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McCaughtry, Nate; Rovegno, Inez

doi:10.1023/a:1012278316019

Cited by 19 publications

(2 citation statements)

References 19 publications

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“…Maivorsdotter, Lundvall, & Quennerstedt, 2014). While we recognize the significant and rich body of conceptual research exploring meaningful engagement (see Hawkins, 2008;Kretchmar, 2001Kretchmar, , 2005aKretchmar, , 2007Kretchmar, , 2008McCaughtry & Rovegno, 2001), much of which we drew on to articulate our understanding of meaningful engagement, we saw value in synthesizing the empirical evidence currently available to support these theoretical perspectives and therefore limited our review to empirical research.…”

Section: Methodsmentioning

confidence: 99%

Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature

Beni

Fletcher

Chróinín³

2016

Quest

242

222

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The purpose of this research is to review the literature about young people's meaningful experiences in physical education and youth sport. We reviewed 50 empirical peer-reviewed articles published in English since 1987. Five themes were identified as central influences to young people's meaningful experiences in physical education and sport: social interaction, fun, challenge, motor competence, and personally relevant learning. These themes provide future direction for the design and implementation of meaningful physical education and youth sport experiences. We also highlight the need for the development of pedagogies that facilitate and promote meaningful engagement in physical education and youth sport settings.

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Section: Methodsmentioning

confidence: 99%

Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature

Beni

Fletcher

Chróinín³

2016

Quest

242

222

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“…This salutogenic approach to health (Antonovsky, 1996) positions health not as something you have or do not have, but rather as a complex continuum that acknowledges various starting points, environmental impacts, and that lifestyles of young people are not simply a matter of "good" or "bad" life choices. The focus of a salutogenic approach to health acknowledges public health goals but also advocates that self-understanding, joy of movement, expression, and empowering experiences are also health promoting (McCaughtry and Rovegno, 2001). This conception of health aligns with the WHO Ottawa Charter for WHO (1986) which states that health promotion is the process of enabling people to increase control over and to improve, their health.…”

Section: Introductionmentioning

confidence: 98%

Teaching for Student and Societal Wellbeing in HPE: Nine Pedagogies for Social Justice

Gerdin

Philpot

Smith

et al. 2021

Front. Sports Act. Living

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We currently find ourselves living in precarious times, with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Research has demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and physical education (HPE) has a significant role to play in addressing and acting on social inequities that impact on the wellbeing of both students and society as a whole. Based on the findings of an international research project called EDUHEALTH which explored pedagogies for social justice in school health and physical education (HPE) across Sweden, Norway and New Zealand, this paper aims to highlight the addressing of (in)equality and student wellbeing through HPE practice. In particular, the paper presents nine different but complementary pedagogies for social justice that we believe can improve individual, collective, and societal wellbeing. We conclude by proposing that, if adopted across a whole school curriculum, these nine pedagogies for social justice could form the basis of a holistic school-wide community approach aimed at improving both student and societal wellbeing.

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Analyzing the Aesthetics of Dance Instructional Design: An Example from Greek Traditional Dance Teaching

Δανιά¹

2016

CORD

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Within the context of dance education, the quality of students’ learning experiences during instruction affects their ability to coordinate body and mind effectively. The more these experiences are invested with emotionally motivated expectation, the more pervasive will students’ occupation with dance be. On this premise, the learning of dance is realized as a continuous process of aesthetic understanding, appreciation, and evaluation of the form of dance, as a learning object per se. Such a perspective upgrades instructional design to the level of art making, where every dancer can experience the aesthetically acceptable and “beautiful” while participating in dance lesson activities. The review of relevant literature shows that the application of solely reproductive practices in dance teaching cannot support the establishment of a learning environment that is rich in aesthetic experiences.The aim of this paper is to analyze those principles that should govern dance lesson design so that dance teaching can have the impact of an aesthetically elevated experience on every student dancer. With Greek traditional dance at the background and under the prism of modern socio-cognitive and aesthetic theories, the attributes of aesthetic teaching practices are reviewed. The design and implementation of a newly established method, the Laban Notation method for Teaching Dance, is used as an example. The author's objective is to add a new perspective to the design of dance teaching-a perspective that will balance student dancers' potential between passion for performance, conceptual appraising and personal identity.

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Untitled

Cited by 19 publications

References 19 publications

Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature

Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature

Teaching for Student and Societal Wellbeing in HPE: Nine Pedagogies for Social Justice

Analyzing the Aesthetics of Dance Instructional Design: An Example from Greek Traditional Dance Teaching

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