Expanding Participation in Inclusive Physical Education

A Maker-Based Approach for Sport-Marginalized Students

Datos Bibliográficos

ID15719220
AutoresYongChul Kwon (0009-0002-8525-2735, Pusan National University, autor de correspondencia), Donghyoun Kim (0009-0000-0762-9897, Pusan National University), Minseo Kang (0009-0004-8746-7240, Pusan National University), Gunsang Cho (0009-0003-4093-9493, Pusan National University)
Año2025
Volumen12
Número12
Páginas1681-1681
Fecha de publicación2025-12-10
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaChildren (JOURNAL)
Identificadores de la revistaISSN: 2227-9067 • E-ISSN: 2227-9067
EditorialMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/children12121681
PMID41462821
OpenAlexW4417193334
IdiomaEN
Citas recibidas1
Referencias citadas27

Background/Objectives: This study examined how maker-based physical education (PE) lessons, co-designed within a Professional Learning Community (PLC), expanded student participation and supported teacher professional growth. Focus was placed on engaging sport-marginalized students, often excluded due to ability, motivation, or social background. Methods: This qualitative single-case study examined a PE-focused professional learning community (PLC) that collaboratively designed maker-based PE lesson prototypes and partially implemented them in regular PE classes. Data included PLC documents, lesson plans, classroom observations, student work, and semi-structured teacher interviews, and were analyzed using inductive category analysis. Results: Three lesson types emerged: (1) physical data measurement and analysis, (2) performance feedback, and (3) play- and game-based formats. These diversified participation by promoting student roles beyond performers, such as creators and analysts. Sport-marginalized students took on new roles as creators and analysts and, at the same time, showed increased engagement in physical activities and more active participation in lessons as performers. Teachers shifted from skill-focused instruction to reflective, practice-based teaching. The PLC enabled sustained innovation and collective growth. Conclusions: Maker-based PE offers a low-cost, adaptable model for inclusive curriculum reform that promotes creativity, wellbeing, and participation. Future studies should explore its long-term impact, broader implementation, and strategies to support ongoing PLC-based innovation

Community of practice · Curriculum · Focus group · Inclusion (mineral · Physical education · Professional development · Professional learning community · Qualitative property · Qualitative research · Children's Physical and Motor Development · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy