And if you can’t hear us?: students as customers of neo-HPE

Sperka, Leigh; Enright, Eimear

doi:10.1080/13573322.2019.1611556

Cited by 18 publications

(15 citation statements)

References 55 publications

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“…Finally, we also expect that the findings of this study could be of benefit to individual schools. It is noteworthy that this intervention was designed and delivered in full by an external research team, and there is some evidence to suggest that schools in England (and elsewhere) are now using their pupil premium grant fund to buy in support from external PE service providers (Ní Chróinín and O’Brien, 2019; Sperka and Enright, 2019; Sperka et al, 2018). The evidence for the creativity-enhancing benefits of dance-based PE provided in this study could benefit schools when choosing such external service providers.…”

Section: Discussionmentioning

confidence: 99%

Effect of a six-week dance-based physical education intervention on primary school children’s creativity: A pilot study

Neville

Makopoulou

2020

European Physical Education Review

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There is international consensus that creativity is a fundamental outcome of schooling. Opportunities exist to enhance the creativity of schoolchildren, particularly in movement-based subjects such as physical education (PE). In this pilot study, we investigated the effect of a six-week dance-based PE intervention on children’s creativity in a primary school context. Forty second grade students participated in a controlled trial. One class ( n = 20) was assigned to the intervention and participated in dance-based PE lessons (10 girls, 10 boys; age 7–8 years). The other class ( n = 20) was assigned to the control condition and continued regular PE with no dance (10 girls, 10 boys; age 7–8 years). Pre–post assessment of creativity was obtained through an adapted version of Guilford’s (1967) Alternative Uses task. Data were analysed using linear mixed models, with adjustment made for children’s perceived dance ability and for baseline differences in creativity between groups. The overall effect of the intervention was small ( d = 0.36, 95%CI = –0.21 to 0.92), but not statistically significant ( p = 0.21). Post-hoc analysis revealed a large difference in the effect of the intervention between children with above and below-average baseline creativity ( d = 1.26, 95%CI = 0.14 to 2.39, p = 0.03). Children with above-average creativity at baseline benefitted more ( d = 0.99, 95%CI = 0.01 to 1.96, p = 0.047). This pilot study provides further support for the place of dance and creativity within the PE curriculum. However, particular attention should be given to students’ starting points.

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Section: Discussionmentioning

confidence: 99%

Effect of a six-week dance-based physical education intervention on primary school children’s creativity: A pilot study

Neville

Makopoulou

2020

European Physical Education Review

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“…Activist teacher educators need to be more aware in delivering activist approaches in neoliberal times. According to Sperka and Enright (2019), by considering students as customers it could place students in a central, and even a possibly powerful, role in the educational process, especially if one adopts the business rationale that the customer is 'always right'. This philosophy could potentially translate into an activist way of working that privileges student perceived need, interest, and satisfactionwhat students want or like instead of what they need.…”

Section: The Challenges and Enablers Of Activist Approaches In Neolibmentioning

confidence: 99%

“…By not requiring them to be there for this part of your class, she was doing what they wanted to do. It could be damaging to the learning process because it is highlighting the student as customer metaphor (Sperka & Enright, 2019).…”

Section: The Challenges and Enablers Of Activist Approaches In Neolibmentioning

confidence: 99%

“…It is important to not overly focus on the individual, and recognise students as democratic citizens first, rather than consumers (Sperka & Enright, 2019). This entails reconceptualising the student as a co-producer, rather than a consumer or customer of learning who is not immune to accountability for their own satisfaction.…”

Section: The Challenges and Enablers Of Activist Approaches In Neolibmentioning

confidence: 99%

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‘Am I an easy unit?’ Challenges of being and becoming an activist teacher educator in a neoliberal Australian context

Luguetti

McLachlan

2019

Sport, Education and Society

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Over the past decades, a body of scholarship has highlighted the possibilities of critical pedagogies in Health and Physical Education Teacher Education (HPETE) (Fitzpatrick, 2018; O'Sullivan, 2018; Walton-Fisette & Sutherland, 2018). Although we have a body of research on social justice and critical pedagogy in HPETE, there is much to learn about the challenges activist teacher educators face in the process of being and becoming activists, especially in neoliberal contexts. This collaborative self-study explores the challenges of being and becoming an activist teacher educator in a neoliberal Australian context and how those challenges were negotiated. Participants included the lead researcher and a critical friend. Data collected included: (a) lead researcher observations collected as field notes; (b) lead researcher reflective diaries after each teaching episode; (c) meetings between the lead researcher and the critical friend; (d) material produced in the lead researcher's classes. Data analysis involved induction and constant comparison. The lead author faced internal and external challenges. First, the lead author had to negotiate her struggles to share power with students. The teacher educator started to be seen as a 'very cool person', teaching 'an easy unit'. Second, the teacher educator struggled to understand the complexities of teaching in a neoliberal context. The teacher educator [with the help of the critical friend] negotiated those challenges by understanding the importance to set expectations for learning within an activist approach and understanding the power of activist approaches to challenge a neoliberal system. Future studies should continue to explore the challenges activist teacher educators face in a context where students are socialized in neoliberal context, and educator's performance is measured in the same system.

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“…As such, we see this special issue as a timely opportunity for interested educators, academics and policy stakeholders to engage in a robust review of the potentialities of HPE, especially in relation to the professional boundaries and change agendas that might shape future curriculum developments and ideas for institutional reform. The special issue covers national contexts where increased privatised arrangements influence provision (Sperka & Enright, 2019) and in contrast, the Scottish context where the Scottish Government (2016, p. 1) remains committed to a comprehensive model of schooling as ‘evidence shows that co‐operation and collaboration, not competition or marketization drives improvement’. Moreover, as Murphy et al .…”

Section: Introductionmentioning

confidence: 99%

Potentialities in health and physical education: professional boundaries and change agendas

Thorburn

Gray

2020

The Curriculum Journal

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And if you can’t hear us?: students as customers of neo-HPE

Cited by 18 publications

References 55 publications

Effect of a six-week dance-based physical education intervention on primary school children’s creativity: A pilot study

Effect of a six-week dance-based physical education intervention on primary school children’s creativity: A pilot study

‘Am I an easy unit?’ Challenges of being and becoming an activist teacher educator in a neoliberal Australian context

Potentialities in health and physical education: professional boundaries and change agendas

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