"The Life of Crime Does Not Pay; Stop and Think!": The Process of Co-Constructing a Prototype Pedagogical Model of Sport for Working with Youth from Socially Vulnerable Backgrounds

Autor/inn/en	Luguetti, Carla; Oliver, Kimberly L.; Dantas, Luiz E. P. B. T.; Kirk, David
Titel	"The Life of Crime Does Not Pay; Stop and Think!": The Process of Co-Constructing a Prototype Pedagogical Model of Sport for Working with Youth from Socially Vulnerable Backgrounds
Quelle	In: Physical Education and Sport Pedagogy, 22 (2017) 4, S.329-348 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2016.1203887
Schlagwörter	Foreign Countries; At Risk Persons; Team Sports; Athletics; Athletic Coaches; Youth Programs; Student Centered Learning; Observation; Meetings; Models; Barriers; Community Programs; Attitude Measures; Cooperative Planning; Leadership Training; Activism; Disadvantaged Youth; Empowerment; Brazil + Suchen Sie Ihr Suchwort? Ausland; Risikogruppe; Mannschaftssport; Leichtathletik; Jugendsofortprogramm; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Beobachtung; Meeting; Tagung; Analogiemodell; Führungslehre; Aktivismus; Politischer Protest; Benachteiligter Jugendlicher; Brasilien
Abstract	Purpose: This study discusses the process of co-constructing a prototype pedagogical model for working with youth from socially vulnerable backgrounds. Participants and settings: This six-month activist research project was conducted in a soccer program in a socially vulnerable area of Brazil in 2013. The study included 17 youths, 4 coaches, a pedagogic coordinator and a social worker. An expert in student-centered pedagogy and inquiry-based activism assisted as a debriefer helping in the progressive data analysis and the planning of the work sessions. Data collection/analysis: Multiple sources of data were collected, including 38 field journal/observation and audio records of: 18 youth work sessions, 16 coaches' work sessions, 3 combined coaches and youth work sessions, and 37 meetings between the researcher and the expert. Findings: The process of co-construction of this prototype pedagogical model was divided into three phases. The first phase involved the youth and coaches identifying barriers to sport opportunities in their community. In the second phase, the youth, coaches and researchers imagined alternative possibilities to the barriers identified. In the final phase, we worked collaboratively to create realistic opportunities for the youth to begin to negotiate some of the barriers they identified. In this phase, the coaches and youth designed an action plan to implement (involving a Leadership Program) aimed at addressing the youths' needs in the sport program. Five critical elements of a prototype pedagogical model were co-created through the first two processes and four learning aspirations emerged in the last phase of the project. Implications: We suggest an activist approach of co-creating a pedagogical model of sport for working with youth from socially vulnerable backgrounds is beneficial. That is, creating opportunities for youth to learn to name, critique and negotiate barriers to their engagement in sport in order to create empowering possibilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01