Authors:Hayley J Morrison, Douglas Gleddie, Lee Schaefer Abstract: Using narrative inquiry as both method and phenomenon to engage pre-service teachers (PSTs) with diverse stories of physical education (PE) we explored how PSTs stories interact, resonate, and bump with others’ diverse stories. We found that having participants engage with diverse stories of PE alongside their own, enabled them to think about implementing strategies that may foster social justice in gymnasium spaces. Utilizing critical autobiographical work alongside others diverse stories of PE offers participants a way towards practically engaging with the multiplicity of stories and experiences in PE to negotiate their own stories alongside diverse narratives within their practice. Key words: narrative inquiry; physical education teacher education; social justice. PubDate: 2023-03-01 Issue No:Vol. 13, No. 2 (2023)
Authors:Claudia Verret, Geneviève Bergeron, Line Massé, Johanne Grenier, Cédric Roure, Nicia Langlois-Pelletier Abstract: This interpretative qualitative study aimed to document the action intentions and differentiated instruction practices of 16 primary and secondary physical education teachers who participated in a professional learning community (PLC). Individual semi-directed interviews were conducted at the end of each of the two years of implementation. A thematic analysis based on a conceptualization of differentiated instruction reveals that action intentions are planned to support student engagement, interest and motivation, as well as foster a positive learning climate among all students. In addition, the teachers declared that they had mobilized a wide range of differentiated instruction practices for their groups. They also used individualized practices for students with difficult behaviors. Finally, the situation of induction for teachers and the large number of students encountered by PE teachers were identified as obstacles to the implementation of differentiated instruction practice. Keywords: Inclusive education; professional development; differentiated instruction; equity; accessibility PubDate: 2023-03-01 Issue No:Vol. 13, No. 2 (2023)
Authors:Wendy Barber, William Walters, Jared Walters Abstract: Inclusive accessible physical education is a critical priority for physical education teacher education (PETE). Despite the UNESCO (2017) guide for inclusion and equity in education, and the WHO (2010;2011) recommendations for physical activity for persons living with disability (PLWD), there exists an implementation gap in PETE pedagogy. One solution to bridge this gap, is to interrogate these concepts in the pre-service teacher education years. This paper discusses the impact of an intentionally designed inclusive PETE course at two Canadian university faculties of education that (i) challenged PST’s to critically reflect on their past experiences of inclusion, (ii) incorporated experiential activities and readings to disrupt these past concepts and (iii) used videography to record PST’s reflections, lessons and new frameworks for designing fully inclusive PE classes. Results indicated that the PETE methodology courses significantly affected PST’s perceptions of inclusion, and broadened their approaches to inclusive PE pedagogy. Keywords: pre-service teacher education; inclusive physical education; disability; PETE PubDate: 2023-03-01 Issue No:Vol. 13, No. 2 (2023)
Authors:Audrey Caplette Charette, Johanne Grenier, Philippe Chaubet Abstract: Objective: Intervention research was conducted in collaboration with six college-level health and physical education (PE) teachers to co-develop and experiment with differentiated teaching practices aimed at developing students' situational interest. Method: An inductive search process was applied. This process included three semi-structured group interviews with PE teachers, one one-on-one interview with each teacher, and one semi-structured group interview with their female students. Results: Female students report that they feel interested and invested in the task when the PE teacher plans activities in which 1) they experience pleasure, 2) they experience novelty, 3) they want to know more, 4) they are cognitively stimulated and 5) they experience complex learning situations but adapted to their skill level. Interpretation: The results show that female students perceive the intentions of PSE teachers when they plan and implement differentiated teaching practices to support the development of SI in a college education context. Keywords: College physical education; situational interest; differentiated instruction; professional development,; sexes differences.
