Enhancing social cohesion in PE classes within an intercultural learning program: results of a quasi-experimental intervention study

Grimminger-Seidensticker, Elke; Möhwald, Aiko

doi:10.1080/17408989.2020.1741532

Cited by 14 publications

(12 citation statements)

References 28 publications

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“…On the one hand, some programmes or curricula explicitly refer to ELT (Reynard, Moustakas, & Petry, 2020). while others integrate many of its key steps (Gieß-Stüber, 2010;Grimminger-Seidensticker & Möhwald, 2020;Jobse, Rozendaal, Hourani, & Hoppenbrouwers, 2019).…”

Section: Life Skill Developmentmentioning

confidence: 99%

Sport for Social Cohesion: A Conceptual Framework Linking Common Practice and Theory

Moustakas¹

2023

Preprint

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The development of theories in sport for development has increased over the last decade, with numerous general theories or frameworks being put forth by scholars. Nonetheless, theories exploring connections to specific outcomes are lacking, and this gap is especially striking regarding the vaunted connections between sport and social cohesion. Sport has been prominently positioned as a vehicle to promote social cohesion, yet the connections between sport and social cohesion have not been explored in a robust fashion. Literature and programmes have been criticised for failing to define social cohesion, and there remains a lack of knowledge concerning practices, activities, and mechanisms within programmes. As such, we neither have a clear picture of the goals being addressed nor the mechanisms supporting those goals. The following paper seeks to address these gaps by presenting a conceptual framework connecting common practices within programmes with existing theories and specific social cohesion outcomes. To do so, findings from extensive previous work in Europe are contextualised against existing theories. In turn, this generates a better understanding of the mechanisms in sport for social cohesion, provides guidance to implementers, and identifies areas for future development.

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Section: Life Skill Developmentmentioning

confidence: 99%

Sport for Social Cohesion: A Conceptual Framework Linking Common Practice and Theory

Moustakas¹

2023

Preprint

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“…In PE, holistic work with body and mind can increase mindfulness [44], which in turn is linked to sustainable behaviors [45]. PE may also contribute to intercultural learning [46,47] and thus might be a path to fostering ESD learning goals, such as collaboration competence.…”

Section: Physical Education Teacher Education In the Context Of Esdmentioning

confidence: 99%

“…Lohmann et al [3] show how KSC might be implemented as learning goals in outdoor sport field trips and how socio-cultural, ecological and economic issues of outdoor sport activities might be taught with a collaborative and enquiry-based learning approach using sport tourism as a real-world phenomenon for learning. Grimminger-Seidensticker and Möhwald [47,96] empirically evaluate the Intercultural Movement Education approach [46], a didactical approach for social and intercultural learning based on small games in PE. The examples for the application of ESD-specific principles in the context of PE are based on the literature displayed in Supplement E. Future research is needed in order to systematically draw the lines between PE and ESD on a didactical level.…”

Section: Integration Of Esd-specific Professional Competence In a Pe Teacher's Professional Self (Rq3)mentioning

confidence: 99%

Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education

et al. 2021

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In order to implement education for sustainable development (ESD), teachers from all subjects need to be equipped with ESD-specific professional action competence, including physical education (PE) teachers. However, the current state of research on approaches to defining ESD-specific teacher competence is complex and there is little debate on what competences PE teachers in particular need in order to implement ESD. The purpose of this study is to make a theoretical contribution to clarifying the central concepts of ESD-specific teacher competences and to link this discussion to the subject of PE. We conducted a systematic literature review following PRISMA guidelines with a focus on normative and theoretical work about ESD-specific teacher competences. Twenty-two articles from 2008 onwards met the inclusion criteria. Subsequently, we applied a qualitative content analysis based on theoretically derived main categories. The literature review revealed a more nuanced examination of the categories of ESD-specific professional knowledge and beliefs. The categories of motivational orientation and self-regulation were found to have received less attention in the analyzed papers. PE-specific aspects were not reflected in the reviewed literature. A refined model of ESD-specific professional action competence is suggested and it is demonstrated how this model might be applied to subject-specific discourses from the perspective of PE.

