1. 27/06/2013
1
MOVING FROM WHAT IS TO WHAT MIGHT BE:
DEVELOPING A PEDAGOGICAL MODEL OF
SPORT ADDRESSED TO YOUTH FROM SOCIALLY
VULNERABLE BACKGROUNDS IN BRAZIL
Carla Luguetti
First supervisor: PROF. DR. LUIZ EDUARDO PINTO B. T. DANTAS
Second supervisor: PROF. DR. DAVID KIRK
Methodology
“First View”
Introduction
Pedagogical Models
(Almeida, 2000; Misztal, 2011; Sandford & Duncombe, 2011)
unemployment
poor skills
low
income
poor
housing
bad health
family
breakdown
high crime
environment
combination
of linked
problems
(Abramovay et al., 2002)

2. 27/06/2013
2
(Abramovay et al., 2002; Vignoli, 2001)
This might happen because there is
a lack of motivation and
opportunity for youth who miss
valuable social contacts and look
for compensation
Stigmatisation,
discrimination, self-
perception of
incompetence, low
ambition, lack of
achieved success
(Abramovay et al., 2002; Vignoli, 2001)
disadvantaged
underserved
at-risk
disaffected
marginalized
(Haudenhuyse et al., 2012).
“youth from socially
vulnerable
backgrounds”

3. 27/06/2013
3
(Abramovay et al., 2002)
Sport, art, music and literature
might be a vehicle for critically
understanding the reality in which
these young people live and
maybe minimize the distorted
relationship between youth and
institutions of society
Sport presents a very powerful
tool for engaging young people
from socially vulnerable
backgrounds in organised
context.
(Haudenhuyse et al., 2012; Sport England, 2005)
(Coalter, 2005; McEvoy, MacPhail, & Enright, 2012)
positive youth development
community regeneration
development of human social
capital
potential to decrease incidences of
crime and anti-social behavior
(Haudenhuyse et al., 2012).

4. 27/06/2013
4
Gap between curriculum policy
formulation and practice
(Spaaij & Jeanes, 2012);
Few programs have been developed
with the participation of young
people or the community
(Lawson, 2005) (Haudenhuyse, Theeboom, & Coalter, 2012)
Most programs show a
positivist/reductive vision
of sport
Few programs with a
critical social approach
(Spaaij & Jeanes, 2012)
Although it is observed an increase
of public policies addressed to
social transformation through
sports, there is a lack of empirical
evidence in this area as well as a
development of quality programs
that enable social outcomes to be
achieved.

5. 27/06/2013
5
This study seeks to formalize a pedagogical
model that enables an investigation about
the sport as an opportunity to youths’
engagement through processes of
empowerment. By adopting a Freirean
perspective, it is argued that sport could
be a tool to alleviate the distorted
relationships of young people and society.
Sport can help youth to become critical analysts
of the communities in which they live and
maybe develop strategies to manage those risk
situations by looking for alternatives and
opportunities beyond their current situations.
(Haerens, Kirk, Cardon, & De Bourdeaudhuij, 2011; Kirk, 2013; Metzler, 2011)
Each model provides a
design specification for
teaching and learning,
thus has a potential that
can be confirmed
empirically
Pedagogical Models
Pedagogical Models
Pedagogical models Objectives
Sport Education (Sport Ed)
(Siedentop, Hastie, & Mars, 2011),
Learning to become a competent,
literate and enthusiastic sportsperson
Sport Empowerment (Hastie
& Buchanan, 2000)
Allows for achievement competence,
social responsibility, and personal
empowerment.
Sport for Peace (Ennis, 1999) Focus on conflict negotiation, caring
for other students, and social
responsibility
Teaching Personal and
Social Responsibility
(TPSR) (Hellison, 2011)
helping students take personal and
social responsibility.
Cultural Studies in Physical
Education and Sport
(Kinchin & O’Sullivan, 2003)
Students are informed, watchful, and
have the knowledge, skills, and
confidence to critique physical activity
provision and presentation on local
and national levels.
community
context
individual
empowerment
individual
empowerment
individual
empowerment
Listening and
responding
student voice
youth from socially vulnerable backgrounds
social critique
pedagogy
approaches for listening
and responding young
people’s voices
RQ1: What is the key theme, learning outcomes and critical
elements of a prototype pedagogical model?
RQ2: What processes take place in the collaborative construction of
the key theme, learning outcomes and critical elements?
RQ3: What are the challenges and enablers in the process of
collaborative constructing the key theme, learning outcomes and
critical elements?
RQ4: Can coaches use the critical elements to construct a program
suited to the local context of implementation?
Research questions

