This document provides an overview of a study aimed at developing a pedagogical model for using sport to empower youth from socially vulnerable backgrounds in Brazil. The study will take place in two phases: 1) Collaboratively creating the key theme, learning outcomes, and critical elements of a prototype model with coaches and youth. 2) Coaches using the prototype model to construct programs suited to their local contexts. The study will use a participatory action research methodology, collecting data from observations, interviews, and work sessions with coaches and youth to understand the process and outcomes of collaboratively developing and implementing the pedagogical model.
Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Car...William Kritsonis
Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Carolyn Barber, NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL, 26(1&2) 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Car...William Kritsonis
Shirley Marie McCarther, Donna M. Davis, Johanna Nisson, Jacob Marszalek, Carolyn Barber, NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL, 26(1&2) 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
The Common Core State Standards (CCSS) were developed through a collaborative effort by educators from all fifty states so that a clear concise set of uniform standards are available to guide K-12 instruction in the United States. Previous to the CCSS no such document existed in the United States. Thus, the CCSS are relatively new and some in the educational community welcome them with open arms while others hesitate to endorse them. This paper researched these divergent perspectives and found that research on educational change can point out the problems and benefits connected to CCSS. Some of this information targets the standards directly and some indirectly. A review of research literature helped present insights with some possible strategies for those who are eager to implement them and those who hesitate to embrace them as both groups work towards the implementation of CCSS which are now mandated by a majority of the 50 states. These insights suggest that implementation of the CCSS should be gradual and well supported so that all educators are adequately prepared and can help facilitate the changes CCSS will require.
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Fostering Ethical Behavior and Culture In Nigeria Schoolsinventionjournals
ABSTRACT : The paper highlights the range of ethical behaviour problems of school personnel that frequently confront educational leaders. It seeks to highlight and proffer solutions to problems associated with lack of trust, lack of proper value orientation; lack of integrity and responsibility in, and of school organization. It also seeks to recommend measures for building and sustaining school corporate ethics and values. Ethics and relevant moral values should be transmitted, promoted and protected as the school corporate culture by words of mouth indoctrination and power of tradition, and by setting forth a code of ethics and values in written document. Once set forth, they should be ingrained in the school policies, practices and actual conduct; they should not be window dressing or just a show. Values and code of ethics should be implemented by incorporating the statement into staff and students’ training and educational programmes; giving explicit attention to values and ethics in recruiting and hiring or screening out applicants who lack compatible character traits, communication of values and ethics code to all employees and students and explaining compliance procedures. Most important of all is strong leadership commitment and endorsement of excellent ethical examples in their own behavior – Principal must be able to reprimand those who have been laxed in monitoring and enforcing ethical compliance and must not hesitate to remove, or recommend removal of people who are guilty of violation. When successful implemented, ethics improves the organisation’s survival prospects, enhances its mission achievement opportunities and its reputation.
The study focused on finding out the psychological disposition of university student teachers on the functional capacity of the educational system in Nigeria and its impact on national development. The research design employed was survey method. Three hypothesis were raised and tested at 0.05 alpha level of significance. The population of the study includes all the 200 level students’ teachers of Ahmadu Bello
University Zaria and Othman Danfodio University Sokoto which is made up 2,058 students. 200 participants were selected for the study using simple random sampling model. Instrument used for the study was a self - developed questionnaire. Correlational analysis was employed in analyzing the data collected.
The study revealed from all indications that there is a significant relationship between student teachers psychological disposition and functional education in Nigeria. Students’ perception positively correlated with functional education. Attitude was found to positively relate with functional education. By implication, the system demands more proactive practical approach in order to make it more functional so as to fit into the current global trend in education. The recommendation is that the functional level of Nigerian
education should be increased.