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“…Siswa dengan prestasi akademik yang tinggi dianggap memiliki kemampuan intelektual yang tinggi dan memiliki peluang sukses di masyarakat, baik dalam hasil pembelajaran dan kemudian bekerja secara professional (Alwi, 2017). Prestasi akademik sangat dibutuhkan oleh siswa karena dianggap mampu menggambarkan kemampuan siswa dari hasil perilaku belajar berupa perubahan positif pada diri siswa meliputi keterampilan dan pengetahuan baru (Grimminger-Seidensticker & Möhwald, 2020). Ada beberapa faktor yang dapat mempengaruhi pencapaian prestasi akademik, antara lain faktor internal yaitu faktor fisik (kesehatan, kecacatan), psikologis (kecerdasan, sikap, bakat, minat dan motivasi), dan faktor eksternal yaitu faktor dukungan keluarga, manajemen.…”

Section: Literasi Digital Dan Performa Akademik Dalam Pembelajaran Onlineunclassified

“…Studi ini menemukan bahwa siswa yang lebih mandiri di lapangan memiliki efikasi diri yang lebih tinggi menggunakan teknologi online. Dalam studi lain menemukan bahwa keterampilan komputer berhubungan positif dengan sikap belajar online (Grimminger-Seidensticker & Möhwald, 2020).…”

Section: Literasi Digital Dan Performa Akademik Dalam Pembelajaran Onlineunclassified

Transformasi Lingkungan Pembelajaran Berbasis Literasi Digital Pada Anak Usia Dini

Putri

Chairiyah

2021

PAUD

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Penelitian ini dilatarbelakangi karena masalah atas kekhawatiran guru untuk meminimalkan resiko bahaya online pada anak usia dini. Selain itu, peran orang tua yang masih belum maksimal dalam pendampingan belajar virtual anak dalam penggunaan internet yang bemakna. Tujuan penelitian untuk mengetahui sejauhmana kemampuan anak usia dini dalam beradaptasi dengan lingkungan pembelajaran berbasis literasi digital. Metodologi penelitian yang digunakan kualitatif deskriptif, metode pengambilan data dengan observasi dan wawancara dengan pedoman pada tiga aspek penting pengukuran, yaitu: dukungan media sosial, kondisi jaringan atau akses, dan peningkatan hasil akademik selama anak belajar online. Subjek penelitian diambil secara random sampling, yaitu: empat orang tua siswa. Analisis data dilakukan dengan triangulasi sumber data untuk menggali kebenaran infromasi tertentu. Sedangkan desain penelitian berdasarkan pendekatan Miles dan Hubermen, yaitu: reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Hasil menunjukkan bahwa literasi digital masih belum banyak di bahas dan penting untuk ditanamkan pada anak usia dini, memperkenalkan bagaimana transformasi lingkungan pembelajaran pada masa pandemic saat ini. Beralih dari lingkungan tatap muka di kelas menjadi lingkungan pembelajaran online. Melalui dukungan media sosial, guru dapat memvariasikan pembelajaran untuk menarik perhatian anak PAUD. Selain akses jaringan yang mempengaruhi, guru dan orang tua termasuk komponen penting agar anak terawasi sehingga tidak menyalahgunakan dalam pembelajaran online. Dukungan guru dan orang tua, serta akses dalam menunjang transformasi lingkungan pembelajaran berbasis literasi digital sebagai alternatif baru yang dapat pula meningkatkan hasil akademik siswa melalui lingkungan pembelajaran online.

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Enhancing social cohesion in PE classes within an intercultural learning program: results of a quasi-experimental intervention study

Cited by 14 publications

References 28 publications

Sport for Social Cohesion: A Conceptual Framework Linking Common Practice and Theory

Sport for Social Cohesion: A Conceptual Framework Linking Common Practice and Theory

Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education

Transformasi Lingkungan Pembelajaran Berbasis Literasi Digital Pada Anak Usia Dini

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