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A Changing Culture? Interrogating the Dynamics of Peer Affiliations Over the Course of a Sport ... |
...Education Season
This article focuses on the effects of pupils’ social involvement goals and the peer culture on behaviour and participation in physical education (PE). The extent to which sport education (SE) disrupted peer power relations and reconfigured dominant social groupings is examined and the potential of SE to establish a culture in PE where pupils of both genders value participation in PE and sport is discussed. The article draws on data gathered during a seven-month case study with Year 7 pupils (age 11–13 years) in mixed and single-sex PE classes in one secondary school in the East Midlands as pupils followed their traditional PE curriculum for a term and followed an SE season for an additional term. It explores how peer interaction, acceptance, and rejection contribute to the development of team affiliation. Analysis of the data suggests that the social goals pupils bring to the PE class are important determinants of participation in PE, and that over the course of an SE season the salience of particular goals were gradually modified.
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The role of parents and peers in the leisure activities of young adolescents |
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Zeijl et al investigate the degree to which pre-adolescents as well as
adolescents associate with parents and peers in their leisure time. The
findings partially support theoretical conceptions regarding the
parent-peer orientation of children and teens, but add some important
nuances to these general perspectives.
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A Longitudinal Investigation of Sport Participation, Peer Acceptance, and Self-esteem among ... |
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....Adolescent Girls and Boys
The present investigation was designed to explore the relations between sport participation, peer acceptance, and global self-esteem. Peer acceptance was considered as a possible mediator of the relationship between sport participation and global self-esteem. The sample included girls (N=4,689) and boys (N=5,811) between the ages of 12 and 21 (M=15 years) who were part of the National Longitudinal Study of Adolescent Health. Analyses revealed that peer acceptance partially mediated the relation between sport participation and global self-esteem for girls as well as boys. Findings suggest the importance of considering how sport participation and self-evaluations in particular domains may contribute to global feelings of self-worth. The role of peers in this relationship is discussed in relation to changing social attitudes about girls’ sport participation.
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Regimes of risk: the need for a pedagogy for peer groups |
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Peer groups matter more than we think. In this paper we assert that peer group commitments and affiliations are often the primary social reference in determining the way young people think about and practice risk. It is, we argue, inappropriate to impose adult constructions of risk-taking and anti-social behaviour when trying to assert influence over the decisions and practices young people make in the context of their peers. Prominent in our discussion is a concern that mainstream educational theory and practice focuses disproportionately on the individual and their capacity to make rational and independent choices. We believe that within this individualizing framework, teachers have only a very limited capacity to influence the practices and decisions young people make in the presence of their peers, their friends. To ground this discussion we juxtapose the actions and interactions of two young male peer groups, to highlight their respective constructions of group identity.
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Peer tutoring for inclusion |
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Peer tutoring is a pedagogical technique that has promise to improve outcomes for students with a disability within existing resource constraints. Published empirically-based papers on peer-tutoring were descriptively analysed. Synthesis of these studies revealed that peer tutoring is effective in inclusive physical education contexts. Tables present: Table 1 - a summary of peer-tutoring programs including the authors, tutored (tutees), tutors and tutor selection criterion, type of tutoring, aims and features of the peer-tutor program, tutor training, and findings; Table 2 - reported key features of the tutor training including application or selection procedure, disability awareness, communication techniques, training include tutee, instructional techniques, use of scenarios, tutor tested for understanding, and other features; and Table 3 - the peer tutoring program components to consider. Evidence from these effective studies has been used to provide a set of practical suggestions for implementing school-based peer tutor programs.
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