Using Discussion to Inform Action: Formative Research on Nature-Based Physical Activity as a Means of Fostering Relatedness for Girls in Physical and Health Education

Autor/inn/en	Gruno, Jennifer; Gibbons, Sandra L.
Titel	Using Discussion to Inform Action: Formative Research on Nature-Based Physical Activity as a Means of Fostering Relatedness for Girls in Physical and Health Education
Quelle	In: European Physical Education Review, 27 (2021) 4, S.743-760 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gruno, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X21991181
Schlagwörter	Females; Physical Education; Physical Activities; Health Education; Student Participation; Natural Resources; Teaching Methods; Intervention; Formative Evaluation; Program Development; Interpersonal Relationship; Educational Environment; Outdoor Education; Guides; Foreign Countries; Secondary Education; Canada + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Körpererziehung; Sportunterricht; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Natural Ressource; Natürliche Ressource; Teaching method; Lehrmethode; Unterrichtsmethode; Programmplanung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Freiluftunterricht; Handbuch; Leitfaden; Ausland; Sekundarbereich; Kanada
Abstract	The long-standing challenges and issues associated with girls' disengagement from secondary school physical and health education (PHE) are serious and well documented. This disengagement has provided the incentive for the examination of alternative strategies to facilitate girls' engagement in PHE. This paper discusses the first phase in a formative research process designed to develop a resource manual to help teachers utilize nature-based physical activity (NBPA) as a means of fostering relatedness for girls in PHE. Participating teachers collaborated and generated specific NBPA ideas and pedagogical strategies during an all-day planning session. Four focus groups with the teachers (N = 20) were used to identify ways to develop NBPA interventions. Five broad topics are reported: (a) defining NBPAs, (b) specific NBPAs to use in PHE, (b) how NBPA can foster relatedness, (d) how NBPA in PHE differs from outdoor education, and (e) barriers to implementing NBPA in PHE. This paper emphasizes the valuable contribution of formative research to the integrity and fidelity of an intervention as well as to quality practice in the implementation of theory-based PHE initiatives. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01