Applications for Constructivist Teaching in Physical Education

Butz, Jennifer V.

doi:10.1080/08924562.2018.1465868

Cited by 7 publications

(5 citation statements)

References 15 publications

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“…In this regard, interventions should avoid consequent one-size-fits-all solutions and at least integrate reflective phases that allow for these unique perspectives. In addition to these prominent philosophical underpinnings, researchers may also find crucial links to other philosophical positions that have not yet been elaborated in detail, such as positivism [ 39 , 74 ], constructivism [ 75 ], or emancipatory feminism [ 76 , 77 ]. In any case, researchers should ensure that the philosophical stance harmonizes with the interventional goals and content, and be transparent in how that harmonization is occurring.…”

Section: Resultsmentioning

confidence: 99%

Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)

Carl

Barratt

Arbour-Nicitopoulos

et al. 2023

Int J Behav Nutr Phys Act

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Background The physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/affective, social) determinants of physical activity and has received growing attention recently. Although practical efforts increasingly adopt PL as a guiding concept, latest evidence has shown that PL interventions often lack specification of important theoretical foundations and basic delivery information. Therefore, the goal of the present study was to develop an expert-based template that supports researchers and practitioners in planning and reporting PL interventions. Methods The development process was informed by Moher et al.’s guidance for the development of research reporting guidelines. We composed a group of ten distinguished experts on PL. In two face-to-face meetings, the group first discussed a literature-driven draft of reporting items. In the second stage, the experts anonymously voted and commented on the items in two rounds (each leading to revisions) until consensus was reached. Results The panel recommended that stakeholders of PL initiatives should tightly interlock interventional aspects with PL theory while ensuring consistency throughout all stages of intervention development. The Physical Literacy Interventions Reporting Template (PLIRT) encompasses a total of 14 items (two additional items for mixed-methods studies) in six different sections: title (one item), background and definition (three items), assessment (one item each for quantitative and qualitative studies), design and content (five items), evaluation (one item plus one item each for quantitative and qualitative studies), discussion and conclusion (two items). Conclusion The PLIRT was designed to facilitate improved transparency and interpretability in reports on PL interventions. The template has the potential to close gaps between theory and practice, thereby contributing to more holistic interventions for the fields of physical education, sport, and health.

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Section: Resultsmentioning

confidence: 99%

Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)

Carl

Barratt

Arbour-Nicitopoulos

et al. 2023

Int J Behav Nutr Phys Act

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“…They created a forum to advance knowledge and share experiences that could aid in-school mentorship between the teachers who had gone for training and others who did not attend the workshop. Such mentorship practices support active learning and capacity building among teachers, as evidenced in a constructivist view of teacher education, as it describes real-life programme implementation practices and causality of effects (Butz 2018).…”

Section: Teacher Education and Programme Implementationmentioning

confidence: 99%

“…Issues of conceptual clarity around the term 'literacy' still need to be resolved as they relate to the levels of proficiency determined by different assessment regimes, associations (Atencio et al 2012). The SHAPE America curriculum focus on constructivist teaching practices aimed at delivering behavioural change among teachers and learners, so as to foster and broaden experiences and learning beyond skill performances (Butz 2018). Such models show effects in addressing the non-teaching practices of untrained and unskilled (classroom) teachers, taking into account the competency levels and needs of teachers within a multistakeholder (nested) setting (Atencio et al 2012;Fletcher et al 2018).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Physical education and health as a child’s right: Reflections on the Soweto Active Schools programme

Burnett-Louw

2020

South African Journal of Childhood Education

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The high obesity rates in South Africa affect 7 out of 10 females and 4 out of 10 males, and an estimated 50% of children who do not meet the recommended physical activity requirements (Janssen et al. 2005). Most stakeholders turn to schools and invest in sport, PE and physical activity as possible low-cost solutions to address global and national health concerns (Micklesfield et al. 2014). Background: In view of global health concerns about high levels of inactivity and related disease patterns of citizens, Physical Education and Health (PEH) has become an educational priority in many countries, including South Africa. Aim: The research aimed to explore and capture the effects of a multistakeholder physical education (PE) initiative that focuses on in-service teacher training and implementation of the Soweto Active Schools programme. Setting: The study was conducted in five pilot schools in Soweto, located in close proximity to the Nike Centre, where the schools take part in organised sport events as part of the programme. Methods: This pre-post (2016 and 2018) multisite case study utilised mixed methods. Qualitative data were collected through observation of PE lessons, interviews with key stakeholder representatives (n = 6), five school principals (n = 10) and focus group discussions with life skill/life orientation heads of department and teachers (n = 59) and Grade 6 learners (n = 63). Results:The main findings indicated the emergence of a new educational paradigm informed by value-based PE. Teachers reported positive behaviours by learners, whereas they applied the same values in the teaching of other classes. Learners reported the learning of new motor skills, improved social relations and improved confidence. Principals and teachers appreciated the scaled model of contextually relevant professional learning. Conclusion:The model disputes the mere outsourcing of PE that elicits the participation of teachers will not adequately equip them for teaching PE. The model can be refined and taken to scale with meaningful information for curriculum design, resource provision and effective implementation of quality PEH.

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“…However, the content sometimes involves offering life-long activities and hence leading students in a 'right' direction (Greenleaf & Weiller, 2005;Varea & Underwood, 2016). Content within the risk discourse can also concern nutrition and weight control knowledge (Butz, 2018;Petherick, 2013), and knowledge about fitness and fitness tests (Petherick, 2013).…”

Section: What Discourses Does Teaching Pe Build On In Relation To Bodmentioning

confidence: 99%

The relation between teaching physical education and discourses on body weight – an integrative review of research

Quennerstedt

Barker

Johansson

et al. 2021

Curriculum Studies in Health and Physical Education

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Applications for Constructivist Teaching in Physical Education

Cited by 7 publications

References 15 publications

Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)

Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)

Physical education and health as a child’s right: Reflections on the Soweto Active Schools programme

The relation between teaching physical education and discourses on body weight – an integrative review of research

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