“The Project Changed My Life”: Sport Education’s Transformative Potential on Student Physical Literacy

Farias, Cláudio; Wallhead, Tristan; Mesquita, Isabel

doi:10.1080/02701367.2019.1661948

Cited by 27 publications

(22 citation statements)

References 23 publications

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“…It is necessary to be informed regarding curricular reforms, consider students' attitudes toward PE, and use enjoyment and perceived utility as guiding variables for further development (Subramaniam and Silverman, 2000Rikard and Banville, 2006;Montalvo and Silverman, 2008;Silverman, 2011;Phillips and Silverman, 2015;Mercier et al, 2017;Scrabis-Fletcher and Silverman, 2017;Subramaniam and Mercier, 2017;Marttinen et al, 2018;Orlić et al, 2018). Curriculum ownership has been associated with an intrinsically motivated environment (Farias et al, 2020). Specifically, several factors have been considered crucial in fostering a positive climate in PE: (a) a task-oriented climate, (b) the integration of learner-centered models, such as the sports education model and a variety of teaching styles, and (c) the promotion of enjoyment, competency, and positive social relationships (Siedentop, 1994(Siedentop, , 2004Silverman, 2002, 2007;Digelidis et al, 2003;Silverman, 2011;Mercier et al, 2017;Scrabis-Fletcher and Silverman, 2017;Constantinides and Silverman, 2018;Orlić et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Examining Portuguese High School Students’ Attitudes Toward Physical Education

2020

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Portugal ranks fourth among countries with the highest rate of overweight population, considering that 67.6% of the Portuguese population over the age of 15 is overweight or obese. To our knowledge, limited studies have investigated students’ attitudes toward physical education in Portugal. Such research is necessary because it can provide valuable insights for policy and application in the curriculum development for physical education, which may eventually increase participation in physical and sports activities. This study analyzed students’ attitudes toward physical education (PE) according to sociodemographic variables, including grade level, socioeconomic status, and gender, and their participation in extracurricular sports activities and respective PE grades. The sample comprised 476 high school students (from the 7th, 8th, and 9th-grade levels) from five public schools located in Portugal. The Students’ Attitudes toward Physical Education Questionnaire was adapted and validated for use with Portuguese students as a two-factor model. Findings show that students generally have a moderately positive attitude toward PE. However, students’ positive attitudes tend to decrease throughout high school, which is particularly significant in the 9th grade. Furthermore, students’ attitudes are influenced by gender, extracurricular sports practice, and grades. These findings may help stakeholders reflect on how to frame PE in a more meaningful way to create a solid foundation for maintaining an active lifestyle throughout life. Implications for further research and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Examining Portuguese High School Students’ Attitudes Toward Physical Education

2020

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“…Specifically, educating children for a lifetime of PA through enhancing motivation and meaning [ 61 , 62 ] and consequently, empowering adolescent’s basic psychological needs—autonomy, competence, and relatedness—is recommended [ 63 , 64 ]. Pedagogical approaches that explicitly cater for youngsters’ integrated development of literacy, competency, and enthusiasm may be adequate avenues for the promotion of children’s democratic and inclusive dispositions towards lifelong PA, irrespective of their gender, skill level or SES [ 65 ].…”

Section: Discussionmentioning

confidence: 99%

Adolescents’ Perspectives on the Barriers and Facilitators of Physical Activity: An Updated Systematic Review of Qualitative Studies

Martins

Costa

Sarmento

et al. 2021

IJERPH

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Listening to adolescents’ voices has been important to promote meaningful physical activity (PA) opportunities. Therefore, an updated systematic review of the available qualitative literature on adolescents’ perspectives on the barriers and facilitators of PA was conducted, according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Studies published between 2014 (date of the last systematic review) and 2020 were searched in the Web of Science, EBSCO, and SCOPUS databases. Based on the inclusion criteria applied, 30 out of 8069 studies were included in the review. A thematic analysis was used to inductively and deductively analyze the perspectives of ~1250 adolescents (13–18 years). The studies took place in 13 countries from different continents. The main PA barriers and facilitators of PA were presented and discussed around five higher-order themes: (1) Individual factors (e.g., psychological—motivation, self—efficacy; cognitive—knowledge, understanding; physical—motor skills); (2) social and relational factors (family, friends, significant others); (3) PA nature factors (fun, school-based PA and physical education); (4) life factors (time and competing activities; life-course); and (5) sociocultural and environmental factors (e.g., availability/access to PA facilities, programs; urban/rural zones). By transnationally framing adolescents’ voices, this study provides updated evidence and discusses innovative implications for developing tailored interventions and pedagogical strategies aimed at promoting active and healthy lifestyles.

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“…Thus, United Nations Educational Scientific and Cultural Organization [UNESCO] (2015) reports that the practice of healthy and active sports activities in organized games and sports, such as those planned and developed in the SEM and instrumentalized in quality Physical Education, show a positive impact on psychosocial adjustment of students, as well as in their emotional, physical, and cognitive dimension. Therefore, it is a favorable pedagogical model for proactive social development, positive responsibility, and more equitable and inclusive learning (Farias et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents

Luna

Guerrero²,

Rodrigo-Ruiz

et al. 2020

Front. Psychol.

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This study aims to evaluate the impact of an educational intervention on social competence and social acceptance among adolescents. The participants were 106 adolescents aged 12-15 years (M = 13.41 years; SD = 0.81 years). Participants were randomly assigned to the control group (n = 44) and an experimental group (n = 69). In the experimental group, an intervention based on the Sport Education Model (SEM) was applied. While in the control group, an intervention based on the Traditional Model of Direct Instruction (TM-DI) was carried out. An experimental design with repeated pretest and posttest measurements was developed. The Adolescent Multidimensional Social Competence Questionnaire (AMSC-Q) was used to assess social competence. The Guess Who (GW4) questionnaire was used to assess social acceptance (SA) among peers. The preliminary results showed that the intervention based on the SEM (experimental group) promoted more significant improvements in some indicators of social competence and social acceptance among peers than those obtained with the TM-DI (control group). The results confirm a similar impact of the intervention between boys and girls. These preliminary results suggest the potential of the Sport Education Model with adolescents.

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“The Project Changed My Life”: Sport Education’s Transformative Potential on Student Physical Literacy

Cited by 27 publications

References 23 publications

Examining Portuguese High School Students’ Attitudes Toward Physical Education

Examining Portuguese High School Students’ Attitudes Toward Physical Education

Adolescents’ Perspectives on the Barriers and Facilitators of Physical Activity: An Updated Systematic Review of Qualitative Studies

Social Competence and Peer Social Acceptance: Evaluating Effects of an Educational Intervention in Adolescents

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