Physical Education “in All Sorts of Corners:” Student Activists Transgressing Formal Physical Education Curricular Boundaries

Abstract

The data for this paper were generated during a 3-year; participatory action research project, with 41 female coresearchers and activists ages 15-19 years old, within and beyond the walls of a secondary school. The two questions we sought to answer were (a) what happens when we engage with students to challenge formal physical education curricular boundaries and connect with students' physical culture; and (b) what are the benefits and the challenges associated with engaging in this sort of practical activism? The findings suggest that a boundary-crossing approach to physical education can facilitate students in finding their own meanings in physical education and physical activity. Supporting boundary-crossing practices is, however; a time- and thought-intensive pedagogical design, which will be challenging for many physical education teachers.

What young people say about physical activity: the Children's Sport Participation and Physical Activity (CSPPA) study

“…Oliver (2010) encourages teachers and researchers to consider 'what might be' by involving young people as co-researchers seeking their insights and perspectives on their own experiences to reform PA practices. Enright and O'Sullivan (2012) suggest that allowing students' choice and the opportunity to negotiate the curriculum allows them to link their physical education experiences to their daily lives in meaningful ways. While the debate about the place of student voice in the curriculum is beyond the scope of this paper, it does link to some of the findings and implications of this work.…”

Physical activity experiences of young people in an area of disadvantage: ‘there's nothing there for big kids, like us’

“…The findings of this study suggest that a similar shift may be necessary in the field of youth physical activity. Perhaps it is time to allow young people to have a more central role in the development and promotion of physical activity initiatives (Enright & O'Sullivan, 2012b). Tapping in to the knowledge and expertise of young people could be the key to ensuring opportunities available to them for physical activity are relevant and meaningful.…”

“I just remember rugby”: Re-membering Physical Education as More Than a Sport

“…The notion of choice and increased student influence RE-MEMBERING PHYSICAL EDUCATION was one that was remembered on a number of occasions (cf. Chen, Rovegno, Cone, & Cone, 2012;Enright & O'Sullivan, 2012). Where PE and games had been about being told what they would be doing, their MBP lessons were "a project but also PE" (Steve [MA]) in which the outcomes were co-constructed by the boys.…”