Collaborating with adolescent girls to co-construct physical education curriculum: an action research approach

Hovingh, Esther R. (2013) Collaborating with adolescent girls to co-construct physical education curriculum: an action research approach. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
    (Original Version)

Abstract

This action research project examines the extent to which providing adolescent girls with choice of curricular content and input into course design affects their enjoyment and participation in physical education. It also examines student preferences regarding activities based on personal health and wellness compared to the traditional sport-based curriculum many schools offer. Following an initial questionnaire, students in my grade ten physical education class were offered a series of introductory lessons to individual or partner activities not normally offered in the present curriculum, such as yoga and Zumba. Students set personal goals to meet their own needs and chose activities to participate in that addressed their needs. At the end of the intervention it was found that having an input and choice was motivational for high school girls. The study was able to show that when students are heard and their input is treated as valuable, they enjoy physical education. Insights gained in this study can be used by teachers and researchers to look for new ways to engage high school girls in physical education.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/6280
Item ID: 6280
Additional Information: Includes bibliographical references (pages 88-91).
Keywords: student choice, student voice, physical education, adolescent girls, curriculum
Department(s): Human Kinetics and Recreation, School of > Physical Education
Date: December 2013
Date Type: Submission

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