Showing papers in "European Physical Education Review in 2003"
TL;DR: In this article, the authors explore the potential of Siedentop's sport education model as a means of providing young people with educative and authentic experiences of sport as legitimate peripheral participants.
Abstract: The article seeks to establish the usefulness of situated learning theory as a means of thinking differently about the alleged abstraction of school learning in a range of subjects including physical education, and the issue of transfer of learning. Following a discussion of Lave and Wenger’s notion of situated learning as legitimate peripheral participation in communities of practice, the article explores the potential of Siedentop’s sport education model as a means of providing young people with educative and authentic experiences of sport as legitimate peripheral participants. It is concluded that sport education may have the potential to provide educative and authentic experiences of sport, but that further detailed empirical investigation is required to establish the conditions in which this potential might be realized.
133 citations
TL;DR: In this paper, the authors look critically at the obesity literature and suggest that many of its claims are at best over-exaggerated, at worst unfounded and, ironically, if translated uncritically in schools could damage the educational interests and health of children and young people.
Abstract: In recent years, teachers in the UK and elsewhere have been encouraged to include ‘health aims’ as part of the physicaleducation curriculum. The widely reported worldwide ‘rising tide of obesity’ has been a major motivating concern. This article looks critically at ‘obesity research’, offers a wayof reading it and suggests that many of its claims are at best over-exaggerated, at worst unfounded and, ironically, if translated uncritically in schools could damage the educational interests and health of children and young people. The article calls on those engaged in health and physical education to take a more cautious and critical attitude towards the obesity literature in the interests of preserving not only the educational aspirations of PE but also the health of young people.
113 citations
TL;DR: In this article, the authors used group interviews (Nominal Group Technique) with over 600 14-18-year-olds to find out their views on issues to do with climate and conditions and argued that their advice offers support for some current initiatives in youth sport, but also provides new insights and challenges and suggests a reordering of existing priorities for youth sport and leisure provision.
Abstract: This article reports on a study that accepts the proposal that we listento the voices of young people in relation to sport and physical recreation.The study sought the advice of young sports leaders on what can be done to facilitate young people’s involvement in sport. The study used group interviews (Nominal Group Technique) with over 600 14–18-year-olds toelicit responses to a single question, ‘What can be done to help young people participate in sport?’ This article focuses on young people’s views on issues to do with climate and conditions. We argue that, while their advice offers support for some current initiatives in youth sport, it also provides new insights and challenges and suggests a reordering of existing priorities for youth sport and leisure provision.
64 citations
TL;DR: In this paper, the authors report on research into the implementation of sport education in a mixed secondary school in southern England, focusing on the ways in which sport education might enhance pupil learning and raise standards of learning in contexts of the revised National Curriculum for Physical Education in England.
Abstract: This article reports on research into the implementation of sport education in a mixed secondary school in southern England. Attention is focused on the ways in which sport education might enhance pupil learning and raise standards of learning in contexts of the implementation of the revised National Curriculum for Physical Education in England.
56 citations
TL;DR: In this article, the authors analyse the interrelationship between teaching, learning and assessment through tracking the decision-making chain from teachers' intentions to the assessment of student outcomes, and highlight profound disparities in the pedagogy practices teachers adopt in attempting to translate a dictated ''practical experiential' rationale into performance-led practice.
Abstract: There is increasing interest in how philosophy or overarching aims are articulated through the various planning stages to eventual teaching methodology. Accordingly, this paper analyses the interrelationship between teaching, learning and assessment through tracking the decision-making chain from teachers' intentions to the assessment of student outcomes. The context employs an integrated curriculum model, which attempts to link improving performance within activities with the development of an underpinning knowledge about performance-related concepts. The paper reports findings from 40 semi-structured and small group interviews with PE teachers and students in a purposeful sample of secondary schools in Scotland, all following a centrally defined integrated curriculum. Results highlight profound disparities in the pedagogy practices teachers adopt in attempting to translate a dictated `practical experiential' rationale into performance-led practice. Consequently, this paper provides discussion points for...
47 citations
TL;DR: In this article, the effects of pupils' social involvement goals and the peer culture on behaviour and participation in physical education (PE) have been investigated and the extent to which sport education (SE) disr
Abstract: This article focuses on the effects of pupils’ social involvement goals and the peer culture on behaviour and participation in physical education (PE) The extent to which sport education (SE) disr
43 citations
TL;DR: The authors explored a class of Grade 5 (age 9 and 10) children's conceptions of sport during a season of sport education at Forest Gate Primary School and found that there was an evident level of compatibility between students' experiences of sport and their conceptions of sports more broadly.
Abstract: This article explores a class of Grade 5 (age 9 and 10) children’s conceptions of sport during a season of sport education at Forest Gate Primary School. The purpose, following Kirk and Kinchin (this issue), is to examine the extent to which the potential transfer of learning between school and sport as a community of practice may be possible through sport education in school physical education. With reference to student interviews and drawings we report and discuss children’s conceptions of sport, their experiences of sport outside of the school, and their emerging conceptions of sport education in light of these prior understanding and experiences. We conclude that there was an evident level of compatibility between students’ experiences of sport education and their conceptions of sport more broadly.
