Empowering Children from Socially Vulnerable Backgrounds through the Use of Roles in Sport Education

Autor/inn/en	García López, Luis M.; Kirk, David
Titel	Empowering Children from Socially Vulnerable Backgrounds through the Use of Roles in Sport Education
Quelle	In: Sport, Education and Society, 27 (2022) 6, S.676-688 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (García López, Luis M.) ORCID (Kirk, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2021.1897563
Schlagwörter	Athletics; Physical Education; At Risk Students; Athletic Coaches; Attitudes; Program Effectiveness; Student Empowerment; Preadolescents; Ethnic Diversity; Social Attitudes; Power Structure; Cooperation; Sex Stereotypes; Social Bias; Gender Bias; Economically Disadvantaged; Immigrants + Suchen Sie Ihr Suchwort? Leichtathletik; Körpererziehung; Sportunterricht; Attitude; Einstellung; Verhalten; Studienberechtigung; Pre-adolescence; Präadoleszenz; Social attidude; Soziale Einstellung; Co-operation; Kooperation; Geschlechterstereotyp; Immigrant; Immigrantin; Immigranten
Abstract	Sport and physical education are considered a powerful tool to empower children from socially vulnerable backgrounds (SVB). The purpose of this study was to analyse coaches' perceptions of the effect of the Sport Education (SE) pedagogical model, and use of the allocation of roles beyond player in particular, on the empowerment of children from SVB who participated in a community-based programme. Participants included three coaches, the lead researcher and 31 nine- to eleven-year-olds (17 boys and 14 girls) from diverse ethnic groups (Roma, North African, Latin-American, Caucasian and sub-Saharan). A 36 one-hour session's SE season was implemented. The data were obtained by four focus groups (before implementing the programme; at the end of the pre-season; after the first round of the formal competition; when the programme was completed) and a diary of the lead researcher who participated as participant observer. Coaches' perceived that SE roles were authentic empowering strategies to help children from SVB to have experiences of meaningful participation in a safe environment, sharing power through the responsibilities they assumed, collaboration, and challenging gender stereotypes. In order to accomplish those results, SE had a flexible implementation in terms of duration and roles assignment to become more student-centred, roles were clearly defined to guarantee a safe environment for the children coaches showed an authentic ethic of care, and gender stereotypes were broken through going beyond the equality of opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01