‘Are you listening?’: adolescent girls voice how they negotiate self-identified barriers to their success and survival in physical education

Fisette, Jennifer L.

doi:10.1080/17408989.2011.649724

Cited by 81 publications

(66 citation statements)

References 37 publications

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“…This study and previous research (Constantinides, 2011, Fisette, 2013Griffin, 1984Griffin, , 1985Smith & Goc Karp, 1996;Tischler & McCaughtry, 2014) might suggest that the large emphasis on team games in physical education could be responsible for this phenomenon. It seems doubtful that games dominated physical education with an emphasis on competition and on the learning of individualized skills, is able to motivate all different students.…”

Section: Discussionmentioning

confidence: 82%

Participation Styles in Elementary Physical Education

Romar¹,

Nygård²,

Smedman³

et al. 2015

APE

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Both observational data and direct measurement of student activity seem to indicate a large variance in student activity during physical education lessons. The aim of this study was to identify participation styles during elementary physical education lessons by using multiple data sources. A class of fifth grade students (N = 17) and a class of sixth grade students (N = 14) were taught by a physical education specialist for three lessons each. Both classes had coed physical education lessons and all students were systematically analyzed by using heart rate measurement, systematic observation and perceived exertion. Each lesson was videotaped for further analysis. Finally, six high and five low skilled students were formally interviewed after the last lesson about their experiences in physical education. The results indicated four different participation styles among the students in these physical education elementary classes. These were low skilled fighters, low skilled avoiders, high skilled fighters and high skilled avoiders. Several contextual factors are contributors to these participation styles. The main reasons for this appear to be differences in students' fitness levels, physical activity behavior and interest in physical education. This large variation among students shows that teachers need to treat each student individually.

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Section: Discussionmentioning

confidence: 82%

Participation Styles in Elementary Physical Education

Romar¹,

Nygård²,

Smedman³

et al. 2015

APE

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“…Estas respuestas llevan hacia dos vertientes, por un lado, el gusto por una asignatura práctica y que resulta similar a lo expresado por Hernández et al (2007) y también por Piéron et al (2008); por otro lado, a cómo se negocia un currículum y cómo se acepta seguir una línea de actuación por preferencias del alumnado que supone una mejora en la participación, tal y como se ha aportado en otros estudios (Dyson, 2006;Fisette, 2013;Zeng et al, 2011). Una de las preguntas abiertas en el cuestionario fue ¿qué es lo que más le gusta de la clase de EF?…”

Section: Resultados Y Discusiónunclassified

“…Aunque sea una percepción positiva de los estudiantes de nuestro estudio, investigaciones similares no ofrecen la misma perspectiva (Fisette, 2013). Este contraste se puede deber a que el alumnado tenga un pensamiento estratégico "políticamente correcto" a la hora de contestar a las preguntas formuladas.…”

Section: U L T U R Aunclassified

“…En este sentido, las investigaciones muestran una visión clásica de la EF donde predomina el deporte competitivo y técnico, y la actividad física entendida como condición física (Fernández-Balboa, 2001;Kirk, 2001), volviéndose para muchos una clase aburrida, excluyente y selectiva, que poco tiene que ver con visiones alternativas como la creatividad, el juego, los valores y el aprendizaje para la vida (Chase & Machida, 2011;Skelton, 2000). Aunque socialmente se considera que la EF es importante para la formación y desarrollo personal y social de los sujetos con frecuencia se puede ver en las escuelas que a los estudiantes no les gusta (Carlson, 1995;Fisette, 2013). Y los estudios señalan la falta de interés y motivación hacia la exigencia de lo que se pide en las clases (Dyson, 2006;O'Donovan & Kirk, 2008).…”

Section: Introductionunclassified

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Physical Education from the high school student voice. A case study

