Students' Experiences in Sport-Based Physical Education: More Than] Apologies are Necessary

Abstract

Those of us who have been participants in sport for much of our lives often find it a time-consuming and irrelevant task to defend the joys and rewards of physical activity to the uninformed or the uninitiated. Some physical education teachers are amazed at the energy they must spend motivating students to dress and participate in physical activity at the lowest intensity levels (Ennis, 1995). Even physiologists are modifying the "criteria" for health-enhancing exercise to make it more palatable for the majority of Americans who enjoy a sedentary lifestyle and are unconcerned with target heart rate zones. While many Americans watch sport, far fewer participate in sport as aphysical activity. Corlett, in his efforts to focus on the benefits of sport, glazes over the problems insidious in some sporting contexts. I will focus on problems plaguing sport-based, public school physical education that lead to discriminatory and abusive practices. I am most concerned with the policies used to perpetuate discriminatory sporting practices in schools, and believe disenfranchised individuals deserve an apology.Although sport has many potential virtues, this message would be stronger if Corlett defined the boundaries of sport pedagogy he is addressing and focused on how all individuals can benefit from these opportunities. He begins by addressing his arguments to school sport, but then changes to focus on high-level performance as an exemplary ideal for individuals in school programs. He never considers the diverse characteristics of the individuals involved in school sport or the wide variety of contexts in which sport-based school curricula are implemented (e.g., Ennis, 1996). This oversight contributes to an elitist perspective on sport pedagogy that constrains, rather than facilitates, our ability to acknowledge and address negative sport practices in schools.

Emotional Physical Education in adolescents. Identifying predictors of emotional experience

“…Sin embargo, el duelo puede convertirse en una herramienta poco educativa si se usa de modo restrictivo y se orienta solo hacia el logro de la victoria (Beltrán, Devís, Peiró, & Brown, 2012;(Dyson, 1995;Ennis, 1996;Graham, 1995). Así es fácil que existan alumnos excluidos y frustrados ante el fracaso repetitivo y con una consecuente desmotivación.…”

Physical education in transition

“…Učenici koji pokazuju negativne stavove i osećanja prema nastavi fizičkog vaspitanja u najvećem broju slučajeva se ne uključuju u fizičke aktivnosti van škole (Carlson, 1995;Ennis, 1996;Portman, 1995;Robinson, 1990). Na osnovu ovih rezultata istraživanja, kreirana je i Nacionalna strategija razvoja sporta u Srbiji, koja u prvi plan stavlja potrebu da se kod dece neguje i razvija navika za redovno bavljenje sportom i fizičkom aktivnošću.…”

Primary school students' opinions about the competences of physical education teachers: The role of gender, age and training

“…Učenici koji ne treniraju i nemaju razvijenu fizičku spremnost izražavaju negativno mišljenje prema fizičkom vaspitanju, a to se menja u pozitivnom smeru nakon razvijanja fizičke spremnosti i savladavanja vežbi na časovima fizičkog 226 PSIHOLOŠKA ISTRAŽIVANJA VOL. XX 2 vaspitanja i dobijanja adekvatne povratne informacije od strane nastavnika, (Ennis, 1996;Portman, 1995). Takođe, učenici koji se aktivno ili rekreativno bave sportom imaju veći skor na skali motivacije za merenje angažovanja u fizičkom vaspitanju (Višnjić i sar., 2010).…”

“…Može se pretpostaviti da svi učenici već pretpostavljaju da je njihov nastavnik profesionalno kompetentan, ali onima koji treniraju sport jasnije je to koliko je važna uloga socioemocionalne kompetencije tokom treninga ili utakmica, te ih zbog toga u većoj meri cene. Naime, učenici koji treniraju neki sport u većoj meri cene te vrednosti i ponašanja, jer su oni tokom treniranja i u interakciji s trenerom stekli uvid u to koliko su podrška i razumevanje od strane autoriteta (trenera ili nastavnika) važni u bavljenju sportskom aktivnošću, posebno kroz davanje povratne informacije tokom izvođenja vežbi (Ennis, 1996;Portman, 1995). U vezi s tim, može se reći i da učenici koji treniraju neki sport, u sklopu organizovanog oblika sporta kojim se bave, oblikuju i usvajaju određeni sistem vrednosti, uče poželjne osobine ličnosti poput saradnje, asertivnosti, prijatnosti, razumevanja, te se pretpostavlja da upravo takve vrednosti cene kod nastavnika fizičkog vaspitanja.…”