A Changing Culture? Interrogating the Dynamics of Peer Affiliations Over the                Course of a Sport Education Season

O’Donovan, Toni M.

doi:10.1177/1356336x030093003

Cited by 32 publications

(34 citation statements)

References 14 publications

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“…Relativamente à investigação centrada na perceção de professores e alunos sobre o desenvolvimento de experiências pedagógicas em unidades de MED, esta tem demonstrado o reconhecimento de ambos os atores no elevado impacto educacional deste modelo, nomeadamente na aprendizagem (Browne, Carlson, & Hastie, 2004;Hastie & Sinelnikov, 2006), no desenvolvimento pessoal e social dos alunos (Grant, 1992;Pill, 2008), nas suas atitudes (Hastie & Sinelnikov, 2006;MacPhail, Gorely, Kirk, & Kinchin, 2008) e valores (Bennet & Hastie, 1997;O'Donovan, 2003). Todavia, esta investigação tem sido quase exclusivamente focada nos desportos de equipa, tais como o Futebol, o Basquetebol e o Voleibol (Hastie, Martinez de Ojeda, & Calderón, 2011).…”

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Representação dos alunos e professora acerca do valor educativo do Modelo de Educação Desportiva numa unidade didática de Atletismo

et al. 2016

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RESUMOEste estudo teve como propósito examinar as perceções de uma professora de Educação Física e dos seus alunos em relação ao valor educativo do Modelo de Educação Desportiva, no desenvolvimento da competência motora, da literacia desportiva e do entusiasmo. O estudo foi aplicado numa unidade de Atletismo tendo participado uma professora com 19 anos de experiência em ensino e uma turma com 19 alunos do 6.º ano de escolaridade. No final da unidade foram realizadas entrevistas semiestruturadas a todos os participantes. O clima envolvente das tarefas de aprendizagem e o contexto de ensino autêntico e significativo foram percebidas como determinantes no desenvolvimento dos alunos enquanto desportistas competentes, literatos e entusiastas. A competência adquirida foi percebida como resultado do tempo mais longo concedido à unidade em relação às unidades mais tradicionais, bem como da autonomia crescente dos alunos na realização das tarefas, fruto do equilíbrio gerado entre inclusão e competição, o qual também promoveu a literacia desportiva. O entusiasmo resultou da interdependência das dinâmicas de trabalho cooperativo, da festividade fomentada pelo modelo e do clima motivacional gerado, com impacto substantivo no compromisso dos alunos para com a prática. Finalmente, a implementação do Modelo de Educação Desportiva ofereceu à docente um espaço de reflexão e desenvolvimento profissional.Palavras-chave: Atletismo, Abordagem de Ensino centrada no aluno, Modelo de Educação Desportiva, Competência, Literacia, Entusiasmo. ABSTRACTThis study examined the perceptions of a physical education teacher and her students about the educational value of Sport Educational Model regarding the development of competence, literacy and enthusiasm. The study was applied through an athletics unit in 6th grade class and taught by a teacher with 19-years of experience. The participants' perceptions were captured through semi-structured interviews, which were administered at the end of the unit. All interviews were transcribed verbatim. Data analysis comprised the logical-semantic interpretation of the most prominent ideas. The inductive and the constant comparison methods were used to categorize the data. The task-involving climate and the authentic and meaningful learning context emerging were critical in the development of competent, literate and enthusiastic sportspersons. Competence was perceived as the result of a longer duration unit regarding traditional units and the sense growing of autonomy, promoted by the balance between competition and inclusion, which also promoted literacy. The enthusiasm was fostered by the interrelationship between the dynamics in cooperative work and the motivational climate generated having significant impact on students' engagement in practice. The implementation of the Sport Education model opened a window for reflection and professional development to the teacher.

