Conflict and Harm in the Context of Restorative School Physical Education

Autor/inn/en	Hemphill, Michael A.; Janke, Emily M.; Flores, Santos; Gordon, Barrie
Titel	Conflict and Harm in the Context of Restorative School Physical Education
Quelle	In: Journal of Teaching in Physical Education, 41 (2022) 1, S.88-98 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Conflict; Justice; Physical Education; Foreign Countries; Physical Education Teachers; Teacher Role; Social Emotional Learning; New Zealand (Wellington) + Suchen Sie Ihr Suchwort? Konflikt; Gerechtigkeit; Körpererziehung; Sportunterricht; Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerrolle
Abstract	Purpose: The purpose of this study was to explore the issues of conflict and harm in physical education within a school recognized for its exemplary restorative practices. Method: A single case study approach was employed to examine one restorative school in Wellington, New Zealand. The school was purposely selected to participate in this study based on its recognition for exemplary restorative practices. Participants included physical educators (n = 11), administrators (n = 4), and students (n = 25). Data sources included interviews, observations, and reflection documents. Data were analyzed using a collaborative qualitative approach. Results: Three qualitative themes described the context of restorative school physical education, types of harm that occurred, and how physical educators were positioned as central figures in creating a context where harm was addressed. Discussion: This study provides insights into restorative practices and has implications for teaching social and emotional learning skills. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01