Expanding Participation in Inclusive Physical Education
A Maker-Based Approach for Sport-Marginalized Students
Dados Bibliográficos
| ID | 15719220 |
|---|---|
| Autores | YongChul Kwon (0009-0002-8525-2735, Pusan National University, autor correspondente), 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) |
| Ano | 2025 |
| Volume | 12 |
| Fascículo | 12 |
| Páginas | 1681-1681 |
| Data de publicação | 2025-12-10 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Children (JOURNAL) |
| Identificadores do periódico | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Editora | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children12121681 |
| PMID | 41462821 |
| OpenAlex | W4417193334 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 27 |
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
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Language Teacher Agency
The Maker Movement in Education
Learning in the Making
Inclusion in Physical Education
The Power of Feedback Revisited
Designing for Rightful Presence in STEM
Developing the theory of formative assessment
The role of beliefs in teacher agency
A Systematic Review of the Literature on Maker Education and Teacher Training
Physical Literacy
Hands On, Hands Off
Teachers’ perceptions on including learners with barriers to learning in South African inclusive education system
Learning communities and physical education professional development
Naturalistic inquiry
The "What" and "Why" of Goal Pursuits
Improving Impact Studies of Teachers' Professional Development
Teacher professional development in Teaching and Teacher Education over ten years
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2026 - 2026 (1) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |