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The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland

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dc.contributor.author Coulter, Maura
dc.contributor.author Scanlon, Dylan
dc.contributor.author MacPhail, Ann
dc.contributor.author O'Brien, Wesley
dc.contributor.author Belton, Sarahjane
dc.contributor.author Woods, Catherine B.
dc.date.accessioned 2020-10-20T09:10:21Z
dc.date.issued 2020
dc.identifier.citation Coulter M.;Scanlon D.;MacPhail A.;Oâ Brien W.;Belton S.;Woods C. (2020) 'The (mis)alignment between young peopleâ s collective physical activity experience and physical education curriculum development in Ireland'. Curriculum Studies In Health And Physical Education, . en_US
dc.identifier.issn 2574-2981
dc.identifier.uri http://hdl.handle.net/10344/9345
dc.description peer-reviewed en_US
dc.description.abstract Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Framed in the work of Fullan, M. (1991. The New Meaning of Educational Change. Toronto: Teachers College Press) and Dewey, J. (1997. Experience and Education. New York, NY: Touchstone), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; provision of activities that are both competitive and non-competitive; activities focused on team sport and alternative forms of movement such as yoga; differentiated activities and teams and choice, beyond choosing between team sports only. We argue that the young person’s voice has the potential to inform policy and practice, as well as enforce and advocate for policy and practice that positions young people at the centre of the learning experience. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Curriculum Studies in Health and Physical Education; 11 (3), pp. 204-221
dc.rights This is an Author's Accepted Manuscript of an article whose final and definitive form, the Version of Record, has been published in the Curriculum Studies in Health and Physical Education 2020 copyright Taylor & Francis, available online at: https://doi.org/10.1080/25742981.2020.1808493 en_US
dc.subject curriculum development en_US
dc.subject meaningful experiences en_US
dc.subject physical activity en_US
dc.subject Physical education en_US
dc.subject sport en_US
dc.subject student voice en_US
dc.title The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2020-10-20T08:57:47Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1080/25742981.2020.1808493
dc.contributor.sponsor Sport Ireland en_US
dc.contributor.sponsor Healthy Ireland and Sport Northern Ireland en_US
dc.date.embargoEndDate 2022-02-19
dc.embargo.terms 2022-02-19 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2965910
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Curriculum Studies In Health And Physical Education
dc.description.status peer-reviewed


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