scholarly journals Gender Participation and Preference: A Multiple-Case Study on Teaching Circus at PE in Brazilians Schools

2020 ◽  
Vol 5 ◽  
Author(s):  
Marco Antonio Coelho Bortoleto ◽  
Teresa Ontañón Barragán ◽  
Leonora Tanasovici Cardani ◽  
Alisan Funk ◽  
Caroline Capellato Melo ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
School Administrators ◽  
Behavior Modeling ◽  
After School ◽  
Gender Inequalities ◽  
Structured Interviews ◽  
Gender Preferences ◽  
School Activities ◽  
And Gender

Introduction: After more than a decade monitoring physical education instruction in Brazilian elementary schools we noticed an exponential increase in circus activities in both curricular physical education (PE) and in after-school programs. The purpose of this study was to analyze the children's participation and gender preferences in circus activities, with regard to recent studies reporting substantial gender inequalities in Brazilian PE.Method: A qualitative study, based on multiple-cases design, was conducted in two public and six private Brazilian elementary schools. Data collection consisted of 17 semi-structured interviews with PE teachers and school administrators and in situ observations totalizing more than 130 h. The data were analyzed using Content Analysis (thematic categories).Results: Boys and girls showed high participation levels in both curricular and extracurricular PE circus activities. In grades 1–5, participant activity preference was not linked to gender in either curricular or extracurricular situations and overall physical engagement was high. Gender preferences between activities were identified in grades 6–12: girls for aerial activities (trapeze, silks) and boys for juggling activities. Teacher preferences played an important role in the process of linking activities to specific genders both through modeled behavior and gendered encouragement of participants.Conclusion: Circus instruction engages children of all genders and is thereby an effective activity to counter low participation in PE for boys and, especially, girls. Although circus activities are not inherently gendered, gender preferences are cultivated by teachers through gendered behavior modeling (their activity preferences) and encouragement strategies (guiding students to activities based on gender), which is often observed in traditional PE school activities and sports.

scholarly journals Children’s segment specific moderate to vigorous physical activity through a school-initiated physical activity program

2015 ◽  
Vol 7 (2) ◽  
pp. 19-32
Author(s):  
ARTO GRÅSTÉN
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Repeated Measures ◽  
Vigorous Physical Activity ◽  
After School ◽  
Physical Activity Guidelines ◽  
School Activities ◽  
Before And After ◽  
Before School ◽  
Out Of School

Background: Since less than one-third of 13-year-olds in many Western countries meet the physical activity guidelines, there is a major need to promote physical activity. The aim of this study was to examine children’s segment specific moderate to vigorous physical activity (MVPA) through the school-initiated program. Material/Methods: The sample comprised 76 Finnish elementary school children. Accelerometers were used to investigate the patterns of segmented MVPA through 2012-2014. Repeated Measures Analysis was implemented to summarize variability between time and segments of MVPA. Results: The examination of children’s MVPA revealed that their total, weekend, and before-school activity were significant predictors for their subsequent activity. Children’s MVPA in physical education classes, before- and after-school, and during school breaks decreased through the program. Both girls and boys accumulated the majority of their weekly MVPA during weekdays and out-of-school. Conclusions: The program provedto be effective in order to sustain children’s total MVPA levels, although physical education, before- and after-school, and recess MVPA decreased through the program. Out-of-school activities seemed to be more important than in-school activities in relation to children’s total MVPA minutes, when they transfer to the higher grades. Attention should be paid to out-of-school, especially weekend, activities.

THE ROLE OF FAMILY IN ENCOURAGING CORRECTIONAL SCHOOL PUPILS TO ATTEND ADAPTIVE PHYSICAL TRAINING CLASSES

10.12737/1464 ◽  
2013 ◽  
Vol 1 (5) ◽  
pp. 49-52
Author(s):  
������� ◽  
Mariya Kozlova
Keyword(s):  
Physical Education ◽  
Physical Training ◽  
Healthy Lifestyle ◽  
After School ◽  
Methodological Framework ◽  
Topical Issue ◽  
Sports Organizations ◽  
School Activities ◽  
Correctional Schools

The topical issue of interrelation between a child�s motivation to go in for sports and exercises and the parents� attitude to the active and healthy lifestyle is explored. It is pointed that correctional schools staff should closely cooperate with the parents and families of their pupils. Such cooperation could encourage children to attend sports classes and help them overcome many of their psychological and dyskinesia problems. The results of introducing the methodic of joint after-school activities of heterogenic groups� children and their parents are given. The perspectives of developing adaptive physical education at special correctional schools are forecasted. Such research, the author confirms, is conducive to elaborating new approaches to adaptive physical education and improving performance and methodological framework of correctional schools. The results can be helpful for sports organizations, correctional schools, educational and health and leisure institutions.

scholarly journals A needs assessment study on refugees’ inclusion through physical education and sport. Are we ready for this challenge?

