Ennis C D, Solmon M A, Satina B, Loftus S J, Mensch J, McCauley M T
Department of Kinesiology, University of Maryland, USA.
Res Q Exerc Sport. 1999 Sep;70(3):273-85. doi: 10.1080/02701367.1999.10608046.
Urban students often have difficulty engaging in the learning process and affiliating with others. A three-phase research design was used to examine the effectiveness of a high school physical education curriculum reform initiative entitled "Sport for Peace" to enhance student engagement and willingness to interact positively with others. Ten physical educators in six urban schools taught a traditional soccer unit (Phase I) followed by instruction and mentoring in the Sport for Peace curriculum (Phase II). In the third phase of the research, teachers developed and taught a Sport for Peace unit to their students. Data were collected using observation and interview methods and analyzed with constant comparison. Results suggested that the Sport for Peace curricular structures fostered shared responsibility for learning, trust, respect, and a sense of family. Both high- and low-skilled girls and boys felt successful and responded positively, creating a class community more conducive to engagement and participation.
城市学生在参与学习过程和与他人交往方面常常存在困难。一项分三个阶段的研究设计被用于检验一项名为“体育促进和平”的高中体育课程改革举措的有效性，该举措旨在提高学生的参与度以及与他人积极互动的意愿。六所城市学校的十位体育教师先教授一个传统足球单元（第一阶段），随后进行“体育促进和平”课程的教学与指导（第二阶段）。在研究的第三阶段，教师们为学生开发并教授了一个“体育促进和平”单元。通过观察和访谈方法收集数据，并采用持续比较法进行分析。结果表明，“体育促进和平”的课程结构培养了学习中的共同责任感、信任、尊重和家庭意识。无论是技能水平高还是低的女生和男生都感觉很成功并做出了积极回应，营造了一个更有利于参与和投入的班级氛围。
