Student voice in physical education and before- and after-school physical activity settings.

Autor/inn/en	Ressler, James D.; Wahl-Alexander, Zachary
Titel	Student voice in physical education and before- and after-school physical activity settings. Gefälligkeitsübersetzung: Die Stimme der Schüler in Sportunterricht und Settings der körperlichen Aktivität vor und nach der Schule.
Quelle	Aus: Marttinen, Risto (Hrsg.); Centeio, Erin E. (Hrsg.); Quarmby, Thomas (Hrsg.): Before- and after-school physical activity programs. Frameworks, critical issues and underserved populations. New York (N.Y.): Routledge (2021) [12 S.]Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	9780367509385
Schlagwörter	Kind; Schüler; Gesundheitsförderung; Bewegung (Motorische); Bewegungsaktivität; Bewegungserziehung; Sportangebot; Sportpädagogik; Sportunterricht; Freizeitangebot; Bewegungsangebot; Jugendlicher
Abstract	Student voice plays a central role in educational research (Walsh & Backe, 2013). To understand the importance of voice, it is critical to examine the context in which they are heard. In physical education (PE) and physical activity (PA) environments in and around schools, student perspectives matter in determining initial fit and relevance in real time for quality programming. Student voice in PE programs has influenced modifications to traditional scheduling practices, structures of courses and instructional delivery, and growth of student choice in curricula (Ressler, Parker, & Montavon, 2015). Young movers are empowered to interact with more intent in PA settings when there are options for content, time and type, as well as engagement in individualized, small group, or large group formats. This chapter highlights examples of voice in physical education and physical activity environments, and the practical influence of programming guided by student experiences and needs. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1