‘I like playing on my trampoline; it makes me feel alive.’ Valuing physical activity: perceptions and meanings for children and implications for primary schools

Everley, Suzanne; Macfadyen, Tony

doi:10.1080/03004279.2015.1069367

Cited by 13 publications

(20 citation statements)

References 61 publications

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“…It also further confirms the potential that remote communications might have in facilitating the expression of children's perspectives. However, it would also need to be acknowledged that such approaches still prioritise the adult perceptions of the questionnaire designer which can be problematic in seeking to represent minors (Everley and Macfadyen, 2015; Everley, 2018). However, this can clearly also be embedded online as a remote open forum.…”

Section: Resultsmentioning

confidence: 99%

The Child Protection in Sport Unit – Supporting National Governing Bodies in Hearing the Voices of Children: An Evaluation of Current Practice

Everley

2020

Child Abuse Review

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Sporting environments provide contexts in which a range of abuses of children has occurred. While there is an increasing awareness of the need to improve child protection in sport, the extent to which listening to children's voices can support this has yet to be explored. This paper reports on research commissioned by the National Society for the Prevention of Cruelty to Children's Child Protection in Sport Unit to understand the way in which the expression of children's voices is facilitated in sport. Thirty‐four national governing bodies of sport in the UK responded to an electronic questionnaire exploring expression of children's voices in their organisations. Findings indicate that challenges concern: children's perceived lack of interest; confidence in self‐expression; time, resources and logistics; organisational culture and attitudinal change. ‘Good practice’ was identified in: formal structural communications; tailoring contributions to interests and strengths; use of primary research; and sharing ideas remotely. The projected value of listening to children's voices includes understanding children's perspectives and identification of potential concerns. The expression of children's voices is of value to national governing bodies in sport and there is potential for this to prevent elements of abuse in sport. Key Practitioner Messages National governing bodies of sport believe that the expression of children's voices in sport can positively inform child protection practice. Material and cultural limitations can prevent the expression of children's voices. There is potential for an embedded expression of children's voices that could support intervention prior to abuse occurring.

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Section: Resultsmentioning

confidence: 99%

The Child Protection in Sport Unit – Supporting National Governing Bodies in Hearing the Voices of Children: An Evaluation of Current Practice

Everley

2020

Child Abuse Review

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“…Ward and Quennerstedt, 2014;2015). It may also, for example, involve developing more nuanced understandings of children's 'logics of practice' in their choice and pursuit of meaning through physical activity (Everley and Macfadyen, 2015;Lee, Dunlap and Edwards, 2014) In primary schools, 'cumulative' approaches to learning have been fostered through a tradition of multi-disciplinary generalist teaching (Penney, 2013). By not capitalising upon the pedagogical expertise of generalist class teachers, their in-depth knowledge of pupils and current curricula investigations allows the 'anyone can teach it' meme to thrive.…”

Section: Discussionmentioning

confidence: 99%

“…Ward and Quennerstedt, 2014, 2015). It may also, for example, involve developing more nuanced understandings of children’s ‘logics of practice’ in their choice and pursuit of meaning through physical activity (Everley and Macfadyen, 2015; Lee et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Primary Physical Education

Ward

Griggs

2017

European Physical Education Review

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Physical Education is widespread across the world yet despite its cultural variation it remains remarkably similar. The ability of the subject to replicate its practices makes it a potential site for exploration from a memetic perspective. The purpose of this paper is to examine documentary evidence such as research papers, policy documents and inspection reports and offer for consideration potential memes that are at work within the memeplex of UK primary school Physical Education. Four proposals are offered as potential memes; ‘sport as techniques’, ‘anyone can teach it’, ‘busy, happy and good’ and ‘nowhere important’. It is concluded that the current environment in primary schooling within the UK serves to strengthen the proposed four primary Physical Education memes by reaffirming current practices. Moving beyond these memes requires significant rethinking about what constitutes primary Physical Education

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“…Explorations of the nature of the embodiment of 'gendered subjectivities' (Ingrey, 2013) with adolescents have been conducted but there is a distinct lack of such consideration within children of primary school age. Studying this group may be of particular significance as it could identify the origins from which stereotypes begin to frame experience (Suzanne Everley & Macfadyen, 2015). This paper is therefore constructed with two key concerns in mind: firstly, with respect to the nature of gender in relation to embodied experiences of physical activity in and out of school, and secondly, to the research methods that might facilitate expression of children in order to develop our understanding of gender beyond the binaried femininities/masculinities, girls/boys assessments that have previously been applied.…”

Section: Introductionmentioning

confidence: 99%

Understanding gendered physical activity of children: challenging binaried representation in school-based research

Everley

2019

Education 3-13

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is a Reader in the Sociology of Physical Education and Activity and Head of Sport Social Science at the University of Chichester. Her research interests focus on children's experiences of physical education, physical activity and health. Her work is ideographic utilising drawings, photographs and interviews to understand the basis on which children's experiences are constructed in educational settings, both primary and secondary. Suzanne has been involved in initial teacher education for 15years and teaches the sociology of sport, physical education and activity at undergraduate level. She has published book chapters relating to visual methodologies in understanding experience, teaching approaches in physical education and cross-curricular teaching.

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‘I like playing on my trampoline; it makes me feel alive.’ Valuing physical activity: perceptions and meanings for children and implications for primary schools

Cited by 13 publications

References 61 publications

The Child Protection in Sport Unit – Supporting National Governing Bodies in Hearing the Voices of Children: An Evaluation of Current Practice

The Child Protection in Sport Unit – Supporting National Governing Bodies in Hearing the Voices of Children: An Evaluation of Current Practice

Primary Physical Education

Understanding gendered physical activity of children: challenging binaried representation in school-based research

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