42 citations
TL;DR: Children’s mean daily step counts were significantly higher in summer than in winter and during after-school time than during school time, and no significant differences could be found between activity levels on school days or on Sundays.
Abstract: This study examined gender, seasonal and school versus after-school timedifferences in physical activity levels assessed by pedometer. Year 6 primary school children (n= 256) wore pedometers for five days in winterand for the same period of time in the summer. Two-way analysis of varianceshowed that boys acquired significantly higher mean daily step counts than girls in winter (15,480 ± 4153 vs 11,160 ± 2694), and summer (17,624 ± 5035 vs 13,607 ± 4396). Children’s mean dailystep counts were significantly higher in summer than in winter. Children attained significantly higher mean step counts during after-school time than during school time. No significant differences could be found between activity levels on school days or on Sundays. Expected daily step counts are utilized to describe the physical activity levels of the children.
40 citations
TL;DR: In this paper, parents of children and adolescents with physical disabilities have an important role in strengthening and supporting their children in everyday life, and they should be supported in every aspect of their daily life.
Abstract: Parents of children and adolescents with physical disabilities have an important role in strengthening and supporting their children in everyday life. Children and adolescents with physical disabil ...
38 citations
TL;DR: In this paper, sport education (SE) was introduced to two badminton groups (n=24 per group), aged 14-15, over 10 weeks with two one-hour sessions per week.
Abstract: PE in its traditional form involves teaching sport in a way that is mismatched with community sport. Children moving into community sport are not necessarily well placed to fit into this environment following PE experiences. Sport education (SE), developed by Siedentop, illustrates sport as seen and played in organized community sport. The purpose of this article is to see whether SE can successfully change the hierarchy of power in PE to provide a more authentic experience. SE was introduced to two badminton groups (n=24 per group), aged 14–15, over 10 weeks with two one-hour sessions per week. Observations of lessons were made alongside individual and group interviews. Benefits and difficulties experienced from changes in power hierarchies are discussed. Recommendations are given to improve changes of power in PE, particularly for those new to teaching this model.
37 citations
TL;DR: A critical review of the fair play literature in sports philosophy and the mainstream ethical theories that underpin them in order to formulate and present a preferable conception of fair play is given in this paper.
Abstract: The notion of `fair play' is generally understood to be important in sport and in life yet it is not clear what precisely it refers to, why it is valued, what ethical principles, if any, it is grounded upon, and what kind of good it involves. The product of this confusion is a lack of consensus in conceptualizing `fair play', which is reflected in a wide range of conceptions offered in the sport philosophical literature. In this paper I offer a critical review of the `fair play' literature in sports philosophy and the mainstream ethical theories that underpin them in order to formulate and present a preferable conception of `fair play'. First, I consider the historical roots of the concept in sports contexts. Second, I present six competing conceptions of `fair play': (i) formalism, (ii) `fair play' as play, (iii) `fair play' as `respect', (iv) `fair play' as a contract or agreement, (v) `fair play' as a system of rational norms and (vi) `fair play' as virtue. I argue that all these accounts are lacking s...
TL;DR: In this paper, the specificity hypothesis in the area of education has been tested and the hypothesis is derived from the Vallerand-shierarchical model of motivation and argues that situati...
Abstract: The purpose of the present study was to test the specificity hypothesis in the area of education. This hypothesis is derived from Vallerand’shierarchical model of motivation and argues that situati...
TL;DR: In this article, the authors argue that there is a need for continued and extended debate in relation to the advancements in policy and practice that may be achieved through the development of sport education and that important challenges remain to be taken up by sport education researchers and practitioners.
Abstract: This article pursues a number of issues raised by preceding contributions to this special issue. It outlines and critically explores tensions inherent in commentaries on sport education and relating to the adoption of the situated learning perspective in investigations of its potential contribution as a pedagogical model within physical education. It is argued that there is a need for continued and extended debate in relation to the advancements in policy and practice that may be achieved through the development of sport education and that important challenges remain to be taken up by sport education researchers and practitioners within the UK and international physical education and sport communities.
TL;DR: In this paper, the extent to which young people can transfer the skills and knowledge gained from a sport education programme to contexts experienced outside the curriculum is explored, and how and where governing bodies of sport can be influential in the promotion of sport education values outside the school context.
Abstract: This article explores the extent to which young people can transfer the skills and knowledge gained from a sport education programme to contexts experienced outside the curriculum. Furthermore, it seeks to identify how and where governing bodies of sport can be influential in the promotion of sport education values outside the school context; that is to say, are governing bodies able to develop initiatives to encourage community clubs to adopt a supporting role in the promotion and delivery of sport education?
TL;DR: Examining the effects of specific cut-off scoring points on the estimated prevalence of meeting health-related guidelines for physical activity in youth and document the differences in gender physical activity patterns according to two different cut-offs points reveal that both sexes engaged in significantly more MVPA when compared with cut- off points designed for adults.
