Facilitation as an Act of Love: A Self-Study of How a Facilitator’s Pedagogy Changed Over Time in the Process of Supporting a Community of Learners

Luguetti, Carla; Oliver, Kimberly L.; Parker, Melissa

doi:10.1123/jtpe.2019-0193

Cited by 10 publications

(3 citation statements)

References 30 publications

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“…Physical education scholars have sought for appropriate pedagogical responses to social vulnerability and precarity (Luguetti, Oliver and Parker 2020), in the belief that active engagement in purposeful physical activity can be a means of building a 'sense of coherence' in young people's lives (McCuaig and Quennerstedt 2018). Kirk (2020) describes how some of pedagogical models have been implemented with children and young people from socially vulnerable backgrounds.…”

Section: Pedagogies Of Affect In Physical Education and Sportmentioning

confidence: 99%

Coaches’ perceptions of sport education: A response to precarity through a pedagogy of affect

López

Kirk

2021

Physical Education and Sport Pedagogy

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The aim of this study was to investigate coaches' perceptions of using sport education (SE) for the first time with socially vulnerable children in order explore its suitability for equipping young people living in precarity with the skills they need to take positive action to challenge their socially vulnerable backgrounds. In doing so, we want to explore what experiences of learning to use SE these coaches had, and what their perspectives of the children's learning were. Settings and participants:The study developed in a community-based program in three economically disadvantaged neighbourhoods with high rates of delinquency in a city in Central Spain. The programme is run by a non-governmental organization and is funded by several public institutions and private donations. The study included three youth workers who acted as coaches and 31 nine-to eleven-year-olds from different ethnic groups.Programme: The SE season comprised 36 one-hour sessions which included an introduction to SE and the activity called ringo (two lessons), a preseason (14 lessons), a season (18 lessons) and culminating event preparation and celebration (two lessons).Ringo is a net game, which was chosen to improve participation.Data collection/analysis: Four focus groups were conducted with the coaches, and an open analysis format was followed, using open-ended questions. The first author also kept a diary of his experience as a participant observer, including field notes and 3 participation in focus groups. The data were transcribed verbatim and analysed through thematic analysis.Findings: Three major results were found. First, although coaches perceived that sport had a great potential for children to get several benefits, the quality of the pedagogical strategies they used to implement before the study did not allow them to reach those benefits. Second, SE gave the coaches the possibility to enact an ethic of care with participant children; emotional labour played a key role in that process, allowing coaches to care both for children and for themselves. Third, coaches appreciated how SE features, especially competition, teams, festivity, and the culminating event, favoured motivation and engagement, what improved behaviour and the assumption of roles responsibilities.Conclusions: Sport per se is not enough to teach ethical conduct. However, a quality programme which exposes young people to the stimuli they need, and efficient physical educators who can develop the programme properly and with a coherent attitude are necessary. Pre-service education for any future professional working with youth from socially vulnerable backgrounds (teachers, coaches, youth workers) should consider the need of teaching pedagogies of affect like SE as well as the development of an ethic of care and emotional labour.

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Section: Pedagogies Of Affect In Physical Education and Sportmentioning

confidence: 99%

Coaches’ perceptions of sport education: A response to precarity through a pedagogy of affect

López

Kirk

2021

Physical Education and Sport Pedagogy

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“…It took a long time to respect teachers' precarious situation and its impact on their learning. The facilitator's learning process has been examined by previous studies (Hunuk, 2017;Luguetti et al, 2020). In this context, we emphasised that if the teachers were empowered to learn, to become the revolutionary leader that they needed, required Laura to learn how to structure the PLC, to create spaces for the members' learning, and to respect them as subjects, trusting in them (Freire, 2005a(Freire, , 2005b.…”

Section: Acting With Respect When Teachers Decided To Learnmentioning

confidence: 99%

“…The facilitation process is recognised as central to the accomplishment of collaborative continuing professional development (CPD) for teachers that intends to improve the physical education profession (Lawson, Kirk, & MacPhail, 2020), and create spaces for teachers' empowerment (Luguetti, Oliver, & Parker, 2020). CPD has been described as 'all the activities in which teachers engage during the course of a career which are designed to enhance their work' (Day & Sachs, 2004, p. 3) and the current literature reflects the importance of a transition from the notion of individual and prescriptive teacher development to collaborative CPD.…”

Section: Introduction and Theoretical Frameworkmentioning

confidence: 99%

The facilitator’s role in supporting physical education teachers’ empowerment in a professional learning community

Gonçalves

Parker

Luguetti

et al. 2020

Sport, Education and Society

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The facilitator's role in supporting physical education teachers' empowerment in a professional learning communityPhysical education (PE) researchers demonstrate the benefits of collaborative continuing professional development (CPD) through the cultivation of professional learning communities (PLCs). Furthermore, this body of research reflects teachers' empowerment as a current concern in the literature about PLCs.Although the importance of teachers' empowerment in PLCs is recognised, there is much to learn about the facilitator's actions to create spaces for empowerment.The purpose of this paper is to explore the facilitator's actions in supporting PE teachers' empowerment in a PLC. Action research framed this project in Brazil.Participants included six PE teachers, a facilitator, and a critical friend. Data sources included daily observations and reflections from weekly meetings with the teachers and the critical friend. Data were analysed using inductive and thematic methods. By engaging a Freirean view as a theoretical framework, it was understood that the teachers needed to empower themselves to survive in their reality, learn in order to be recognised at school, and act to change their micro-context. Accordingly, three themes represented the facilitator's actions to support teachers' empowerment: (a) creating a horizontal relationship with teachers through dialogue; (b) understanding and respecting teachers' learning; and (c) struggling with teachers in their reality as an act of solidarity. These facilitator actions contributed primarily to building a democratic space where the teachers could name, critique, and negotiate the barriers they faced. Although creating spaces for teachers' empowerment provided the opportunity for improving teachers' PE knowledge, these spaces fundamentally supported teachers in seeking better professional conditions, organising themselves as a community, and pursuing social change.

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Emotions and pedagogical change in physical education teacher education: a collaborative self-study

Fletcher

Hordvik

2022

Sport, Education and Society

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Facilitation as an Act of Love: A Self-Study of How a Facilitator’s Pedagogy Changed Over Time in the Process of Supporting a Community of Learners

Cited by 10 publications

References 30 publications

Coaches’ perceptions of sport education: A response to precarity through a pedagogy of affect

Coaches’ perceptions of sport education: A response to precarity through a pedagogy of affect

The facilitator’s role in supporting physical education teachers’ empowerment in a professional learning community

Emotions and pedagogical change in physical education teacher education: a collaborative self-study

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