Young people's views on the nature and purposes of physical education: a sociological analysis

By Andy Smith, Michael Parr. 2007

102 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5ef300611c284af2a21e686de887f3db48fee78c

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In Physical Therapy, Sports Therapy and Rehabilitation

In Sociology and Political Science

Citations in the corpus

Fun and enjoyment in physical education: young people’s attitudes (2011, background): “Previous studies testify that many children and young people regard physical education as non‐educational and consider it to be a release from school life (Goudas and Biddle 1993 ; Flintoff and Scraton 2001 ; Smith and Parr 2006 ).”
The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, background): “Such a pedagogical climate has been shown to enhance boredom, humiliation, marginalisation, passive participation in class and disengagement (Bunker and Thorpe 1982; Carlson 1995; Ennis 1999; Ntoumanis et al. 2004; Mitchell, Oslin, and Griffin 2006; Smith and Parr 2007).”
Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education (2014, unknown): “Second, girls' motives for participating in physical education, which are to a great extent related to the social and affective domains, are largely ignored (Carlson, 1995 ; Laker, 1996 ; Cothran & Ennis, 1999 ; Garrett, 2004 ; Hills, 2007 ; Smith & Parr, 2007 ; Green, 2008 ; Kirk, 2010 ).”
Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature (2017, background): “Consequently, some students interviewed by Smith and Parr (2007) saw physical education as “a break from academic lessons that you have to use your head for” (p. 44).”
Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature (2015, background): “Interactions become promotive of the learning outcomes and focused on the task rather than being mundane and focused on anything and everything but the task (Smith & Parr, 2007).”
Impact of a sustained Cooperative Learning intervention on student motivation (2017, background): “Promotive face-to-face interaction and group processing were identified as the two elements of Cooperative Learning that offered increased opportunities for student interaction, which led to academic learning (Darnis and Lafont 2013; Smith and Parr 2007).”