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Eleftheria Papageorgiou ◽  
Nikolaos Digelidis ◽  
Ioannis Syrmpas ◽  
Athanasios Papaioannou
Keyword(s):  
Physical Education ◽  
Culturally Diverse ◽  
Training Programs ◽  
Phenomenological Approach ◽  
Gender Issues ◽  
Intercultural Education ◽  
Structured Interviews ◽  
Knowledge And Skills ◽  
Assessment Study ◽  
And Gender

Abstract In recent years, European countries have become hosting destinations for thousands of people who have been forced to leave their home countries. Greece is one of the main European hosting countries of refugees, especially children. Thus, the pupil population is gradually changing and the need for intercultural education is increasing. Physical education (PE) and sports have been recorded as suitable contexts for this process. However, there are still many challenges present in these contexts. The following study attempts to present the perceptions of PE teachers, coaches, and academics on the inclusion of refugees in PE and sports. Fifteen PE teachers/coaches and academics involved in the field of intercultural education participated in the study. A phenomenological approach was followed through semi-structured interviews. The method of thematic analysis was chosen to analyze the data. While all the participants considered PE and sports to be the most suitable contexts for the inclusion of refugees, they emphasized certain barriers to be overcome: the lack of training for PE teachers and coaches, prejudices of the parents of both natives and refugees, and refugees’ socioeconomic status and gender issues. Participants also shared their ideas for an adequate training program to improve PE teachers’ and coaches’ attitudes and promote their knowledge and skills regarding the inclusion of refugees. The participants underlined the need for intercultural education and well-structured training programs to properly manage culturally diverse environments.

scholarly journals Análisis de las prácticas lúdicas y tradicionales en la en la zona norte del Camino Central Portugués y su relación con el ámbito educativo (Analysis of game and traditional practices in the north zone of the Central Portuguese Way and their relation to

Retos ◽  
2018 ◽  
pp. 25-30
Author(s):  
José Eugenio Rodríguez Fernández ◽  
Beatriz Oliveira Pereira ◽  
Rubén Navarro Patón
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
School Environment ◽  
Qualitative Methodology ◽  
Traditional Practices ◽  
Structured Interviews ◽  
The North ◽  
Principal Objective ◽  
Sports Activities

Documentada la práctica profusa de juegos populares y tradicionales en los municipios por donde transcurre el Camino Portugués a su entrada en Galicia, este estudio tiene como objetivo principal analizar las prácticas lúdicas y tradicionales en los municipios por donde transcurre el último tramo del Camino Central Portugués (de Porto a Valença do Minho), su transferencia al ámbito escolar e identificar otras prácticas de actividad física y deportiva realizadas por la población en este contexto. Se optó por una metodología cualitativa, empleando la entrevista personal semiestructurada como instrumento para la obtención de datos. La muestra de estudio está compuesta por 27 personas: 9 técnicos deportivos de Cámaras Municipales, 9 docentes de Escuela Básica de primer ciclo (no especialistas en Educación Física) y 9 docentes de Escuela Básica de segundo ciclo (especialistas en Educación Física). Se registró una baja práctica de juegos tradicionales en estos municipios, donde el juego de Malha constituye la excepción más resaltable de este grupo de prácticas lúdicas, y donde se constató que la práctica de juegos populares y tradicionales en los centros educativos es escasa y esporádica. La riqueza lúdica portuguesa debería ser tenida en mejor consideración por las autoridades, focalizando el trabajo de promoción y recuperación en las escuelas, lugares idóneos para este tipo de proyectos lúdico-sociales.Abstract. Due to the widespread practice of traditional and popular games in the municipalities on the Portuguese Way close to the border with Galicia, the principal objective of this study is to analyze game and traditional practices in the municipalities on the last section of the Central Portuguese Way (from Porto to Valença do Minho), to study their application within the school environment, and to identify other practices of physical and sports activities carried out by the population in this setting. We opted for a qualitative methodology, using personal semi-structured interviews as a tool for obtaining data. The study sample was composed of 27 people: 9 sports technicians from Municipal Chambers, 9 teachers from first-cycle elementary schools (non-specialists in Physical Education) and 9 teachers from second-cycle elementary schools (Physical Education specialists). A low practice of traditional games was evidenced in these municipalities, Malha games being the most popular group of recreational practices. Results also stressed out that the practice of popular and traditional games in schools is scarce and sporadic. Portuguese abundancy of games should be taken into higher consideration by authorities, focusing on their promotion and revival in schools, ideal locations for this type of playful-social projects.

