data in relation to the following themes: (a) pain, fatigue, and fear of injury restricted participation in PE; (b) awareness and (mis)understanding of JIA; (c) the negative judgements of others and peer bullying in PE; and (d) the (in)appropriateness of the PE curriculum. We end this article by emphasising the importance of disrupting ableist ideologies, discourses, and knowledge, particularly as these all relate to (mis)understandings of JIA and negative perceptions about the ability of such pupils in PE, because they are contributing to the marginalisation and ostracisation of pupils with JIA.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41455832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-25DOI: 10.1177/1356336x231190273
Angélica María Sáenz-Macana, S. Pereira-García, J. Gil-Quintana, J. Devís-Devís
The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.
{"title":"Binary and non-binary trans students’ experiences in physical education: A systematic review","authors":"Angélica María Sáenz-Macana, S. Pereira-García, J. Gil-Quintana, J. Devís-Devís","doi":"10.1177/1356336x231190273","DOIUrl":"https://doi.org/10.1177/1356336x231190273","url":null,"abstract":"The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41944307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.1177/1356336x231186751
Eishin Teraoka, Félix Enrique Lobo de Diego, D. Kirk
This study aims to investigate the complexity of the practices of pedagogies of affect in physical education in response to urgent mental health issues among children and young people. As a proxy for measuring the effects of pedagogies of affect on pupils’ outcomes, self-determination theory (SDT) has informed teaching approaches for student motivation and psychological wellness and, thus, it could be an indicator perspective for mental health. Previous SDT studies in physical education have shown the relationship between pupils’ perceptions of need-supportive and need-thwarting teaching behaviours and affective outcomes. Nevertheless, no attempts have been made to test this teacher–pupil relationship involving observations of naturalistic teaching behaviour. Accordingly, this study examined how these observed teaching behaviours relate to pupils’ affective outcomes represented by basic psychological need satisfaction and frustration, (de)motivation, positive and negative affect, and sense of coherence. Employing a cross-sectional design, this study conducted observations of one indoor lesson per class and administered a set of questionnaires to pupils. In total, 20 teachers and 381 pupils aged 11 to 15 from seven different Scottish secondary schools participated in this study. The results showed that the factor of the observed structure before the activity was significantly related to affective outcomes, while the observed controlling teaching behaviour was related to negative outcomes. Although non-significant relationships between some factors of observed teaching behaviour and pupils’ variables were also found, this observational study is significant as it provides direct evidence of teacher–pupil interactions in the real-life context for developing pedagogies of affect.
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