Inkluderende idrætsundervisning inclusive pe final ecss

S. RostboellInclusive Physical EducationFaculty of Social Science and Pedagogy

Inclusive Physical Education, with a Focus on Autonomy, Competence and Relatedness

Rostboell, S.; Oestergaard, C.; Mouritzen, P.; Hinrichsen, L.; Piaster T.; Gade K.Metropolitan University College, Faculty of Social Science and Pedagogy

Faculty of Social Science and PedagogyS. Rostboell

Basis for the study

The 2014 school reform in Denmark

• Focus on more physical activity• Focus on inclusion


The state of PE in Denmark today1. Lack of clearly stated objectives2. Debate about ball games (competition rather than cooperation)3. Girls participate less than boys4. Lack of co-determination5. PE as a recreational subject rather than a subject that involves

learningThe Danish Evaluation Institute (2004), von Seelen (2012)


Aim of the Study• To study what determines the intrinsic motivation of selected

girls• To study the degree to which a Self-determination Theory

(SDT)-based teaching strategy can enhance the girls’ intrinsic motivation

• To define what inclusive physical education involves


TheorySelf- Determination Theory, SDT (Ryan & Deci 2002)

Sense of Autonomy, Competence and

RelatednessIntrinsic Motivation


Method/empirical data collection

• Non-participatory observation and selection of girls (7 classes) (6th-7th grades), 4 schools

• Focus group interviews (18 girls)Before

• Teaching programmes in PE conducted by six undergraduate students

• Qualitative in-depth interviews (16 girls)• Non-participatory observation (7

classes)

During the 7 weeks

intervention

• Follow up focus group interviews (18 girls)After


Teaching programme requirements

• Pupils must have an opportunity to influence the lesson objectives. (Autonomy)

• Pupils must have an opportunity to reflect on the content and objectives during the course of programme. (Autonomy)

• Pupils must be given an opportunity to achieve selected learning goals for physical education. (Competence)

• Classes must include work that fosters cooperation in groups of different sizes and composition. (Relatedness)

• Instructors must practice appreciative pedagogy in their teaching. (Relatedness)

(Berghe 2014)

Faculty of Social Science and Pedagogy S. Rostboell

ResultsKey findings, SDT

Autonomy• Co-determination• Meaning making

Related-ness

• Cooperation in small groups

• Good relationship with the teacher

Compe-tence

• Suitable challenge• Achievement of skills


Autonomy, quotationsCo-determination“It means something that the teacher listens to wishes about content. Then you’re more active.”

Meaning making“…when you yourself decide, then, of course, you’re also deciding what you want to do (,) and want to learn something more about. For example, if you would like to learn to do the splits, well, so then (,) you learn to do them...it is becoming more exiting..”


Competence, quotationsSuitable challenge “Yes, I actually thought… I also watched them at home one night, then I

watched them all, then I thought how much we’ve learned from the start until now. It’s going much better; that’s really cool.”

(Talking about video takes from the PE class)

Achievement of skills“…I’ve got my own moves under control (,) how I, like, move myself to the music and such (,) I’ve got better balance when I dance, and then I’ve worked well together with somebody I sometimes find a little irritating.”


Relatedness, quotationsCooperation“...I also think that it was because I was, like, playing with someone I knew...”“I think it’s more fun to be put together with somebody you didn’t pick yourself (,) because then if, for example, the person is someone I’m not together with so often (,) then it becomes fun (,) because then you also see how others work.”

Relationship with the teacher“Well, I like that she feels a bit (,) or she feels that she is like a mother to the class, you know? And that’s so (,) then she hugs and kisses you on the forehead and stuff (,) it’s pretty nice.”“…he knows what we’re supposed to do (,) and, like, when we’re going to do it and he doesn’t just say ‘so what do you want to do now?’”


Inclusive PE

Inclusive PE

Variation- activities- methods

Teaching objectives

The teacher- competent

- appreciative- involvedCooperation

in small groups

Achievement of skills

Co-determination


References• Berghe, L. V. D., Vansteenkiste, M., Cardon, G., Kirk, D., Haerens, L. (2014):

Research on self-determination in physical education: key findings and proposals for future research. Physical Education & Sport Pedagogy. Vol. 19 Issue 1, p97-121.

• Danmarks Evalueringsinstitut (2004): Idræt i folkeskolen – Et fag med bevægelse. Danmarks Evalueringsinstitut.

• Deci, E.L., and R.M. Ryan. 2002. Handbook of self-determination research. Rochester: The University of Rochester Press.

• Von Seelen, J. (2012) Læring, praksis og kvalitet i idrætstimerne. Et multiple-case studie. Institut for Idræt og Biomekanik, Syddansk Universitet, Ph.d. afhandling.


Exemplary programmeTarget group

Physical setting

Autonomy Compe-tence

Related-ness

14 immigrant girls7th grade

A small gym with mirrors on the walls

Co-determinationSelf-selected activity (gymnastics)Clear learning objectives

Learning Skills Cooperation

The teacher: competent, involved and appreciativeWork in small groups: Helpfulness, trust and security

“because, um, I think I just felt secure when M also helped me with getting up”

www.phmetropol.dk