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“Leadership for All”: Sports Leadership and Content and Language Integrated Learning Based Education Intervention to Enhance Secondary Education Pupils’ Competencies through Quality Physical Education
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This article draws from a specific Physical Education intervention carried out in 2015 at Garbí Pere Vergés School, in Catalonia. The intervention was undertaken as a form of teaching unit to support the survey " Quality Physical Education (QPE) in Catalonia, promise and reality: a European regional perspective ". A multi-method teaching and evaluation strategies such as peer tutoring and project based learning were adopted during the intervention to promote specific encounters between students, and reinforcing the importance of leadership skills used throughout the teaching unit. Leadership skills were used as conceptual approaches alongside of CLIL (Content and Language Integrated Learning) methodology. Although pupils presented different levels of interaction, a wide range of scholars were benefited as the intervention met general secondary education based competencies, specific Physical Education competencies, as well as emotional intelligence, personal and social values
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Background: The field of physical education (PE), overlapping as it does with the field of sport, has been critiqued for marginalizing those positioned as ‘different’. This difference is typically conceptualized in regard to a white, masculine, heterosexual, and able-bodied norm. Students who do not identify as white are not represented in any significant way in physical education discourses, culture, or the demographics of PE teachers in many international contexts.
Purpose: This article explores links between the literature in critical leadership and physical education. Drawing on the theoretical foundations of transformational leadership, critical pedagogy, and critical race theory, we draw links between the field of PE and applied critical leadership.
Design and analyses: Drawing on the theoretical tools of Bourdieu, we argue that physical education can be conceptualized as a field of practice. As such, the field values contain certain practices and norms. We argue that disrupting these norms relies on leadership in the field and may require insights from other fields, in this case applied critical leadership.
Conclusion: We conclude that leaders (both teachers and teacher educators) in the field of PE have a responsibility to take up practices which work against racialization and challenge current norms. This is both a theoretical and pedagogical challenge but can begin in classrooms.
This research assess the improvements that the implementation of Personal and Social Responsibility Model produces on observed and suffered violence among teenagers. In order to this, a training course was taught to 9 teachers (5 from primary school and 4 from secondary school), who implementated the Responsibility Model during 24 Physical Education lessons. The participants, 215 students from primary education and 189 from secondary education, were divided on 9 control groups and 9 experimental groups. Postest results point that observed violence as well as suffered violence improved significantly on experimental groups, in contrast to control groups, where there were not significant differences in any of both variables. Therefore, Personal and Social Responsibility Model is an efficient teaching methodology to improve the quotidian scholar violence in Physical Education lessons.
This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.
Leadership is a powerful life skill that influences the future of our local, national and global communities. Despite the many positive and productive changes observed in the leadership opportunities for women and girls, they remain highly under-represented in positional leadership roles. The leadership development and empowerment of women and girls has become an increasingly popular topic in books, websites and “strong girl” advertisement campaigns. At a grassroots level, physical educators and coaches must attend to these efforts in novel ways, as physical education and sport provide unique opportunities to develop leadership skills. This article discusses recommendations grounded in both the academic literature and professional practice, including: (1) embracing leadership diversity and deconstructing gender stereotyping, (2) building networking and mentorship, and (3) encouraging girls to use their voice and exercise leadership skills. Specific practical suggestions and a vignette are also provided to help physical educators and coaches maximize the leadership development of girls.
A natural extension of inclusion should be to increase opportunities for leadership and the development of leadership skills. The leadership experience can improve a student's self-esteem, self-confidence, and self-perception, and it is important for all students, including those with disabilities, to have this experience. Leadership opportunities can be provided by teachers and other professionals in a variety of ways, even during physical education class. This article discusses some examples and examines leadership opportunities within existing curricular models.
QPE in Catalonia, promise and reality: a European regional perspective. Ramon Llull University (FPCEE Blanquerna)
- A Castillo
- J Solà
- E M Sebastiani
Castillo, A., Solà, J., Sebastiani, E.M. (2015) QPE in Catalonia, promise and reality: a
European regional perspective. Ramon Llull University (FPCEE Blanquerna). Paper
presented at the 10 th FIEP European Congress Rabat, 2015.
Empowering Girls and Women through Physical Education and Sport. United Nations Educational, Scientific and Cultural Organization. Advocacy Brief
- D Kirk
Kirk, D. (2012). Empowering Girls and Women through Physical Education and Sport. United
Nations Educational, Scientific and Cultural Organization. Advocacy Brief. Bangkok, Thailand.