The purpose of this research is to review the literature about young people’s meaningful experiences in physical education and youth sport. We reviewed 50 empirical peer-reviewed articles published in English since 1987. Five themes were identified as central influences to young people’s meaningful experiences in physical education and sport: social interaction, fun, challenge, motor competence, and personally relevant learning. These themes provide future direction for the design and implementation of meaningful physical education and youth sport experiences. We also highlight the need for the development of pedagogies that facilitate and promote meaningful engagement in physical education and youth sport settings. 相似文献
Background and purpose: The research literature in physical education (PE) is placing a growing focus on the need for research that can illuminate not only the challenges PE faces but also how we can develop PE to meet the needs of all students. The activist approach aims to study future possibilities in PE, and the goal is for all young people to learn to value a physically active life. The purpose of this article is to study how the activist research approach to PE can influence students’ meaningful PE experiences.
The study: The project was conducted in co-ed PE among 15-year-old students (10th graders) in Norway in collaboration with teachers and students at their high school. The research group followed one class of 27 students during one semester of PE. The researchers planned, taught and evaluated the process according to the critical elements of activist research in PE. Data from diverse sources (observations, interviews, student logs, reports, etc.) were collected before, during and after the project.
Findings: The study demonstrates that students’ sense of meaningfulness can be developed by the activist approach. Female students in all groups found PE to be more meaningful during the project than previously. The students who disliked PE prior to the teaching period displayed the greatest improvement in terms of meaningfulness. The study shows how different aspects of the activist approach influence students’ sense of meaningfulness in PE. Creating a safer class environment had an impact on students’ feelings of social inclusion in PE. Broadening students’ perspectives about what is possible for them by introducing new activities had a great impact on students’ mastery, and co-creating the curriculum was important for their feelings of personal relevant learning.
Conclusions: It is our conclusion that involving students in the curriculum-making process is of great importance to their experiences of meaningfulness in PE. Our study shows that to listen to students and broaden students’ understanding of what PE can be has the potential to empower students, and to contribute to meaningful experiences in PE. In contrast to the majority of activist research, our study was conducted in co-ed PE. The need to co-construct the learning environment and question male dominance in PE is urgent in co-ed settings. We believe that co-ed PE can be an important arena for working with gender equality in schools. However, it should not be underestimated how important PE teachers’ roles are. If the teachers are passive, co-ed PE can seriously undermine girls’ experiences of meaningfulness in PE. 相似文献
Student retention remains an ongoing concern for higher education institutions worldwide. In the present study, we examine the predictive utility of identity styles, professional identity and academic commitment to academic achievement. We asked 120 second-year students in the profession of engineering in an augmented degree programme to complete the Identity Styles Inventory, the Engineering Identity Factors Inventory and the Academic Commitment Scale. We found that a normative identity style predicted professional engineering identity and meaningfulness, which predicted the participants’ investments in their studies. Additionally, a diffuse-avoidant identity style negatively predicted professional identity, meaningfulness and satisfaction, which provides empirical evidence of the contribution of identity to academic commitment. None of the variables we studied predicted academic achievement. Our findings are relevant, given current debates on access, equity and decolonisation in higher education, because it suggests that students’ sense of identity largely influences whether they feel a sense of belonging at university. Although identity styles and meaningfulness are not significant direct predictors of academic achievement, they probably do have an indirect effect on academic achievement through their direct influence on investment. 相似文献
A great deal of research within science and engineering education revolves around academic success and retention of science and engineering students. It is well known that South Africa is experiencing, for various reasons, an acute shortage of engineers. Therefore, we think it is important to understand the factors that contribute to attrition rates in university students, and engineering students in particular. The theoretical framework for the present study draws on self-regulation theory, with particular reference to the role of self-efficacy and academic commitment. Participants comprised 127 engineering students in the second year of an augmented programme. They completed the Academic Commitment Scale and the Materials Science Self-efficacy Scale. Statistical analysis included correlation and regression analysis to test the hypothesis that self-efficacy and academic commitment would predict the semester mark. Our results indicated that the self-efficacy and meaningfulness of materials science are significant predictors of investment, and that investment predicts the final semester mark. We discuss the results in terms of debates about throughput and retention for engineering students and also implications for teaching and learning. 相似文献
The study aims to elucidate the characteristics of gifted underachievers at the university level and the reasons for their underachievement. The sample consisted of students from Bogazici University in Istanbul. The School Attitude Assessment Survey‐Revised (SAAS‐R) instrument was administered to 91 underachievers and a comparison group of 74 university students. The instrument employed five subscales: academic self‐perceptions, attitudes toward teachers, attitudes toward school, goal valuation, and motivation/self‐regulation. Findings indicated that the comparison students and the underachieving students differed on all five subscales of the SAAS‐R. In addition, the instrument correctly classified almost 80% of the students in the present sample as either underachievers or comparison students. Among the five subscales, the motivation/self‐regulation subscale was most predictive of underachievement status. 相似文献
This paper reports on a 16-week sport education (SE) unit with just over 70 year 5 students (M age = 10.04 years) in one United Kingdom school during the spring and summer terms and discusses students' SE experiences. Student interviews were conducted throughout the season and a questionnaire on different motivation aspects was administered prior to and before completing the SE season. We report and examine the data in relation to hypothesized influences on fun and enjoyment, including being part of a team, autonomy, and improving game play. The principal reasons SE may be more enjoyable than previous physical education lessons include the greater opportunities for autonomy, affiliation, and competition, plus perceived learning. 相似文献