Managing Guidance and Counselling Services for Patriotism and Values Re-Oriet...ijtsrd
The study investigated managing guidance and counselling services for patriotism and values re-orientation among the students of colleges of education in Ankpa education zone of Kogi state. Two research questions guided the study. The study adopted descriptive research design. A sample of 300 students was randomly selected for the study. Students Patriotism and Values Adherence Level Parameter SPLP and Students Values Adherence Parameter SVAP were used as instruments. The data collected were analyzed using mean and standard deviation. The cumulative analysis of mean and standard deviation for research question one shows the calculated values of 3.56 and 0.05 revealing that guidance counselling services does not influence students level of patriotism in colleges of education in Ankpa education zone. The cumulative analysis of mean and standard deviation for research question two shows the calculated values of 1.77 and 0.19 revealing that management of guidance counselling services influence colleges of education students in the practice of the societal values in Ankpa education zone of Kogi state to a little extent. It was recommended that guidance counselling services should be given top priority by the stakeholders in education industry to enhance the level of students patriotism and strict adherence to practices of Nigerian values. Yakubu Hassan | Shaibu Leonard "Managing Guidance and Counselling Services for Patriotism and Values Re-Orietation among the Students of Colleges of Education in Ankpa Education Zone of Kogi State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21463.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21463/managing-guidance-and-counselling-services-for-patriotism-and-values-re-orietation-among-the-students-of-colleges-of-education-in-ankpa-education-zone-of-kogi-state/yakubu-hassan
The Common Core State Standards (CCSS) were developed through a collaborative effort by educators from all fifty states so that a clear concise set of uniform standards are available to guide K-12 instruction in the United States. Previous to the CCSS no such document existed in the United States. Thus, the CCSS are relatively new and some in the educational community welcome them with open arms while others hesitate to endorse them. This paper researched these divergent perspectives and found that research on educational change can point out the problems and benefits connected to CCSS. Some of this information targets the standards directly and some indirectly. A review of research literature helped present insights with some possible strategies for those who are eager to implement them and those who hesitate to embrace them as both groups work towards the implementation of CCSS which are now mandated by a majority of the 50 states. These insights suggest that implementation of the CCSS should be gradual and well supported so that all educators are adequately prepared and can help facilitate the changes CCSS will require.
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Fostering Ethical Behavior and Culture In Nigeria Schoolsinventionjournals
ABSTRACT : The paper highlights the range of ethical behaviour problems of school personnel that frequently confront educational leaders. It seeks to highlight and proffer solutions to problems associated with lack of trust, lack of proper value orientation; lack of integrity and responsibility in, and of school organization. It also seeks to recommend measures for building and sustaining school corporate ethics and values. Ethics and relevant moral values should be transmitted, promoted and protected as the school corporate culture by words of mouth indoctrination and power of tradition, and by setting forth a code of ethics and values in written document. Once set forth, they should be ingrained in the school policies, practices and actual conduct; they should not be window dressing or just a show. Values and code of ethics should be implemented by incorporating the statement into staff and students’ training and educational programmes; giving explicit attention to values and ethics in recruiting and hiring or screening out applicants who lack compatible character traits, communication of values and ethics code to all employees and students and explaining compliance procedures. Most important of all is strong leadership commitment and endorsement of excellent ethical examples in their own behavior – Principal must be able to reprimand those who have been laxed in monitoring and enforcing ethical compliance and must not hesitate to remove, or recommend removal of people who are guilty of violation. When successful implemented, ethics improves the organisation’s survival prospects, enhances its mission achievement opportunities and its reputation.
The study focused on finding out the psychological disposition of university student teachers on the functional capacity of the educational system in Nigeria and its impact on national development. The research design employed was survey method. Three hypothesis were raised and tested at 0.05 alpha level of significance. The population of the study includes all the 200 level students’ teachers of Ahmadu Bello
University Zaria and Othman Danfodio University Sokoto which is made up 2,058 students. 200 participants were selected for the study using simple random sampling model. Instrument used for the study was a self - developed questionnaire. Correlational analysis was employed in analyzing the data collected.
