Universal Design for Learning as a Curriculum Development Tool in Physical Education

Kennedy, Winston; Yun, Joonkoo

doi:10.1080/07303084.2019.1614119

Cited by 16 publications

(7 citation statements)

References 24 publications

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“…Despite movement towards the use of research evidence to guide pedagogical practice, it does not appear that scholars disseminating recommendations to adopt UDL in PE are concerned with grounding recommendations in such evidence. That is, while scholarship pertaining to UDL in these contexts has emerged in the past few years, the majority of this literature is comprised of practical application papers (Brian et al, 2017; Gilbert, 2019; Grenier et al, 2017; Kennedy and Yun, 2019; Lieberman and Grenier, 2019; Lieberman et al, 2008) or textbooks (Lieberman and Houston-Wilson, 2018; Lieberman et al, 2020), which ‘merely cite examples rather than present data or scientific evidence recommending this model as an approach to including [disabled students] in the context of [PE]’ (van Munster et al, 2019: 361). Highlighting this, Lieberman et al (2020) recently asserted that ‘UDL's effectiveness in PE has yet to be extensively studied’ (p. 9).…”

Section: Problematizing Udl In Pementioning

confidence: 99%

“…As described earlier, CAST (2018) provides a framework and guidelines for UDL focused on the why , what and how of learning, while, noticeably, excluding who. However, proponents of UDL carry the torch in communicating that UDL is designed ‘for all people’ (Lieberman, 2017: 5), ‘for all students’ (Gilbert, 2019: 16), or ‘to create “expert learners”’ (Kennedy and Yun, 2019: 26). These assumptions are incompatible with findings that illustrate that when UDL principles are applied, new barriers may be created for some disabled students that did not exist prior (Griful-Freixenet et al, 2017) or fail to adhere to known, prescribed accommodations (Black et al, 2015), thus failing to meet the needs of all students despite a ‘design for all’.…”

Section: Problematizing Udl In Pementioning

confidence: 99%

“…One specific pedagogical practice that has received considerable attention and appears to fit this description is universal design for learning (UDL), which, according to Gilbert (2019) and Lieberman and Grenier (2019), can and should play a role in enhancing the inclusiveness of PE. Over the course of the past decade especially, a flurry of practitioner-based articles have suggested the adoption of UDL to guide inclusive practice in PE (Brian et al, 2017; Gilbert, 2019; Grenier et al, 2017; Kennedy and Yun, 2019; Lieberman and Grenier, 2019). These articles largely illustrate how practitioners could ‘utilise multiple means for (a) recognizing the content and the tasks addressed during practice, (b) expressing knowledge while engaging in sport tasks, and (c) enhancing motivation, and eventually adherence’ (Hutzler, 2020: 105–106) to support inclusion in PE.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Universal design for learning in physical education: Overview and critical reflection

Haegele,

Holland,

Wilson

et al. 2023

European Physical Education Review

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Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and empirical work relating to UDL generally and in physical education in particular to critically discuss the scientific research supporting, or not, the use of UDL as a so-called inclusive approach. We end this article with a call to action for scholars in this field, ourselves included, to conduct theoretically guided and empirically informed research relating to UDL in physical education, which adheres to established hallmarks of research quality that are tied to the ontological and epistemological assumptions of researchers because, at present, it is conspicuous by its absence.

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Section: Problematizing Udl In Pementioning

confidence: 99%

Section: Problematizing Udl In Pementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Universal design for learning in physical education: Overview and critical reflection

Haegele,

Holland,

Wilson

et al. 2023

European Physical Education Review

View full text Add to dashboard Cite

show abstract

“…This curriculum research tends to discuss change and reform (Lee & Cho, 2014;Rus, Talaghir, Iconomescu, 2019;Scanlon, Calderón, & MacPhail, 2021), curriculum policies and principles (Jin, 2013;Lambert & Penney, 2020), assessment analysis (Otero-Saborido, Vázquez-Ramos, Cenizo-Benjumea, & González-Jurado, 2020), digital media and technology (Araújo, Knijnik & Ovens, 2020), investigation of knowledge, skills, and understanding (O'Connor & Penney, 2021;Stevens & Culpan, 2021), curriculum and physical health (Yang & Liu, 2021), curriculum ideology (Valencia-Peris, Salinas-Camacho, & Martos-García, 2020), instructional approach to subject matter (Bai, 2018;Cliff, 2012;Gómez-Gonzalvo, Molina & Devis-Devis, 2018), curriculum development (Kennedy & Yun, 2019;You, 2011).…”

Section: Introductionmentioning

confidence: 99%

Curriculum and Physical Education: Bibliometric analysis using the Scopus database

2023

pegegog

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The curriculum has been provided by an educational institution as a lesson plan in one period of education level. In physical education, the curriculum focuses on developing the skills and concepts of movement that students need. The main objective of this study was to conduct a bibliometric analysis of articles published in Scopus on curriculum and physical education. The results showed that the study of curriculum and physical education totaled 420 articles which began to be published in the Scopus database from 1931-2021. Then, the researcher carried out a filter that was only limited to journal articles and proceedings. So that the number of documents found was 359 publications, consisting of 349 articles from journals and 10 articles from the proceedings obtained. Based on publications in the Scopus database, the findings reveal that: the number of publications has increased, although there is an up and down trend from year to year; most of the publications are written by researchers located in several countries and universities; The United States of America is the country that contributes the most writers; Monash University from Australia is the most productive institution; and Matthew D Curtner-Smith is the author's most published and most influential cited articles; an influential topic, namely the hidden curriculum. This analysis can provide insight into the development of research in the field of curriculum and physical education, and it can be a source of information for teachers, lecturers, schools, universities, and the world of education.

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“…It is crucial to recognize that children possess distinct physical abilities that are still evolving and therefore require tailored modifications to adapt to their needs. Age-appropriate equipment, appropriately sized and designed for their unique physical abilities, mitigates the risk of injuries (Faigenbaum & Myer, 2010;Kennedy & Yun, 2019). Age-appropriate sports equipment helps children develop motor skills, allowing them to participate actively and enjoyably in physical activities.…”

Section: Introductionmentioning

confidence: 99%

Adjusment Basketball Facilities and Infrastructure for Children 10-12 Years Old Through Anthropometric Comparison

Liskustyawati,

Putro,

Syaifullah

et al. 2023

JPP

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Implementation of physical education is allowed to modify instructional media. Physical education requires facilities and infrastructure specifically designed to promote physical activity. The aim of this research is to develop adjustments to basketball facilities and infrastructure for children aged 10-12 years through anthropometric comparisons. This research uses simple development research because it is still in the form of an initial design. The total research sample involved was 691 people. The sample underwent height, arm span, leg length, and finger span measurements. The results are that the comparison ratio of facilities and infrastructure for adults and children aged 10-12 years is the same as the anthropometric ratio of the study sample. Sports facilities and infrastructure adjustments are indispensable to the growth and development of children aged 10-12. By providing spaces where children can engage in physical activities tailored to their age and interests, we lay the foundation for healthy lifestyles, holistic skill development, cognitive growth, and emotional well-being.

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Universal Design for Learning as a Curriculum Development Tool in Physical Education

Cited by 16 publications

References 24 publications

Universal design for learning in physical education: Overview and critical reflection

Universal design for learning in physical education: Overview and critical reflection

Curriculum and Physical Education: Bibliometric analysis using the Scopus database

Adjusment Basketball Facilities and Infrastructure for Children 10-12 Years Old Through Anthropometric Comparison

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