scholarly journals Emociones negativas del alumnado de Secundaria en el aprendizaje de baloncesto en Educación Física (Negative emotions of Secondary school students in learning basketball in Physical Education)

Retos ◽  
2021 ◽  
pp. 362-372
Author(s):  
Felipe Nicolás Mujica Johnson
Keyword(s):  
Physical Education ◽  
Negative Emotions ◽  
Motor Task ◽  
Well Being ◽  
Male Students ◽  
Research Approach ◽  
Subjective Well Being ◽  
Structured Interviews ◽  
School Students ◽  
And Gender

  El estudio de las emociones en Educación Física cada vez es más frecuente y se debe al giro afectivo que se está desarrollando en el ámbito educativo. El objetivo de esta investigación fue analizar la percepción y atribución del alumnado sobre las emociones negativas para el bienestar subjetivo durante la práctica de baloncesto en educación física, según el tipo de tarea motriz, el género y el centro educativo. El enfoque de la investigación es de tipo cualitativo, con un diseño interpretativo y fenomenológico. Participaron 20 alumnas y 24 alumnos pertenecientes a dos centros educativos de la ciudad de Madrid. Para la recogida de datos se utilizaron entrevistas semi-estructuradas y diarios personales. Los datos obtenidos fueron sometidos a un análisis de contenido deductivo-inductivo con el programa informático Atlas.ti 7.5. Los resultados muestran 18 códigos o atribuciones emocionales, los cuales incluyen significados sobre emociones negativas como enfado, vergüenza, aburrimiento, angustia, nerviosismo, miedo, inseguridad, tristeza y frustración. Según el tipo de tarea motriz y el género, destacaron códigos sobre la competencia deportiva. En función del centro educativo, destacaron códigos en torno a la experiencia deportiva. Se concluye que, para promover el bienestar subjetivo del alumnado en las prácticas de baloncesto en educación física, podría ser adecuado evaluar las emociones, aplicar una enseñanza adaptativa e innovar con modelos alternativos de enseñanza deportiva. Abstract: The study of emotions in Physical Education is becoming more frequent and is due to the affective turn that is being developed in the educational field. The objective of this research was to analyze the perception and attribution of students on negative emotions for subjective well-being during the practice of basketball in physical education, according to the type of motor task, gender and educational center. The research approach is qualitative, with an interpretative and phenomenological design. 20 female students and 24 male students from two educational centers in the city of Madrid participated. For data collection, semi-structured interviews and personal diaries were used. The data obtained were subjected to a deductive-inductive content analysis with the Atlas.ti 7.5 computer program. The results show 18 codes or emotional attributions, which include meanings about negative emotions such as anger, shame, boredom, anguish, nervousness, fear, insecurity, sadness and frustration. According to the type of motor task and gender, codes on sports competition stood out. Depending on the educational center, they highlighted codes around the sports experience. It is concluded that, to promote the subjective well-being of students in basketball practices in physical education, it could be appropriate to evaluate emotions, apply adaptive teaching and innovate with alternative models of sports teaching.

scholarly journals Physical education-related home–school collaboration: The experiences of parents of children with disabilities

2018 ◽  
Vol 25 (3) ◽  
pp. 830-846 ◽  
Author(s):  
Terese Wilhelmsen ◽  
Marit Sørensen
Keyword(s):  
Physical Education ◽  
Children With Disabilities ◽  
Phenomenological Study ◽  
School Personnel ◽  
Home School ◽  
Structured Interviews ◽  
Hermeneutic Phenomenological ◽  
School Activities ◽  
School Collaboration ◽  
Lack Of Information

In this hermeneutic phenomenological study, we describe the physical education (PE)-related home–school collaboration as experienced by parents of children with disabilities. We further explore which conditions parents experienced as either promoting or inhibiting the collaborative relationship and how they became involved in school activities to secure quality education in PE. The data consisted of 25 semi-structured interviews with parents of children with disabilities. Inductive thematic analysis generated five themes: (1) lack of PE-related information; (2) contradictory expectations; (3) competence and continuous systematic communication; (4) involvement in school-based activity; and (5) navigating the system. PE was often absent in the formal collaboration between home and school. The conditions emphasised as inhibiting collaboration were lack of information, contradictory expectations, conflict over resources and short-sighted planning. The promoting conditions were continuous systematic communication, trust in the competencies of the school personnel, and joint problem solving and collaboration among professionals. The study illuminates the ways in which parents informally involved themselves in their children’s education and their use of various strategies to promote participation and quality in PE.

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