Authors:Stéphanie Girard, Annie Paquet, Suzie Mckinnon, Myriam Rousseau Abstract: This study stems from a partnership with the YMCA of Montreal (Canada) summer day camp for the purpose of testing the tool and related training developed for their inclusive physical literacy program. Focused on the affective dimension, the study aims to evaluate the appreciation of the training, verify the disparity between camp counsellors and companions’ initial intention to use the 15 motivational strategies and the actual frequency of use, and verify the evolution of their beliefs in terms of these strategies. Data were collected through two online questionnaires (June and August 2021) from 35 camp counsellors and 43 companions. Overall, participants appreciated the training and reported a high intention to use the motivational strategies. Camp counsellors reported a lower frequency of use and a decline in their beliefs regarding five motivational strategies, while companions reported a lower frequency of use towards six strategies but more favourable beliefs towards two strategies. Keywords: summer camp staff, motivation, disabilities, special needs, training PubDate: 2023-03-01 Issue No:Vol. 13, No. 2 (2023)
Authors:Magali Descoeudres, Nicolas Burel Abstract: In the canton of Vaud in Switzerland, the Department of Education, Youth and Culture (DFJC) has made the promotion of equal opportunities in schools one of its priorities. This prerogative aims to promote better consideration of the diversity of students' needs so that each of them can achieve their full potential. However, its operationalisation remains difficult, especially for trainee teachers. Aiming to better understand the development of the activity of Physical Education (PE) trainee teachers, this research shows, on the basis of two studies, that they experience emotionally significant situations, particularly in relation to the diversity of the public they are confronted with during their first experiences on school placement. Based on these results, suggestions are made concerning the current teaching education for the dual training of PE teachers. Key words: student teacher; physical education; student diversity; emotionally significant situation PubDate: 2023-03-01 Issue No:Vol. 13, No. 2 (2023)
Authors:Lauren Sulz, Melanie Davis, Dipal Damani Abstract: The purpose of this research was to examine teacher diversity within Canada’s Physical and Health Education (PHE) community. In particular, we gathered information on gender identity, sexual orientation, disability and racial identity of teachers within the PHE community and compared this information to the Canadian population and the Canadian teacher population. Overall, the proportion of teachers within the PHE community from historically underrepresented groups were disproportionately low in comparison to the Canadian population and the Canadian teacher population on most diversity features. Our results showed similarity between PHE teacher’s sexual orientation and the Canadian population. Further, results showed similarity between PHE teachers who identified as Metis and visible minority to that of the Canadian teacher population. The paper concludes with a discussion on ‘calls to action’ to achieve a fuller match between Canada’s dis/ability, racially and culturally diverse populations and Physical and Health Educators. Keywords: racial identity; gender identity; equity; teacher education PubDate: 2023-03-01 Issue No:Vol. 13, No. 2 (2023)
Authors:Karolane Girard, Marie-Maude Dubuc, Alexandra Thibert, Seira Fortin-Suzuki, Félix Berrigan, Sylvie Beaudoin, Sylvain Turcotte Abstract: In Canada, 18% of adolescent girls meet the recommendation to perform at least 60 minutes of moderate-to-vigorous intensity physical activity (PA) per day, compared to 29% of adolescent boys. The objective of this study is to identify and characterize the facilitating factors, obstacles and perceived needs of high school adolescent girls, with regard to interventions aimed at maintaining or improving their PA at school. An online questionnaire was completed by 77 adolescent girls and 62 adolescents boys attending 4 secondary schools, then 100 adolescents participated in one of the 16 discussion groups (8 groups per sex) to validate, qualify and deepen the answers collected. Z tests between 2 proportions were performed to analyze quantitative data, while qualitative data went under inductive and deductive content analysis. The results show that it is imperative to adopt a differentiated approach to give everyone equal access to PA opportunities in the school context. Student consultation, the increase in the prescribed time for Physical and Health Education courses and an important effort to establish good communication between stakeholders and students, among other actions, should be given priority to improve the effectiveness of the interventions implemented. Keywords: Physical activity; adolescent girls; secondary school; facilitating factors; obstacles; needs. PubDate: 2023-03-01 Issue No:Vol. 13, No. 2 (2023)
Authors:Stephen Smith, Damien Norris Abstract: Land acknowledgment is an important educational practice of recognizing unceded Indigenous territory. For Physical and Health Educators this practice need be not only oral and discursive but also active and interactive. Land acknowledgment can be a physical affirmation of Indigenous ways of knowing and being. The purpose of this essay is to describe how a practice-based, land-affirming PHE curriculum may contribute to moving naturally toward reconciliation. We propose a curricular approach emphasizing breathing, earthing and naturing practices of land attunement. Such practices are reflective of Indigenous conceptions of animacy and ways of being in kinship with the land. Keywords: movement; curriculum; Indigenous; land; reconciliation. PubDate: 2023-03-01 Issue No:Vol. 13, No. 2 (2023)
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