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Revue phénEPS / PHEnex Journal
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This is an Open Access Journal

Open Access journal
ISSN (Print) 1918-8927 - ISSN (Online) 1918-8927
Published by Physical and Health Education Canada

[1 journal]

A formative research process to implement nature-based physical activities
and support relatedness in physical and health education
- Authors: Jennifer Gruno, Sandra Gibbons
  Abstract: This is a second paper in a series outlining phases in a formative research process designed to develop, refine and use an action checklist that helped teachers utilize nature-based physical activity (NBPA) as a means of fostering relatedness for girls in Physical and Health Education (PHE). The first paper focused on the development of the checklist in order to help teachers utilize NBPA in their PHE classes (Gruno & Gibbons, 2021). This paper focuses on the second phase: the refinement, utilization, and results of the action checklists. Relatedness, drawn from the self-determination theory of motivation (Deci & Ryan, 1985; Ryan & Deci, 2000, 2020), provided the theoretical framework for the action checklist. In this paper, the authors describe the process and how the action checklists were used to help teachers utilize a wide range of NBPA curriculum actions and instructional strategies to address the motivational needs of girls in PHE. The authors include specific excerpts of teachers’ use of the action checklists. Key words: formative research; self-determination; physical and health education; girls
  
  PubDate: 2024-03-19
  Issue No: Vol. 14, No. 1 (2024)
Evaluation of a Professional Development Conference to Enhance the
Promotion of Physical Literacy
- Authors: Alanna Shwed, Brenda Bruner, Barbi Law
  Abstract: This study evaluated knowledge transfer and mobilization among educators and community programmers attending a strategies-based professional development day focused on physical literacy (PL). Delegates (n=97) were invited to complete surveys before, immediately after, and 8-months post-conference. Post-conference, participants (N = 53) reported greater knowledge of PL, t(42) = -5.71, p<.001 and greater skill and knowledge to develop, implement, and evaluate activities that promote PL, t(45) = -4.72, p<.001. While post-summit intentions to implement PL activities were not significantly correlated with follow-up implementation behaviour, implementation behaviour was significantly correlated with follow-up intentions to continue implementing PL activities (r = .610, p<.05). Most respondents of both the post-summit (92%) and follow-up (88%) surveys expressed increased confidence and were highly motivated (88-94%) to implement activities that promote PL. A strategies-based professional development day was beneficial for increasing knowledge, skill, and self-efficacy for implementing strategies promoting PL.
  PubDate: 2024-03-19
  Issue No: Vol. 14, No. 1 (2024)
A Wisdom Response to Physical and Health Education: Part I – Course
Design
- Authors: Michelle Kilborn, Lisa Taylor
  Abstract: This article focuses on the authors’ experiences challenging Western-dominant norms in physical and health education teacher education (PHETE) in CITY, Canada. By incorporating Indigenous ways of life into PHETE, the authors aimed to create a PHETE space that challenged Western norms and embraced wisdom traditions. This exploration was inspired by Gadamerian philosophical hermeneutics and informed by wisdom traditions. The purpose of this article is to share the authors’ experiences of bringing Blackfoot ways into a PHETE class. This article is the first of two parts; this first part focuses on the design and planning of the Fall 2022 course, while the second part focuses on the experiences in class with students.
  PubDate: 2024-03-19
  Issue No: Vol. 14, No. 1 (2024)
L’engagement des participants et le double rôle de
chercheur-accompagnateur dans le cadre d’une recherche-action-formation
en éducation physique et à la santé
- Authors: David Bezeau, Sylvain Turcotte, Sylvie Beaudoin, Johanne Grenier, Johanne Tremblay
  Abstract: La présente recherche-action-formation exploratoire vise à identifier et définir : 1) les éléments favorisant l’engagement de deux enseignantes d’éducation physique et à la santé dans une démarche d’accompagnement visant à optimiser leurs pratiques évaluatives en éducation à la santé selon le modèle intégrateur en accompagnement de Bezeau et al. (2020) et 2) les caractéristiques du double rôle de chercheur-accompagnateur dans le déploiement de cette démarche. Les données issues d’un entretien collectif et des journaux de bord des participantes et du chercheur suggèrent que l’engagement des participantes est favorisé par : 1) des libérations de tâches ; 2) de réelles retombées sur les pratiques ainsi que sur les élèves et 3) le soutien d’une personne externe. Deux enjeux du double rôle de chercheur-accompagnateur sont également identifiés, soit d’arrimer les objectifs de recherche aux cibles privilégiées par les enseignantes et d’adopter une posture active-tierce afin de garder un équilibre dans son niveau d’implication.
  PubDate: 2024-03-19
  Issue No: Vol. 14, No. 1 (2024)
Productivity and Publishing in Physical and Health Education: Top Ten Tips
for Graduate Students
- Authors: Hayley J Morrison, Ashley M Johnson, Jenna R Lorusso
  Abstract: This paper is a compilation of ten top productivity and publishing tips gathered from faculty members and graduate students of the Physical and Health Education Canada Research Council who have experience producing and disseminating impactful research writing. It provides graduate students and early career scholars with productivity strategies for writing; guidance on submitting manuscripts for peer-reviewed publications; and information on a variety of options for knowledge mobilization and dissemination.
  PubDate: 2024-03-19
  Issue No: Vol. 14, No. 1 (2024)

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