"The Project Changed My Life": Sport Education's Transformative Potential on Student Physical Literacy

Autor/inn/en	Farias, Cláudio; Wallhead, Tristan; Mesquita, Isabel
Titel	"The Project Changed My Life": Sport Education's Transformative Potential on Student Physical Literacy
Quelle	In: Research Quarterly for Exercise and Sport, 91 (2020) 2, S.263-278 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farias, Cláudio) ORCID (Wallhead, Tristan) ORCID (Mesquita, Isabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
DOI	10.1080/02701367.2019.1661948
Schlagwörter	Physical Education; Athletics; Student Motivation; Student Attitudes; Student Participation; Grade 10; Student Experience; Knowledge Level; Empathy; Resilience (Psychology); Equal Education; Peer Teaching; Interpersonal Relationship; Teaching Methods; Self Esteem; Competence; Physical Activities; Elementary Secondary Education; Grade 7; Curriculum; Program Effectiveness; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Leichtathletik; Schulische Motivation; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studienerfahrung; Wissensbasis; Empathie; Peer group teaching; Peer Group Teaching; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Self-esteem; Selbstaufmerksamkeit; Kompetenz; School year 07; 7. Schuljahr; Schuljahr 07; Curricula; Lehrplan; Rahmenplan; Ausland
Abstract	Purpose: This longitudinal study provided a retrospective examination of the impact of student participation in a year-long Sport Education curricular experience on physical literacy development. A focus was placed on students' reported motivation, attitudes and disposition to participate in physical education (PE) and sport, and their re-actualizations of a healthy sport culture in the years following the Sport Education experience. Methods: Three years following the Sport Education experience, a cohort of 24 tenth-grade students (nine girls and 15 boys) were traced back and invited to share their recollected memories and accounts of their PE experience and subsequent attributes of physical literacy. The data collection protocol included augmented memory retrieval techniques and a retrospective survey, which informed semi-structured individual and focus groups interviews. A thematic analysis of data was performed and trustworthiness criteria included data triangulation, crosschecking, and collaborative interpretational analysis. Results: Prolonged participation in a year-long Sport Education curriculum promoted a transformation in students' physical literacy dispositions, both within and outside the school context. Physical literacy attributes included empathetic attitudes toward others, resilience against discriminatory learning activities and a commitment of the participants to actively pursue equitable and meaningful participation in PE and sport. Embodied interpersonal, managerial, and peer-teaching skills sustained the participants' sport culture activism against impoverished instructional practices in PE. Conclusions: Prolonged participation in Sport Education, and consequential development of enthusiasm, competency, and literacy can positively contribute to individuals' lifelong physical literacy journey. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01