The study revealed from all indications that there is a significant relationship between student teachers psychological disposition and functional education in Nigeria. Students’ perception positively correlated with functional education. Attitude was found to positively relate with functional education. By implication, the system demands more proactive practical approach in order to make it more functional so as to fit into the current global trend in education. The recommendation is that the functional level of Nigerian
education should be increased.
Managing Guidance and Counselling Services for Patriotism and Values Re-Oriet...ijtsrd
The study investigated managing guidance and counselling services for patriotism and values re-orientation among the students of colleges of education in Ankpa education zone of Kogi state. Two research questions guided the study. The study adopted descriptive research design. A sample of 300 students was randomly selected for the study. Students Patriotism and Values Adherence Level Parameter SPLP and Students Values Adherence Parameter SVAP were used as instruments. The data collected were analyzed using mean and standard deviation. The cumulative analysis of mean and standard deviation for research question one shows the calculated values of 3.56 and 0.05 revealing that guidance counselling services does not influence students level of patriotism in colleges of education in Ankpa education zone. The cumulative analysis of mean and standard deviation for research question two shows the calculated values of 1.77 and 0.19 revealing that management of guidance counselling services influence colleges of education students in the practice of the societal values in Ankpa education zone of Kogi state to a little extent. It was recommended that guidance counselling services should be given top priority by the stakeholders in education industry to enhance the level of students patriotism and strict adherence to practices of Nigerian values. Yakubu Hassan | Shaibu Leonard "Managing Guidance and Counselling Services for Patriotism and Values Re-Orietation among the Students of Colleges of Education in Ankpa Education Zone of Kogi State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21463.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21463/managing-guidance-and-counselling-services-for-patriotism-and-values-re-orietation-among-the-students-of-colleges-of-education-in-ankpa-education-zone-of-kogi-state/yakubu-hassan
32 Ways a Digital Marketing Consultant Can Help Grow Your BusinessBarry Feldman
How can a digital marketing consultant help your business? In this resource we'll count the ways. 24 additional marketing resources are bundled for free.
Mark O'Sullivan Sheffield Hallam presentation selected slides showMark O Sullivan
Selected slides that are deeply connected as we try to understand and develop learning environments that can influence participation, performance and personal development in child youth sport
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
The current work presents a literature review about life skills, which have been studied for a
long time; however, it was until 1993 when the World Health Organization (WHO) placed them among the 10
basic abilities which allow the individual to develop correctly in various contexts. From that year, a series of
actions were taken to standardize a common language around them and have derived in several promotion and
research around this topic. In many countries of Latin America and Spain, the teaching of life skills have been
incorporated into the basic education and shown good results since its implementation. Regarding higher
education, this proposal can prove promising in view of acknowledging that universities at present do not only
form specialists in a given discipline, but also promote integral development. It isconcluded that teaching life
skills in higher education can aid in the students’ integral development.
Promoting the development of Career Management Skills in career education: mo...Constantinos8
Κυπρο-Ελλαδικό Συνέδριο Συμβουλευτικής και Επαγγελματικής Αγωγής 2022
Teresa M. Sgaramella
FISPPA Department _ University of Padova (Italy)
Teresamaria.sgaramella@unipd.it
O R I G I N A L P A P E RWhat do students want socially wh.docxhopeaustin33688
O R I G I N A L P A P E R
What do students want socially when they arrive at college?
Implications of social achievement goals for social behaviors
and adjustment during the first semester of college
Sungok Serena Shim • Allison M. Ryan
Published online: 20 January 2012
� Springer Science+Business Media, LLC 2012
Abstract This study investigated if the social achieve-
ment goals that students endorsed at the beginning of their
freshman year were associated with social behaviors and
adjustment 6 months later (N = 276; 52% female). Stu-
dents were recruited from a residential hall and Resident
Advisors provided multi-dimensional assessments of stu-
dents’ social behaviors. A social development goal (a focus
on improving social skills and relationships) promoted
adjustment, indicated by a positive association with overall
social competence. A social demonstration-avoid goal (a
focus on avoiding negative judgments) hindered adjust-
ment, indicated by negative associations with overall social
competence, popularity and prosocial behavior and positive
associations with anxious and internalizing behavior. A
social demonstration-approach goal (a focus on gaining
positive judgments) had benefits, as shown by positive
associations with overall social competence and popularity,
and negative associations with anxious behavior, but also
drawbacks for adjustment, as shown by a positive associ-
ation with aggression.
