Pedagogical Cases in Physical Education and Youth Sport

Abstract

SECTION 1: DESCRIPTION OF THE YOUNG PERSONPatrick is a seven-year old Irish boy who has autism and the associated behaviours of delayed social and communication skills. Patrick has three older siblings, a sister who is nine-years old and two brothers who are eleven and thirteen years old respectively. He has a more engaging relationship with his sister than his brothers and his mother believes this is due to his sister being more patient with Patrick favouring the repetition of tasks over and over again. Patrick's father works as an estate agent selling houses in the main town; his mother does not work. Patrick's mother takes him to school every morning and collects him at the end of each day.Patrick attends the i-PLAY (Inclusive Play and Leisure Activities for Youth) programme at the local University once a week over a ten-week period. This programme is designed for children, youth, and young adults with special needs to have an opportunity to play and interact socially with peers. Participants are engaged in a range of physical activities (e.g., dance and games) and each is paired with 3 rd year pre-service physical education teachers to ensure the young person can receive individual attention, support, and encouragement. The focus of i-Play is promoting physical activity for young people and incorporating it into their daily lives (i.e., at school, after school, and at home). The MacPhail, Campbell, Kenny, Tindal & Tanehill (2014) 'Patrick' In 'Pedagogical cases in physical education and youth sport'

Rethinking the relationship between pedagogy, technology and learning in health and physical education

“…The starting point for a pedagogy of technology is a desire to do things differently, rather than to do the same things using 'flashy' tools and gizmos. (Casey el al., 2016, p.7) Individual teachers at the heart of each case came from different countries, and the resulting pedagogical cases were similar in style to the original model developed by Armour (2014). The narrative at the heart of the cases centred on an HPE teacher/practitioner who uses DigiTech.…”

Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance

“…Yet, while a critical approach is commonly cited as way of supporting young people to navigate societal health discourses, evidence on the skills young people need to acquire, what a critical approach entails and how physical educators might practice a critical approach is more limited, particularly with regard to self-tracking and digital technologies (Casey et al, 2017;Powell & Fitzpatrick, 2015;Rich & Miah, 2017). Armour (2014) and Dudley, Goodyear, and Baxter (2016), as well as others, stress that the starting point for any pedagogical encounter should be the diagnosis of learners needs, understandings and skills. Young people's understandings and skills act as an important 'springboard' to begin conversations and work productively with young people (Powell & Fitzpatrick, 2015, p. 481).…”

Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy

“…As indicated initially, I see hope for physical education in, for example, activist, appreciative, paradoxical and participatory approaches (Enright, Hill, Sandford, & Gard, 2014;Enright & O'Sullivan, 2010;Larsson et al, 2014;Luguetti et al, 2017;Oliver & Hamzeh, 2010;Oliver & Kirk, 2016). Other apt examples are the work on meaningful physical education (Fletcher, Ní Chróinín, Price, & Francis, 2018;Ní Chróinín, Fletcher, & O'Sullivan, 2018), social justice (Azzarito, Macdonald, Dagkas, & Fisette, 2017), or pedagogical cases such as those introduced by Armour (2014). But also at a policy level in Australia and Scotland, new curricula show promise (Carse, Jess, & Keay, 2018;Jess, Atencio, & Thorburn, 2011;Macdonald, 2013;McCuaig, Quennerstedt, & Macdonald, 2013;Thorburn, 2017;Thorburn & Horrell, 2014).…”