Drawing’ conclusions
Irish primary school children’s understanding of physical education and physical activity opportunities outside of school
Bibliographic Data
| ID | 12565889 |
|---|---|
| Authors | Melissa Parker (0000-0003-0829-2741, corresponding author), Ann Macphail (0000-0003-1875-0582), Mary O’sullivan (0000-0002-7429-836X, University of Limerick, Ireland; PEPAYS Ireland), Déirdre Ní Chróinín (0000-0002-0920-980X, Mary Immaculate College, Limerick, Ireland; PEPAYS Ireland), Eileen McEvoy (0000-0003-0916-7651, University of Jyväskylä, Finland; PEPAYS Ireland) |
| Year | 2017 |
| Volume | 24 |
| Issue | 4 |
| Pages | 449-466 |
| Publication date | 2017-04-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x16683898 |
| OpenAlex | W2606543572 |
| Language | EN |
| Citations received | 12 |
| References cited | 35 |
This study explores the relationship between primary school physical education and physical activity as sites for the practice of physical activity of Irish primary school children. Understanding how children make connections between physical activity sites is important in shaping physical education experiences that promote lifelong participation. Children’s (aged 8–11) awareness, knowledge, and understanding of physical activity and physical education were examined using participatory methods of ‘draw and write’ ( n = 135) and focus group interviews ( n = 34). In Phase 1, data collection focused on physical activity, while Phase 2 focused on physical education and connections between physical activity and physical education. Data were analysed using a general inductive approach. Data analysis resulted in four themes: gendered patterns of participation; connections between physical education and physical activity; the nature and choice of participation in activities; and perceptions of ability. Children had varying understandings of the connections between their participation in physical education and physical activity. These findings highlight the importance of supporting all children to make explicit connections between their learning in physical education and their wider physical activity participation. An implication of the findings is that children need to be explicitly prompted to engage in physical activity. Without such encouragement, children are unlikely to draw linkages between physical activity and physical education
Data collection · Developmental psychology · Focus group · Irish · Pedagogy · Perception · Physical activity · Physical education · Sociology · Children's Physical and Motor Development · Inclusion and Disability in Education and Sport · Medicine · Physical Education and Pedagogy · Psychology
Teachers’ enactment of contextualized instruction in primary physical education
Sense-ational schools
Capturing the moment
Perceptions of lifelong physical activity and the physical literacy journey
We have to wait in a queue for our turn quite a bit’
The purpose of primary physical education
The world is a happier place’
Growing voice
Tensions and tractions of moving together and alone in physical education
Historicising physical education
"Where was this when I was in Physical Education?" Physical literacy enriched pedagogy in a quality physical education context
I Hate Physical Education'; an analysis of girls' experiences throughout their school life
Children-Produced Drawings
Teaching Personal and Social Responsibility Through Physical Activity
Girly Girls Can Play Games / Las Niñas Pueden Jugar Tambien
Fostering a Need-Supportive Teaching Style
A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity
Physical Literacy
Draw, write and tell’
Conceptions of place
Physical activity and rural young people's sense of place
Lifestyles and gendered patterns of leisure and sporting interests among Irish adolescents
Physical Culture, Physical Education and Relational Analysis
Mission impossible? Reflecting upon the relationship between physical education, youth sport and lifelong participation
Physical education and physically active lives
Can I do it in my pyjamas?’ Negotiating a physical education curriculum with teenage girls
Russian students’ participation in and perceptions of a season of Sport Education
A General Inductive Approach for Analyzing Qualitative Evaluation Data
Social Cognitive Theory
Methodological Issues When Using the Draw and Write Technique With Children Aged 6 to 12 Years
Childhood and Adolescent Sports Participation as Predictors of Participation in Sports and Physical Fitness Activities During Young Adulthood
| Citations per year | 1.5 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |