‘Can I do it in my pyjamas?’ Negotiating a physical education curriculum with teenage girls

By Eimear Enright, M. O’Sullivan. 2010

208 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/e0c5d00319235beb9b50070aeec03723df40844c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Physical Therapy, Sports Therapy and Rehabilitation

In Safety Research

In Sociology and Political Science

Citations in the corpus

“I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models (2015, unknown): “…of student-centered models (Jewett et al., 1995; Haerens et al., 2011; Kirk, 2013; Metzler, 2000, 2005, 2011), student-centered forms of inquiry (Enright & O’Sullivan, 2010; Oliver, 2001; Oliver & Kirk, 2014), critical pedagogies (Azzarito, 2010; Macdonald, 2002), and peer-assisted learning…”
Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature (2017, background): “…between their current physical education and sport experiences and future aspects of daily living outside of the school or community setting (Azzarito & Ennis, 2003; Enright & O’Sullivan, 2010; Erhorn, 2014; Kinchin & O’Sullivan, 2003; Leonard, 2014a; Leonard & McShane-Hellenbrand, 2012).”
Towards an activist approach to research and advocacy for girls and physical education (2016, methodology): “One of the things the girls wanted as a non-negotiable was that ‘we have to listen to the teachers because they are listening to us’ (Enright and O’Sullivan 2010a, 211).”
Pedagogical principles that support the prioritisation of meaningful experiences in physical education: conceptual and practical considerations (2021, background): “…about, for example, who they want to play with (Koekoek and Knoppers 2015) through to highly complex and demanding processes of co-constructing the curriculum, including considerations about content, pupil roles, and so on (Enright and O’Sullivan 2010; Lynch, Sutherland, and Walton-Fisette 2020).”
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “One plausible reason for this is that far too many children commence school as unmotivated, uninterested, and disengaged from PE (e.g., Cardinal, Yan, & Cardinal, 2013; Enright & O’Sullivan, 2010; Tischler & McCaughtry, 2011).”
‘Are you listening?’: adolescent girls voice how they negotiate self-identified barriers to their success and survival in physical education (2013, background): “coeducational classes, athletes and high-skilled students, activities offered by teachers, and rules and conditions of the games), formulated by adults, which typically dominate physical education curricula and exclude students from the process of curricular decision-making and implementation and, u”
Hiding behind the camera: social learning within the Cooperative Learning Model to engage girls in physical education (2014, background): “Yet in doing so they fail to acknowledge other subjectivities or factors that impede participation and consequently, the complex issue of engaging all girls in physical education is rarely comprehensively addressed (Wright, 1996 ; Rich, 2003 , 2004 ; Enright & O'Sullivan, 2010 ; Fisette, 2011 ;”