Education for sustainable development in physical education: Program development by use of intervention mapping

Bucht, Charlotta; Mess, Filip; Bachner, Joachim; Spengler, Sarah

doi:10.3389/feduc.2022.1017099

Cited by 5 publications

(2 citation statements)

References 83 publications

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“…From a practical perspective, PA programs would have to be arranged or enriched with respect to their ability to empower individuals toward an ecologically responsible active lifestyle. In this regard, (physical) education for sustainable development or for planetary health [36][37][38][39] and climate change education already address ecological topics and may offer inspiring material on how to foster implementation into practice. [40][41][42]…”

Section: Conceptual Extension?mentioning

confidence: 99%

Physical Literacy in the Context of Climate Change: Is There a Need for Further Refinement of the Concept?

Carl,

Abu-Omar,

Bernard

et al. 2024

Journal of Physical Activity and Health

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The concept of physical literacy (PL) has witnessed enormous popularity in recent years and has undergone substantial theoretical evolvement during the last 2 decades. However, the research field pertaining to PL has not yet initiated discussions around the challenges of climate change and the alignment with conceptualizations of planetary health. Therefore, we argue that the consideration of an “ecological domain” for individual physical activity, in the form of ecological awareness, would further evolve the concept. We illustrate how to potentially integrate adjustments within the most frequent PL definitions of the field (eg, those in Australia, Canada, England, Ireland, the United States, or by the International Physical Literacy Association) without questioning the entire integrity of these elaborate conceptualizations. An ecological domain of PL would not only interact with the postulated physical, cognitive, psychological/affective, and social domains of PL but also have important implications for the (re)design of interventions and practices in physical activity contexts. We call the scientific community, both on national and international scales, to intensify the discussions and initiate a research agenda involving an “ecological domain” of PL.

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Section: Conceptual Extension?mentioning

confidence: 99%

Physical Literacy in the Context of Climate Change: Is There a Need for Further Refinement of the Concept?

Carl,

Abu-Omar,

Bernard

et al. 2024

Journal of Physical Activity and Health

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“…Ces travaux, qui priorisent la dimension écologique de la durabilité, entrent en résonance avec des travaux français d'éducation à l'environnement engagés à l'École Normale Supérieure de Rennes, visant notamment à repenser l'enseignement des activités physiques et sportives d'un modèle anthropocentrique vers un modèle éco centrique (Gottsmann & Hugedet, 2023). S'inscrivant davantage dans une définition holistique de la durabilité, Bucht (2022)…”

Section: Rechercheunclassified

Education à la durabilité et éducation physique

Royet,

Cece,

Lentillon-Kaestner

et al. 2023

EPM

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Les réflexions sur la manière d’intégrer l’éducation à la durabilité (ED) en éducation physique (EP) n’en sont qu’à leurs balbutiements. Pourtant, l’urgence de s’inscrire dans un modèle de société plus durable est grandissante. Quelle place peut tenir l’EP vis-à-vis de cet enjeu sociétal ? Cet article présentera les enjeux et principaux modèles scientifiques et institutionnels autour des questions de durabilité et la nécessité d’intégrer l’ED dans le parcours de formation de l’élève en EP. Nous présenterons un premier état des lieux des recherches existantes entre ED et EP et évoquerons par la suite des pistes d’intervention empiriques s’inscrivant dans un futur travail de doctorat.

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Überzeugungen angehender Sportlehrkräfte zu nachhaltiger Entwicklung im Sportunterricht – Skalenentwicklung und -validierung

Lohmann,

Nigg,

Hertle

et al. 2023

Ger J Exerc Sport Res

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Climate change poses a major challenge to people and ecosystems and calls for action across all areas to contribute to a sustainable transformation of society. To shape this transformation, it is crucial that teachers implement education for sustainable development (ESD) in schools for a more sustainable future generation, which also applies to physical education (PE) teachers. However, little is known about PE teachers’ beliefs, a key dimension of professional competence, regarding the implementation of ESD in PE. Hence, the goal of this study was to 1) develop a scale to capture PE teachers’ beliefs about the relevance of sustainable development generally and in the context of PE, and 2) investigate its psychometric properties and criterion validity. The analysis using exploratory structural equation modeling in a cross-sectional sample of 206 preservice teachers resulted in a 10-item instrument with good psychometric properties (comparative fit index [CFI] = 0.976; root mean square error of approximation [RMSEA] = 0.047; standardized root mean square residual [SRMR] = 0.057) and reliability across three factors: a) general beliefs about the relevance of sustainable development, b) positive, and c) critical subject-specific beliefs about sustainable development in PE. Based on the value-belief-norm theory, criterion validity was confirmed through associations between biospheric values and beliefs. We conclude that the newly developed scale is appropriate for assessing PE teacher’s beliefs about the implementation of ESD in PE.

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Education for sustainable development in physical education: Program development by use of intervention mapping

Cited by 5 publications

References 83 publications

Physical Literacy in the Context of Climate Change: Is There a Need for Further Refinement of the Concept?

Physical Literacy in the Context of Climate Change: Is There a Need for Further Refinement of the Concept?

Education à la durabilité et éducation physique

Überzeugungen angehender Sportlehrkräfte zu nachhaltiger Entwicklung im Sportunterricht – Skalenentwicklung und -validierung

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