6. 27/06/2013
6
Why is it relevant?
• Although some studies have focused on youth participation in the
curriculum design in physical education classes, little attention was
given to sport context;
• Although some studies evaluate sport programs from a social
critique perspective, few studies have sought to develop programs
(e.g. pedagogical models) with those critical social ideas as a
foundation.
• It might be considered that this thesis will be a starting point for
the search for real social outcomes through sport programs which
might have a direct impact in public policy addressed to youth
from socially vulnerable backgrounds.
Methodology
“First View”
Introduction
Pedagogical models
In the traditional everyday practice of PE and sport,
we see teaching and learning of sport techniques
de-contextualised
(Kirk, 2011, 2013)
1994
2004
2011
1995
2010
1978
2004
2010
1986

7. 27/06/2013
7
These writers consider that physical education has
the potential to achievement of a range of
outcomes.
(Haerens et al., 2011)
(Casey & Dyson, 2009; Casey, 2012; Haerens et al., 2011; Jewett et al., 1995; Kirk, 2011, 2013;
Lund & Tannehill, 2005; Metzler, 2011; Tannehill, Mars, & Ann MacPhail, 2013).
Nowadays, many authors
argue that the
pedagogical model is a
way to overcome
traditional teacher-led
practice
(Kirk, 2011)
it has the potential to
contribute to the
achievement of a range of
educational outcomes for
students, across a range of
domains
it has a potential that
can be confirmed
empirically
Use of the term ‘pedagogical’
highlights the interdependence and
irreducibility of learning, teaching,
subject matter and context
(Haerens, et al 2011; Kirk, 2010, Kirk, 2013)
Models-based practice
Pedagogical
model
Instructional models
(Metzler, 2011)
Model-Based Instruction
(Lund et al., 2008)
Main-theme curriculum
models (Tannehill, Mars, &
MacPhail, 2013)
Curriculum Models
(Jewett et al., 1995)
(Haerens, et al 2011; Jewett et al., 1995; Kirk, 2013; Metzler, 2011)
Outcomes
Instruction
Assessment Criteria
Content
Assessment Techniques
pedagogical models
Keytheme
learningoutcomes
criticalelements

8. 27/06/2013
8
Pre-prototype
pedagogical model Using sport as a vehicle to
empower youth from
socially vulnerable
backgrounds to advise
their own strategies to
manage the community
risks and take
opportunities
s
An aware sportsperson has a critical cognitive understanding of
forces and barriers that operates in relation to his/her sport
opportunities in local, school and community context (drugs
trafficking, violence, poverty, and others)
A sportsperson who ‘looks outside the box’ develops
strategies to manage those risks situations, looking for
alternatives and opportunities to his/her development
and specifically, sport development.
A responsible sportsperson shows a range of personal
and social skills to manage emotions and work
collectively in order to promote a democratic
environment and social justice in sport context.

9. 27/06/2013
9
A motor competent sportsperson has enough skills
to participate in sport satisfactorily.
Objectives Learning outcomes
1. Aware
Sportsperson
1.1 youths critically analyse the social factors that influence the
participation in sport in their community (e.g. socio-economic
status, violence, drugs employment, education)
1.2 youths critically analyse the difference between high level
sport and community sports as well as their role and
opportunities in each place.
1.3 youths critically analyse the benefits of leadership and
volunteer work for development of sport in their community.
2. Sportsperson
who “looks
outside the box”
2.1 youths formulates goals and applies strategies together to
enhance participation in lifelong sport in their community
context
2.2 youths identify sport inequities in their community and
propose actions to address them (e.g. improve the quality of
public facilities, higher opportunities to play sport, sports address
to girls)
Objectives Learning outcomes
3. Responsible
Sportsperson
3.1 youths demonstrate fair play behaviours and attitudes
when participating in sport (e.g., respect for self and others,
respect for rules and appropriate emotional responses)
3.2 youths develop collective strategies to manage feelings,
emotions in sport context as well as identify the factors that
contribute to positive relationships with others
3.3 youths demonstrate positive behaviours in sport that
show respect for individual abilities, interests, gender, and
cultural backgrounds (promote social justice)
4. Motor competent
Sportsperson
4.1 youths demonstrate a range of movement skills across
environments and participate in a range of sport activities
4.2 youths adapting appropriate rules, routines, and
procedures while involved in new and familiar sport activities
Critical element Description
Young people’s
choice and voice
Youths have choice and voice in the program
Listening and
responding students’
voice
Coaches must listen and respond to students’ ideas
Awareness of the
culture hegemony
Coaches and youths must talk about culture
hegemony of sports in their context (see beyond the
obvious)
Community of sports
(clubs)
Coaches and youths must preserve a democratic
sport environment, enhancing community
involvement
Leadership Coaches must guarantee opportunities and spaces
for leadership
Methodology
“First View”
Pedagogical Models
Introduction
Pre-prototype pedagogical model
PHASE 1 - Me as researcher with coaches
will collaboratively create the key theme,
learning outcomes and critical elements of a
prototype pedagogical model by considering
young’s people voice
PHASE 2 - Coaches will use a prototype
pedagogical model to construct the programs
suited to their local context