Cortés¹,

Oliva²

2016

CCD

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ResumenTener en cuenta la voz del estudiante es relevante y útil en el proceso educativo, ya que integra la teoría y la práctica, da al estudiantado la oportunidad de participar en su propio aprendizaje y crea condiciones y posibilidades para que los estudiantes desarrollen o afiancen su propio sentido de ser. De allí que el objetivo principal del presente estudio fue identificar y analizar las creencias y percepciones de los estudiantes de secundaria sobre la asignatura de educación física. La investigación es cualitativa y su diseño es un estudio de caso en una institución educativa de Medellín-Colombia; se valoró su gusto por la asignatura, lo que aprenden en la clase y la importancia que le asignan. También fue incluido el proceso didáctico, la interacción y comportamiento del profesorado. Las estrategias de recolección de información que se utilizaron fueron el cuestionario, la observación y el grupo focal. Los resultados muestran que el estudiantado construye una visión clásica sobre la clase de educación física: diversión, práctica, cambio de rutina respecto a otras asignaturas; e incluye aspectos relacionados con la salud y el aprendizaje de los deportes. Como conclusión, se encontró que uno de los mayores problemas a los que se enfrenta la educación física es la percepción del estudiantado, quienes reducen su participación en las clases a los componentes motrices, desconociendo la posibilidad de una educación física más humana, más integral.Palabras claves: Educación física, creencias, actitudes, currículo, estudio de caso. AbstractThe student voice is relevant and useful during the educational process, because it integrates theory, practice, and gives the students the opportunity to participate in their own learning. Additionally, it creates conditions and opportunities for students to develop or consolidate their own sense of being. Hence, the main objective of this study was to identify and analyze the beliefs and perceptions of high school students on the subject of physical education. The research is qualitative and was performed as a case study in Medellin, Colombia. It assessed the interest (enthusiasm) of students in the subject, their learning in the class, and how important the class was for them. The didactic process and behavior was included and the interaction of the teachers. Data was gathered via questionnaire, observation, and focus groups. The results show that students get a classical vision about Physical Education classes that includes a form of amusement, practice, change in routine from all other school subjects; and the inclusion of other aspects related to health and learning of sport. The conclusion of this research showed that one of main problems of the subject of Physical Education was the perception of students, as they reduce the contribution of Physical Education classes to the acquisition of motor skills. They were not aware of the wider benefits of Physical Education.

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“…| 2016 | ISSUE 1 | VOLUME 11 © 2016 University of Alicante Purpose of the study With the new concept of daily PE, schools and PE teachers face pressure in order to meet governmental and societal expectations. It is widely accepted that students' perceptions are of great importance in providing quality teaching and learning, however, more research is needed which focuses on students' perceptions and recommendations in PE (Dyson 2006;Ennis & McCauley, 2002), in a variety of PE and physical activity contexts (Fisette, 2013), and in different of students and cultural settings.…”

Section: Challenges and Development In Pe Curriculummentioning

confidence: 99%

Satisfaction and preferences of PE students and the head of the PE department: meeting the new curricular expectations

Fügedi

Capel

Dancs

et al. 2016

jhse

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Balázs, F., Susan, C. Dancs, H, & József, B. (2016). Satisfaction and preferences of PE students and the head of the PE department: meeting the new curricular expectations. J. Hum. Sport Exerc., 11(1), 1-18. There has been increasing emphasis worldwide on raising educational standards and improving opportunities for young people. Physical education programs are under strong pressure to demonstrate that their practices are effective in preparing students for successful healthy active living. In Hungary the Act on National Public Education (2011) is designed to achieve these purposes. The aim of this study was to understand how students perceive the daily PE program and how the heads of PE departments perceive students' perceptions as a result of this act. A total of 1,073 10-14 year-old students from 13 schools in a university city were given a questionnaire and the heads of PE at these schools were interviewed. A large number of students stated that the purpose of PE is conditioning, it is an important subject, and they will be able to utilize what they have learnt in PE later on in their lives. Heads of PE perceive that students have no clear understanding of what PE is about and they do not want thinking and fitness components in PE. Findings demonstrate a clear disagreement between students' and the heads of PE perspectives. Teachers need to adapt their practices in order to help students acquire skills and attitude for lifelong physical activities as stated in the Hungarian Curriculum (2012).

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‘Are you listening?’: adolescent girls voice how they negotiate self-identified barriers to their success and survival in physical education

Cited by 81 publications

References 37 publications

Participation Styles in Elementary Physical Education

Participation Styles in Elementary Physical Education

Physical Education from the high school student voice. A case study

Satisfaction and preferences of PE students and the head of the PE department: meeting the new curricular expectations

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