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Representação dos alunos e professora acerca do valor educativo do Modelo de Educação Desportiva numa unidade didática de Atletismo

et al. 2016

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“…He contrasted the values and practices of the community of practice of PE with the values and practices of the community of practice of computer gamers, which he wanted to be part of. That the incompatibility of identities can restrict participation in PE is confirmed by studies showing that some girls feel caught between the values of feminism and the values of masculinity in PE (Cockburn & Clark, 2002;With-Nielsen & Pfister, 2011;O'Donovan, 2003).…”

Section: Field 4: Participation Without Meaningfulness and Legitimacymentioning

confidence: 59%

“…So the relations between the girls and between Michael and the girls hamper Michael's participation, placing him in a peripheral position (upper corner field 2, Figure 2) and at risk of being marginalised (lower corner field 2, Figure 2) in this specific case. The significance of social relations or popularity among peers has also been reported in studies by Hills (2007), Grimminger (2013) and O'Donovan (2003). Hills (2007) found that girls' physical skills, as well as girls' social relationships, were important in shaping their involvement in PE and for the power relations between the included and the excluded students.…”

Section: We Give Them the Ball But They Give It Back To Us Straight mentioning

confidence: 85%

“…Furthermore, recent studies have found that girls often find it incompatible to identify themselves as girls and "doers" of PE at the same time and therefore try to avoid participation in PE (Cockburn & Clark, 2002;With-Nielsen & Pfister, 2011). A similar concern has been raised by O'Donovan (2003), reporting how some girls' ability to benefit from educational experiences in PE is hampered by anxiety related to being socially accepted by peers.…”

Section: Previous Researchmentioning

confidence: 87%

“…Wenger points to the ways in which one community of practice is developed not only in relation, but even in opposition to another: "each side is defined by opposition to the other and membership in one community of practice implies marginalisation in another" (Wenger, 1998, p. 168). More specifically, O'Donovan (2003) has pointed to the deleterious effects of a PE culture valuing nonparticipation rather than participation in PE.…”

Section: Field 4: Participation Without Meaningfulness and Legitimacymentioning

confidence: 99%

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The Processes of Inclusion and Exclusion in Physical Education: A Social-Relational Perspective

Jensen

Agergaard

2015

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Existing research on inclusion and exclusion processes in physical education (PE) has particularly focused on exclusion from PE as something being done to students and attributed to specific social categories such as (female) gender, (low) physical skills or (minority) ethnic background. This article aims to develop a social-relational perspective on inclusion and exclusion processes defined as students' participation or non-participation in PE interpreted as a community of practice. In so doing, the article examines how students' experiences of participation and non-participation in PE are influenced by complex interactions within the group of students and in negotiations with teachers about the values and practices of PE. The article is based on an embedded single-case study carried out over the course of 6 months through weekly observations of PE classes in a multi-ethnic school, as well as focus group interviews with students and teachers. Using Etienne Wenger's conceptual tools, we show that a student's degree of participation in the community of practice of PE-classes is closely related to the legitimacy of the student and the extent to which the student experiences PE as meaningful. Some students were excluded from PE because they did not have the physical skills and social relations necessary to gain legitimacy from other students. Others chose not to participate because PE was not meaningful to them. This latter type of non-participation from students who experienced lacking meaningfulness was evident in PE classes that had little transfer value and limited prospect for students to develop the knowledge, skills or the understanding necessary to move towards full participation in the classes. Thus, the article argues that an understanding of the variety in students' participation or non-participation is important not only in terms of how we talk about students as passive victims or active agents, but also in terms of future intervention aimed at promoting inclusion processes in PE.

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Sport Education for Social Competence in K-12 Physical Education

Wang

Chen

2021

Quest

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A Changing Culture? Interrogating the Dynamics of Peer Affiliations Over the Course of a Sport Education Season

Cited by 32 publications

References 14 publications

Representação dos alunos e professora acerca do valor educativo do Modelo de Educação Desportiva numa unidade didática de Atletismo

Representação dos alunos e professora acerca do valor educativo do Modelo de Educação Desportiva numa unidade didática de Atletismo

The Processes of Inclusion and Exclusion in Physical Education: A Social-Relational Perspective

Sport Education for Social Competence in K-12 Physical Education

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