10. 27/06/2013
10
• Participatory action research (PAR) or Activist research
• PAR is explicitly political premised on the notion that
marginalized people can transform their realities
through education, research, action and reflection
• Youth in PAR is encouraged to be critical analysts of the
communities and societies in which they live.
Methodology Participatory Action
research
(Enright & O’Sullivan, 2010; Fine,2007; Oliver, 2010).
Methodology Setting
• 250 children and young
people (aged between
6 and 15 years old -
mixed gender classes)
• This football project,
called ‘Fundação
SETTAPORT’, has
existed since 2008 and
is a non-governmental
organization
Methodology Setting
Group 4 (13 to 15 years old)
Group 1 (6 to 8 years old)
Group 2 (9 to 10 years old)
Group 3 (11 to 12 years old)
Figure: Areas of social vulnerability in Santos city
Figure: Areas of social vulnerability in Guarujá city
Phase 1: Creating a key theme, learning outcomes and critical
elements of the prototype pedagogical model
Methodology Design
COACHES’ WORK SESSIONS YOUTHS’ WORK SESSIONS
30 youths between 13 and 15 years old - Saboó site
Tuesdays – classes will be extended 45 minutes
3 coaches and a Pedagogic coordinator
Fridays – 1 hour

11. 27/06/2013
11
Student Centered Inquiry as Curriculum
What Facilitated and
Hindered
•Interests • Motivation
•Learning
Building the Foundation
Analyzing the
Responses
Listening to Respond
Through Debriefing with High School
and College Students
Planning
Responding
to Students
Reflect
Reflect
Analyze
Data
Teach/
Observe
(Oliver et al., 2009; Oliver & Hamzeh, 2010; Oliver & Oesterreich, 2012; Oliver, 2012)
Youth’s
biographies
Youth’s barriers and facilities to do sport in
the sport project, in the neighborhood and
the community context
Youth’s perceptions about
football lessons
Methodology PHASE 1
Phase 2: Coaches use the key theme, learning outcomes and critical
elements to construct a program suited to the local context
Methodology PHASE 2
Saboó
Vila Nova
Estuário
Jardim
Conceiçãozinha
Methodology DATA COLLECTION
The purpose of this study is to develop a prototype pedagogical model for working with socially
vulnerable young people
RQ1: What is the key theme, learning outcomes and critical elements of a prototype for a pedagogical
model?
RQ2: What processes take place in the collaborative construction of the key theme, learning outcomes
and critical elements?
RQ3: What are the challenges and enablers in the process of collaboratively constructing the key
theme, learning outcomes and critical elements?
RQ4: Can coaches use the critical elements to construct a program suited to the local context of
implementation?
PHASE 1 (RQ: 1,2,3) PHASE 2 (RQ: 2,3,4)
Field journal/observation Field journal/observation
Audio record youths’ work sessions Audio record coaches’ work sessions
Audio record coaches’ work sessions Individual coaches’ interviews
Individual coaches’ interviews Coaches’ lessons reflection
All of student generated work Video recorded Lessons
Table: Research Questions (RQs) and instruments, respectively
• inductive analysis and constant comparison
will be used (Lincoln & Guba 1985).
Methodology Analysis