Working towards Inclusive Physical Education in a Primary School: 'Some Days I Just Don't Get It Right'

Autor/inn/en	Petrie, Kirsten; Devcich, Joel; Fitzgerald, Hayley
Titel	Working towards Inclusive Physical Education in a Primary School: 'Some Days I Just Don't Get It Right'
Quelle	In: Physical Education and Sport Pedagogy, 23 (2018) 4, S.345-357 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petrie, Kirsten) ORCID (Fitzgerald, Hayley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2018.1441391
Schlagwörter	Physical Education; Inclusion; Disabilities; Action Research; Elementary School Teachers; Elementary School Students; Journal Writing; Documentation; Assignments; Teaching Methods; Teacher Student Relationship; Student Diversity; Creativity; Curriculum Design; Student Participation; Physical Activity Level; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Inklusion; Handicap; Behinderung; Projektforschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Zeitschriftenaufsatz; Dokumentation; Assignment; Auftrag; Zuweisung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Kreativität; Lehrplangestaltung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Neuseeland
Abstract	Background: In Aotearoa New Zealand, as it is internationally, there is a desire to ensure physical education is inclusive of all students regardless of their abilities. Yet, medical discourses associated with disability continue to position students who are perceived as not having the capacity to participate fully in traditional physical education programmes as the teacher's 'helper', 'helped', or 'helpless'. As a result, these students may have negative experiences of physical education and this can impact on future involvement in movement-related activities within school and community settings. Methodology: Drawing on the data from a larger critical participatory action research project, we explore how one primary school teacher, Joel, attempted to work more inclusively within physical education. Specifically, we draw from personal journaling, student work and records of dialogical conversations to shed light on Joel's experiences. Conclusion: Joel's experience demonstrates that there is not one singular solution to inclusion within physical education and it is a combination of actions that support this process. In Joel's case, this included becoming a reflexive practitioner, getting to know his students, being receptive as opposed to respective to difference in positive ways rather than seeing this as limiting, working imaginatively to reconsider what constitutes learning in physical education, and sharing ownership for curriculum design and learning with his students. Working in this way illustrates how a multi-layered approach can make a difference to how all the students in a class experience inclusion, including students positioned as disabled. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01