Howley Donal, Dyson Ben, Baek Seunghyun, Fowler Judy, Shen Yanhua
Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC, United States.
Front Sports Act Living. 2021 Oct 26;3:764613. doi: 10.3389/fspor.2021.764613. eCollection 2021.
The purpose of this study was to explore learners' experiences enacting youth/student voice pedagogies (SVP) to promote Social and Emotional Learning (SEL) and meaningful physical education (MPE) in an alternative education setting. Drawing on social constructivist learning theory in understanding and implementing a MPE approach, and a systemic framework for SEL, two research questions guided the research process: (1) How did students interpret and enact these pedagogies? (2) What contribution did the enactment of these pedagogies have in promoting SEL and MPE? This study implemented a qualitative case study design framed by a participatory action research (PAR) approach spanning 12 weeks from February to May 2021. Participants in this study included 16 ninth grade alternative high school students (eight girls/eight boys) aged 14-15 who had just returned to face-to-face learning in January 2021 for the first time following COVID-19. A range of traditional and innovative participatory qualitative research methods including focus group interviews, students' personal biographies, timelines, digital and written reflections, photovoice, and class artifacts were utilized. The was implemented involving both deductive and inductive combinations of comparative and thematic analysis. The following themes were constructed: and, . Findings demonstrate how enacting SVP can lead to the development of students' SEL and MPE experiences complimenting multiple learning domains. We call for further embedding of SVP capturing students' physical activity and movement experiences inside and outside of PE in teacher education and professional development that helps teachers and their students make sense of, shape, influence, and enact more MPE and physical activity learning experiences.
本研究的目的是探讨学习者在替代教育环境中实施青少年/学生声音教学法（SVP）以促进社会情感学习（SEL）和有意义的体育教育（MPE）的经历。借鉴社会建构主义学习理论来理解和实施一种MPE方法，以及SEL的系统框架，两个研究问题指导了研究过程：（1）学生如何解释和实施这些教学法？（2）这些教学法的实施对促进SEL和MPE有何贡献？本研究采用定性案例研究设计，以参与式行动研究（PAR）方法为框架，从2021年2月至5月为期12周。本研究的参与者包括16名九年级替代高中学生（8名女生/8名男生），年龄在14 - 15岁，他们在2021年1月新冠疫情后首次恢复面对面学习。采用了一系列传统和创新的参与式定性研究方法，包括焦点小组访谈、学生个人传记、时间线、数字和书面反思、照片声音法以及课堂文物。采用了演绎和归纳相结合的比较和主题分析方法。构建了以下主题： 和 。研究结果表明，实施SVP如何能够促进学生SEL和MPE体验的发展，同时兼顾多个学习领域。我们呼吁在教师教育和专业发展中进一步融入SVP，以捕捉学生在体育内外的身体活动和运动体验，这有助于教师及其学生理解、塑造、影响并实施更多的MPE和身体活动学习体验。
