Alternative environment activities on both sides of the Atlantic. A Canada-Ireland consideration and comparison.

Autor/inn/en	Robinson, Daniel B.; Hall, Nathan; da Costa, José; Bradford, Brent
Titel	Alternative environment activities on both sides of the Atlantic. A Canada-Ireland consideration and comparison. Gefälligkeitsübersetzung: Alternative Umweltaktivitäten auf beiden Seiten des Atlantiks. Betrachtung und Vergleich zwischen Kanada und Irland.
Quelle	In: European physical education review, 27 (2021) 3, S. 703-723Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X20985883
Schlagwörter	Empirische Untersuchung; Umweltbildung; Vergleichsuntersuchung; Curriculum; Sportpädagogik; Sportunterricht; Umwelt; Umweltbewusstsein; Irland; Kanada
Abstract	Due to the overemphasis of traditional sports at the expense of other movement domains in physical education (PE) programmes, there is a need to consider what factors might enable or limit PE teachers' incorporation of some of these other domains that can support student learning. The focus of this article is on one such marginalized domain - alternative environment activities (AEAs). AEAs can afford students a breadth of opportunities for moderate-to-vigorous physical activity in different environments (i.e. land, snow and ice, water, air) and improve environmental awareness and stewardship. This article reports on a comparative investigation of Nova Scotian (Canadian) and Irish PE teachers' incorporation of AEAs in their PE programmes. To understand what similarities or differences might exist with respect to these PE teachers' incorporation of AEAs, along with existing enablers and barriers, a self-selected sample of current PE teachers (Nova Scotia = 53; Ireland = 64) completed a 22-item online questionnaire. Descriptive and inferential statistical analyses were employed to conduct comparisons among the two data sets. PE teachers' understandings of curricular requirements for AEAs were found to be an issue in both Nova Scotia and Ireland. Reported significant differences include: AEA-related professional development participation; most important factors for deciding not to include AEAs; and feelings of school administrative support towards AEA incorporation. Findings also suggest that various issues may be hindering incorporation of AEAs in PE programmes, and that some of these issues do differ based on where the PE programme is situated. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2022/3