Cultivating character through physical education using memetic, progressive and transformative practices in schools

Brunsdon, Jamie Jacob; Walker, David Ian

doi:10.1080/03057240.2021.1894105

Cited by 14 publications

(16 citation statements)

References 37 publications

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“…When alternative teaching models and methods are used in addition to traditional methods in physical education and sports lessons, it is viewed that students behave appropriately for sportsmanship. Students can gain sportive virtues with approaches such as the personal social responsibility model, sports education model, and game teaching to understand (Brunsdon & Walker, 2022). In their research, Courel-Ibáñez et al, (2019) grouped students according to exemplary behavior patterns and conducted physical education and sports lessons according to the personal social responsibility model.…”

Section: Discussionmentioning

confidence: 99%

“…The purpose of the physical education and sports lesson is to create a learning process that focuses on student activities that can improve students' physical abilities (Lubay & Purnama, 2020). The preparation of physical education and sports lesson times, places, and lesson contents in a structure that carries virtue, character, and moral values are very important for the development of students (Brunsdon & Walker, 2022;Omeñaca et al, 2015;Stewart, 2014). Students who experience core values such as fair play, obeying the rules, solidarity, negotiation, and sharing in course activities are more successful than their peers in creating a healthy personality (Proios, 2011;Yılmaz et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Investigation of Secondary School Students' Sportsmanship Behaviors in Physical Education and Sports Lesson

TEMEL

Altun

AKDAĞCIK³

et al. 2023

Ankara Üniversitesi Beden Eğitimi Ve Spor Yüksekokulu SPORMETRE Beden Eğitimi Ve Spor Bilimleri Dergisi

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In this study, it was aimed to examine the sportsmanship behaviors of secondary school students in physical education and sports lessons. The sample of the study consists of 949 students selected by simple random sampling, continuing their education in Hatay in the 2021-2022 academic year. “Physical Education Lesson Sportsmanship Behavior Scale” was used as a data collection tool in the research. Descriptive statistics, t, and ANOVA tests were performed in the analysis of the data. According to the research findings; it has been determined that the students' sportsmanship behaviors, exhibiting positive behaviors, avoiding negative behaviors, and in general in the scale are at a very good level. While there was no significant difference in the display of positive behaviors and overall scale according to gender, a significant difference was found in favor of female students in the dimension of avoiding negative behaviors. In the dimension of exhibiting positive behaviors, the sportsmanship scores of the 7th-grade students were found to be significantly lower than the other grade levels. In the dimension of avoiding negative behaviors, 6th-grade students' scores were higher than other grade levels. In general, the sportsmanship behaviors of the 6th-grade students were found to be higher than the 7th and 8th-grade levels. As a result of the research, it was determined that secondary school students' sportsmanship behaviors were very good, primarily by avoiding negative behaviors in physical education and sports lessons. In-depth research is recommended to determine why middle school students' sportsmanship behaviors differ.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigation of Secondary School Students' Sportsmanship Behaviors in Physical Education and Sports Lesson

TEMEL

Altun

AKDAĞCIK³

et al. 2023

Ankara Üniversitesi Beden Eğitimi Ve Spor Yüksekokulu SPORMETRE Beden Eğitimi Ve Spor Bilimleri Dergisi

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“…courage and vitality) would have the ability to apply moral, civic, and intellectual virtues at an appropriate time and level and would do so with the aim of finding balance (Kristjánsson, 2015). The right amount, in this scenario, acknowledges that high levels of performance virtue (Brunsdon and Walker, 2022) are not morally sufficient in their own right, and must not overpower the application of and motives behind employing other types of virtue. Preferably, performance virtues must serve moral means and ends and act as the tools with which to guide how a person applies similar and contrasting virtues (JCCV, 2017).…”

Section: Neo-aristotelian Virtue Ethicsmentioning

confidence: 99%

“…By using one of many pedagogical models such as sport education (SE), teaching games for understanding (TGfU), teaching for personal and social responsibility (TPSR), and cooperative learning (CL), for example, a practitioner would be employing a model-based approach (e.g. a singular approach; Brunsdon and Walker, 2022;Casey and Kirk, 2021;Metzler and Colquitt, 2021).…”

Section: Models-based Practicementioning

confidence: 99%

Flourishing through The Spectrum: Toward an affective-oriented composite pedagogical model?

Brunsdon

2023

European Physical Education Review

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The concept of models-based practice has arguably provided the field of sport pedagogy with the means, lens, and tools with which to start to transform the discipline into a more desirable, equitable, and purposeful space. Despite this, there remains a need to experiment with this concept further in non-traditional ways and to continue to construct new pedagogical models meant to serve youth in ever-changing pluralist societies. The purpose of this paper, therefore, was to outline an affective-oriented composite pedagogical model, titled The Spectrum Model, by drawing from Mosston and Ashworth's theory for the spectrum of teaching and learning and neo-Aristotelian virtue ethics. To achieve this goal, I begin by highlighting the need for studying the synergy between the spectrum and models-based practice more closely. Thereafter, I attempt to clarify spectrum theory, virtue ethics, and the concept of models-based practice. Finally, I conclude by presenting two broad main ideas, three critical elements, six intended learning aspirations, and a series of suggested pedagogies acting to inform the proposed Spectrum Model. This model has the potential to influence how practitioners and scholars understand the spectrum of teaching and learning within the broader notion of models-based practice. The application and integration of moral philosophy into a well-established pedagogical framework might also help pedagogues of all kinds to envision how they could help youth to obtain a fully flourishing lifestyle through their teaching.

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“…Sports are an integral part of many societies, with reported benefits for health, fitness, socialization, and stress management. Sports have also been associated with character building or development [28][29][30] and have been negatively related to school dropout and delinquent behaviors in youth [1,31]. For instance, students who participate in extracurricular activities, such as sports, have been found to have less drug use, lower drop-out rates in school, and fewer discipline problems [32].…”

Section: Character Strengths and Sports In Adolescencementioning

confidence: 99%

The Role of Character Strengths on Adolescents’ Participation in Sports

Walker

Gungordu

Nabizadehchianeh

2023

J. Psychol. Psychother.Res

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The Values in Action (VIA) Classification of Strengths and Virtues provides a detailed assessment of character based on 24-character strengths. The current study aimed to investigate whether these character strengths play role in adolescents' participation in extracurricular activities, specifically sports. To achieve this, a demographic questionnaire and the VIA Youth Survey (96-item) were completed by 3810 adolescents in the UK. The data were analyzed using binary logistic regression, and the findings indicated that the virtues of teamwork, perseverance, leadership, spirit, and zest were predictors of participation in sports during adolescence. The results also showed significant gender differences in character strengths and participation in sports. Female students scored higher on character strengths of prudence, perseverance, kindness, and humility, while male students scored higher on creativity, spirituality, and zest. Female students were also less likely to participate in sports compared to male students. The implications of these findings for future research and practice are discussed.

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Cultivating character through physical education using memetic, progressive and transformative practices in schools

Cited by 14 publications

References 37 publications

Investigation of Secondary School Students' Sportsmanship Behaviors in Physical Education and Sports Lesson

Investigation of Secondary School Students' Sportsmanship Behaviors in Physical Education and Sports Lesson

Flourishing through The Spectrum: Toward an affective-oriented composite pedagogical model?

The Role of Character Strengths on Adolescents’ Participation in Sports

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