‘It's not a linear thing; there are a lot of intersecting circles': Factors influencing teachers' implementation of Meaningful Physical Education

Beni, Stephanie; Fletcher, Tim; Chróinín, Déirdre Ní

doi:10.1016/j.tate.2022.103806

Cited by 9 publications

(5 citation statements)

References 78 publications

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“…However, the current study calls attention to the low gradation (grade D and F) of many integral components of provision in the context of school ethos and prioritization, e.g., participation and promotion of physical education and sports, indoor and outdoor facilities and equipment, budget, active recess, active transport and active classroom breaks. This is consistent with qualitative research comprised of physical education teachers and senior school leaders that examined factors that shape the culture of physical education, reporting budget constraints, access to appropriate facilities and overall prioritization as key issues to impact the physical education culture within school [88][89][90].…”

Section: Ethos and Prioritizationsupporting

confidence: 74%

A National Audit of Typical Secondary School Provision of Physical Education, Physical Activity and Sports in the Republic of Ireland

et al. 2023

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Evaluating the extent of implementation and variation of typical school provision of physical education, physical activity and sports in the Republic of Ireland is a public health priority. Therefore, a national audit into the different levels of typical school provision of physical education, physical activity and sports was conducted. To date, this has not been evaluated. A cross-sectional, nationally representative sample of 112 secondary schools were included. A school provision of physical education, physical activity and sports evaluation index, validated via a concept mapping methodology, was utilized to measure variation of provision in the context of school personnel, curriculum, facilities and equipment, budget, partnerships, ethos and prioritization. A proposed grade for each indicator of provision was established using an internationally standardized grading system. Overall, physical education was the indicator with the highest national average grade (B−); physical activity was the indicator with the lowest national average grade (D+); while the indicator for sports received a C− grade. An overview of the national averages in terms of provision, paralleled with national and international comparisons and recommendations to support provision, is illuminated for each indicator. Future country comparison and benchmarking on key components of provision is envisaged.

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Section: Ethos and Prioritizationsupporting

confidence: 74%

A National Audit of Typical Secondary School Provision of Physical Education, Physical Activity and Sports in the Republic of Ireland

et al. 2023

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“…My approach to promoting space and voice in my PE lessons was guided by the democratic and reflective pedagogical principles of the Meaningful PE approach (Fletcher et al, 2021). Guided by Meaningful PE literature (Beni et al, 2019b(Beni et al, , 2022, I initially employed simple decision-making practices and either/or choices in PE which encouraged the students to assert their voices. The children were offered choices regarding warm-up games, group organisation, and the length and order of tasks within PE lessons (Enright and O'Sullivan, 2010).…”

Section: Making Space For Students' Voices and Learning How To Listen...mentioning

confidence: 99%

“…Another elaborated on their enjoyment of a lesson by noting how it was 'just the right amount of challenge' (Child R, Scrapbook), while one child stated that getting to work with 'new people I don't usually work with' (Child E, Scrapbook) was a positive aspect of the lesson for them. The Meaningful PE features served as a shared language through which the students and I could begin to discuss and reflect on different aspects of PE lessons (Beni et al, 2022), while also providing the children with a tool with which they could share their voice (Lundy, 2007).…”

Section: Making Space For Students' Voices and Learning How To Listen...mentioning

confidence: 99%

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Learning to facilitate student voice in primary physical education

Cardiff,

Beni,

Fletcher

et al. 2023

European Physical Education Review

Self Cite

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Student voice pedagogies in physical education (PE) offer teachers a mechanism to promote meaningful experiences by actively engaging students in decision-making regarding their learning. Over one academic year, the experiences of one generalist classroom teacher's enactment of student voice pedagogies in their primary PE practice were explored within a Self-Study of Teaching and Teacher Education Practice (S-STTEP) frame. Data sources included post-lesson personal reflections, a researcher journal, and transcripts from meetings with a critical friend. Qualitative data was also collected from students ( n = 19) over a shorter timeframe of six months, and took the form of student work samples, along with transcripts from focus group interviews ( n = 2, with eight total participants). Findings show that the enactment of student voice pedagogies requires significant scaffolding for both the teacher and their students. The teacher needs to learn how to listen to, nurture, and act on their students’ voices, while students require assistance in developing their capacity to share their voices. Thus, the enactment of student voice pedagogies takes time, and necessitates a period of trial and error, to ensure the educator is providing authentic student voice opportunities in their practice. This study adds an additional layer to student voice research by providing a teacher's perspective of learning how to enact student voice pedagogies in PE. Furthermore, the findings add to the limited research into the use of student voice pedagogies at primary level.

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“…Teachers are expected to shape today's young generation's personality, character, morality, and intellectual capabilities (Singh et al, 2020;van Geel et al, 2022). Through the teacher, students will know the knowledge, values, ethics, morals, enthusiasm, and general knowledge that students have not been able to reach in their lives (Asiri, 2020;Beni et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Heutagogy in Improving Metacognitive Intelligence of Students in Pesantren

Bakar

Baharun²,

Hasanah³

2022

An-Nafs

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This study aims to analyze the heutagogical approach to improving the metacognitive intelligence of students at Ma'had Aly. This study used a qualitative approach with phenomenological research. The researchers attempted to understand the phenomena of education and learning activities in Ma'had Aly. Researchers conducted participatory observations, interviews, and documentation. Data analysis was carried out through the stages of data display, data reduction, and data conclusion. The results showed that the heutagogical approach implemented at Ma'had Aly improved students' metacognitive intelligence through some activities, including a reading test with the blank matter, meaning understanding, memorizing nadzom, and achieving the learning goal.

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‘It's not a linear thing; there are a lot of intersecting circles': Factors influencing teachers' implementation of Meaningful Physical Education

Cited by 9 publications

References 78 publications

A National Audit of Typical Secondary School Provision of Physical Education, Physical Activity and Sports in the Republic of Ireland

A National Audit of Typical Secondary School Provision of Physical Education, Physical Activity and Sports in the Republic of Ireland

Learning to facilitate student voice in primary physical education

Heutagogy in Improving Metacognitive Intelligence of Students in Pesantren

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