Abstract: The purpose of this study was twofold: first, to examine the effects of specific cut-off scoring points on the estimated prevalence of meeting health-related guidelines for physical activity in youth and, second, to document the differences in gender physical activity patterns according to two different cut-off points. The sample for the present study comprised 157 children (boys n= 64 and girls n= 93), aged 8 to 16 years old. Based on activities’ intensity (MET), the daily time spent in moderate-to-vigorous physical activity (MVPA) was calculated using an equation regression developed for adults. In addition, based on the same procedures (MET)data were analysed using the cut-off points (ranging between 614 counts. min- 1 at 6 years old to 1880 counts. min-1 for 16 years old) specially developed for children. The data analysis from youth’s cut-off points reveal that both sexes engaged in significantly (p= 0.01) more MVPA when compared with cut-off points designed for adults. Boys engaged in significantly ...
TL;DR: In this article, the authors investigate current practice in liaison between primary and secondary schools to promote continuity and progression in physical education (PE) during the transfer of pupils from Key Stage 2 to Key Stage 3 and to identify constraints to engaging in liaison activities.
Abstract: The purpose of this study was to investigate current practice in liaison between primary and secondary schools to promote continuity and progression in physical education (PE) during the transfer of pupils from Key Stage 2 to Key Stage 3 and to identify constraints to engaging in liaison activities. A questionnaire was completed by the head of the PE department in secondary schools in five Local Education Authorities in England that received pupils from primary schools in year 7 (n = 80) and by the PE co-ordinator of the primary feeder schools of those secondary schools that responded to the questionnaire (n = 299). Results showed that 32 (43.8%) secondary teachers and 157 (53.4%) primary teachers identified that they had established contacts with their primary feeder schools or associated secondary schools respectively; and 49 (64.5%) secondary teachers but 114 (39.6%) primary teachers identified that currently they were engaged in liaison activities. There was a discrepancy between the percentages of teachers who indicated they had contacts with their primary feeder schools or associated secondary schools respectively, and who indicated they were engaged in liaison activities with them. These results suggested that contacts with and/or engagement in liaison activities between primary and secondary schools were not consistent across schools. A range of constraints for developing effective contacts/liaison activities were identified, with time being identified as the major constraint by both primary and secondary teachers. A range of suggestions for overcoming the constraints were also identified. These results are discussed in relation to findings from studies looking at liaison in other subjects and also in relation to the implications for schools.
TL;DR: The Office for Standards in Education (OFSTED) inspects the quality of all initial teacher training (ITT) provision in England on behalf of the Teacher Training Agency as mentioned in this paper.
Abstract: The Office for Standards in Education (OFSTED) inspects the quality of all Initial Teacher Training (ITT) provision in England on behalf of the Teacher Training Agency This paper represents a sequel to an earlier paper which was published by colleagues following the first OFSTED inspection of secondary Physical Education Initial Teacher Training (ITT) at Loughborough University in 1996/97 Fired by dismay and frustration for the practices OFSTED demonstrated, Hardy and Evans (2000: 58) commented `we write in fear that recent legislation will ensure that, in the future, we may receive more of the same' This paper considers the extent to which `more of the same' was received during a second inspection in 1999/2000 It presents a commentary on staff experiences and reflections of the process and highlights the key issues encountered The authors conclude that while `more of the same' was not experienced in terms of `outcomes' in 1999/2000, it was with respect to `process' Given the many limitations of
TL;DR: In this paper, the authors present a comparison between studies emphasizing the cultural background of migrant groups as an explanation of minority business development and those that emphasized constraining social and economic factors (Aldrich et al., 1981, 1984).
Abstract: Scholarly studies of ethnic minorities in business now have a 30-year pedigree in Britain (Cater and Jones, 1978; Mullins, 1979). In North America the record is even longer (Harries, 1971; Light, 1972; Pred, 1963). There is now a thriving international literature with edited collections (Dana, 2007; Kaplan and Li, 2006), specialist journals such as Journal of Enterprising Communities, and special issues of more general journals. Literature reviews have appeared in journals, as chapters, and as separate volumes (Ram and Jones, 2008). Early in the British discourse a contrast developed between studies emphasizing the cultural background of migrant groups as an explanation of minority business development (Srinivasan, 1995; Werbner, 1984, 1990), and those that emphasized constraining social and economic factors (Aldrich et al., 1981, 1984). In the first instance the empirical content of the former, culturalist, explanations was normally derived from qualitative interviews and ethnographic observation, while the latter, structural, works relied more on quantitative approaches, including extensive use of structured questionnaires. More recently this simple association of theory and method has dissolved, so that qualitative interviews are now often used by those of an avowedly structuralist view (Anthias and Cederberg, 2009; Jones and Ram, 2007; Jones et al., 2006). Concurrently a strong developing influence has been the mixed embeddedness approach of Dutch scholars emphasizing the role of political and legal frameworks as conditioning factors for economic and cultural factors (Kloosterman et al., 1999). This departure provides, inter alia, a theoretical hook for the many studies of ethnic business that have addressed public policy issues (Deakins et al., 2009; Kitching et al., 2009). The four ethnic minority business articles in this issue originated in a colloquium on ethnic entrepreneurship and management, held at the School of Management of Bradford University in