Keywords Social goals � First year in college � Transition
to college � Social motivation � Social adjustment
Introduction
Students face many changes, challenges and opportunities
as they negotiate the transition from high school and home
life to college life (Petruzzello and Motl 2006). When
students arrive at college they meet a myriad of new peo-
ple. Making new friends and establishing positive peer
relationships are important to having a successful first year
in college (Buote et al. 2007; Friedlander et al. 2007; Paul
and Brier 2001). While some students enjoy the new col-
lege social scene, many students struggle in adjusting
socially to college and report feeling lonely, anxious and
lacking positive relationships (Compas et al. 1986; Cutrona
1982; Larose and Boivin 1998). Social and personal growth
is an important benefit of college in its own right but it is
also intricately intertwined with academic adjustment,
satisfaction with the college experience, and ultimately
retention in college (Tinto 1993, 1997). Thus, under-
standing the factors that underlie social adjustment to
college is an important issue.
The aim of the present study is to investigate if the social
achievement goals that students endorse at the beginning of
their freshman year will help explain social behaviors and
adjustment 6 months later. We use an achievement goal
framework to conceptualize students’ social goals (Dweck
1986; Elliot 2005). Social achievement goals concern stu-
dents’ different orientations toward .
Your Prospectus requires that you write about the significance of th.docxtawnyataylor528
Your Prospectus requires that you write about the significance of the research—the “so what?” question. What original contribution will this study make? How will it affect professional practice or other practical application, and how can findings lead to positive social change?
Research results often have social change implications and make a difference in the world. Choosing to conduct research on an area or topic that can do so suggests that you are attempting to be the kind of researcher whose intellectual pursuits are altruistic. Note that one of the required sections of your Dissertation is the implications of your research findings for fostering positive social change. As you design your research plan, identifying implications for social change, it is critical that you examine any related ethical considerations to these social change efforts.
Majchrzak and Markus (2014) write of positive social change resulting from systemic policy research findings, in the sense that it “involves both evidence and meaning to create outcomes that help to change the world” (p. 2). In order to do this, it “requires people to take actions, observe the consequences of those actions, and then change their actions based on feedback” (pp. 2–3), or “learn by doing.” Of course, policy analysis is only one type of research in public policy and administration. Even so, Majchrzak and Markus continue, “We know that it takes passion to change the world, but it takes more than passion to make the world a better place. It takes critical thinking, evidence, meaning, and careful value judgments” (p. 9).
“Social entrepreneurs are not content just to give a fish or teach how to fish.
They will not rest until they have revolutionized the fishing industry.”
(Bill Drayton, CEO, chair and founder of Ashoka)
The factors described by Majchrzak and Markus characterize social entrepreneurship as a means to positive social change. Social entrepreneurs maintain a vision of how to improve a given social condition, transforming systems to create lasting, systemic, and sustainable social impact. Their focus is on the social mission of creating transformative change for complex social problems, such as poverty, illiteracy, lack of affordable housing, economic disparities, human rights abuses, challenges to peace and security, and environmental destruction, to name a few.
Given this vision, they create and apply ideas, strategies, and actions to promote the worth, dignity, and development of individuals, family systems, neighborhoods, communities, organizations, institutions, cultures, and societies—locally, nationally, and globally. As a route to social innovation and social justice, social entrepreneurship is a form of leadership that maximizes the social return on efforts to change the world, while fundamentally and permanently changing the way problems are addressed on a global scale. Social entrepreneurs employ a wide variety of creative approaches and practices from diverse acad.
Similar to Exame de qualificação Phd Carla Luguetti 19/06 (20)
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
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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.
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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
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• 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
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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