Factors influencing the effectiveness of a cooperative planning approach in the school setting.

Autor/inn/en	Ptack, Katharina; Strobl, Helmut
Titel	Factors influencing the effectiveness of a cooperative planning approach in the school setting. Gefälligkeitsübersetzung: Einflussfaktoren auf die Wirksamkeit eines kooperativen Planungsansatzes im schulischen Umfeld.
Quelle	In: Health promotion international, 36 (2021) Suppl. 2, S. ii16-ii25 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0957-4824; 1460-2245
DOI	10.1093/heapro/daab164
Schlagwörter	Kompetenz; Wissen; Qualitative Analyse; Schule; Lehrer; Schüler; Fachdidaktik; Gesundheitsbewusstsein; Gesundheitserziehung; Gesundheitsförderung; Gesundheitswesen; Schulsport; Sportpädagogik; Sportunterricht; Praxis
Abstract	The purpose of the Health.edu project was to develop, implement and evaluate effective and feasible measures addressing students' health-related knowledge and understanding (HKU) in physical education (PE) with a specific focus on a co-creation approach (Cooperative Planning). The general procedure was identical in the four intervention schools involved; however, effectiveness (i.e. an increase in HKU) differed. Therefore, the present study investigated how different contextual factors supported or hindered the Cooperative Planning approach (evaluation of program implementation). To consider different perspectives in the analysis, we used data triangulation. On the one hand, written protocols (N = 19) document relevant statements and decisions in each planning group meeting (scientific perspective). On the other hand, we captured the participating PE teachers' (N = 8) individual attitudes after the Cooperative Planning process through semi-structured interviews (teachers' perspective). Data were analysed via qualitative content analysis. We identified three relevant factors with influence on the Cooperative Planning approach. First, the Cooperative Planning intervention worked if teachers saw a benefit in providing evidence-based knowledge, reflected their teaching practices and made an effort to implement new teaching strategies. Second, it was beneficial to have students represented as partners in the decision-making process. Third, support from the principal appeared to be helpful but not mandatory for implementing progressive pedagogical concepts. Continuous monitoring and reflection on those factors by the leading project team might help facilitate subsequent interventions using Cooperative Planning. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2024/1