method

INDEPENDENT LEARNING IN PHYSICAL EDUCATION: INFLUENCES ON THE MAINTENANCE OF A PHYSICALLY ACTIVE LIFE STYLE
APRENDIZAJE AUTÓNOMO EN EDUCACIÓN FÍSICA: INFLUENCIA EN EL MANTENIMIENTO DE UN ESTILO DE VIDA FÍSICAMENTE ACTIVO
Eloísa Lorente Catalán
University of Bedfordshire (United Kingdom)/Institut Nacional d‟Educació Física de Catalunya (Spain)
Sport Education
Daryl Siedentop
Values
Orientation
“Pedagogy
Autogestionnaire”
Cathy Ennis
Michel Lobrot
LONGITUDINAL CASE STUDY 12 years
1995/96
1996/97
1997/98
1998/99
2003
2007
Gregory Lapassade
cooperation
affiliation
empathy
self-management
respect
responsibility
Responsibility
Model
agreement
trust
Model based practice
(TPSR)
13-14 years old
“Teaching centred pupils”
Carl Rogers
equity
Don Hellison
make decisions
dialogue
David Kirk
Juan M. Fernández-Balboa
communities of
learning
Ramón Flecha
Spanish Syllabus LOGSE 1990,
LOE 2002, 2007. Secondary
school
Autonomy, habits, participation, respect,
cooperation
Two groups become
one (18)
14-15 years old
New teacher and a “different”
Physical Education
METHODS:
METHODS:
Sporadic
CONTENT ANALYSIS
Documents and unit
OBSERVATION
OBSERVATION-field notes (24
lessons)
reflection
Critical Pedagogy
Two mixed groups (25+25)
STUDENTS‟ QUESTIONNAIRE
Students‟
QUESTIONNAIRE
Teacher‟s
INTERVIEW
One mixed group (18) One mixed group (18) 8 Students:
1 Student:
15-16 years old
21 years old
25 years old
METHOD:
METHOD:
SEMISTRUCTURED
INTERVIEWS
IN-DEPTH
INTERVIEW
METHODS:
Students: 16-17
years old
METHODS:
Sporadic
OBSERVATION
Student‟s
QUESTIONNAIRE
Teacher‟s
INTERVIEW
Sporadic
OBSERVATION
Student‟s
QUESTIONNAIRE
Teacher‟s
INTERVIEW
Student‟s interviews
Teacher‟s IN-DEPTH
INTERVIEW
Under teacher’s influence
Outside teacher’s influence
“I have learned to know what is good for my body and what is bad, I have learned to mix with others much more, I have learned to live healthily, educating my
physical self is to educate my life, my mind, my body, my health, I have no words to tell everything that Physical Education has contributed in my life". (Javier, 21 years old)
FINDINGS
PRACTICE OF PHYSICAL ACTIVITY : High awareness of the need for physical activity in order to
maintain a healthy and active lifestyle.
HABITS
Most study participants (6 from 8) still practice some form of exercise recognizing the influence of
school Physical Education lessons in their decision to practice.
- According to Peter Hastie (2010), to develop a notion of “me as a mover” we need to promote positive experiences,
a good perception of one‟s own competence and opportunities to engage in physical activity and, in researching it,
matching these characteristics with outside engagement, perceptions of success, motivation, and the probability of
continuous engagement.
TYPE OF PHYSICAL ACTIVITY: collective (4) individual (2) taking place in a sport club, fitness club or in
a swimming pool.
-Former students‟ interviews showed behaviours and thoughts very close to the Spanish Syllabus intentions and the
teacher‟s beliefs. There is evidence of impact.
REASONS TO PRACTICE: release tension, improve strength, fun, connect with friends, make new
friends, disconnect from problems, feel good about themselves, burn calories or maintain weight.
- Most continued to engage in the practice of physical activity. Lifelong participation?
TYPE OF PHYSICAL ACTIVITY: Most prefer organised practice to autonomous practice. Reasons: a
greater commitment with the activity and the relational aspect, but they feel confident to manage their
own practice. 5 former students have led groups related with physical activity.
AUTONOMY
RESPECT
CONCLUSIONS
IMPACT OF SELF MANAGEMENT: Students recognised the influence of the self-management lessons:
"It‟s helped to me to organise the time, both levels, studies and leisure. A study schedule for me
consists in three parts as a session: warm-up (read agenda), session (study), calm down (refreshed and
rested). In terms of free time, now I don‟t already get bored, I am always thinking „what could I do?‟.”
RESPECT FOR ONESELF: Most reject and stay outside of drugs or diseases related to eating habits as an
indicator of moral autonomy and respect for themselves. Only one recognised having developed some
bad habits, but however, when he felt wasn’t fit he applied to join a gym. This person recognised physical
activity habits changed when the habits of his friendship group changed.
Acknowledgments: D. Kirk, A. Joven, E.L (teacher) and the students participants on this research
- Former students recognised usefulness of the self-management experience to become more autonomous.
- To become more autonomous is not enough to ensure that students enjoy and wish to do physical activity and to
keep this desire outside the influence of the teacher. They also need to have sufficient resources, autonomy and self
confidence to self-regulate their behaviour accordingly.
-The results of this longitudinal investigation corroborate findings from other researchers (Cardon, G. M., Haerens, L.
E., Verstraete, S., & de Bourdeaudhuij, I., 2009; Dowda, M. C., Sallis, J. F., McKenzie, T. L., Rosengard, P. R. & Kohl,
H. W.,2005), i.e. an increase of awareness and motivation for practicing physical activity, greater autonomy for
choose an activity to suits one‟s own characteristics, and increased confidence in oneself to self-regulate their
behaviour when it deviates from what is desirable.
- It is commonly accepted that physical education should have an important influence in the maintenance a physical
active life. Nevertheless, according to Kirk (2010) Physical Education has failed to achieve the goal of lifelong
participation for a majority of adults. We need to engage in “radical reform” if we do not want a future that is
“more of the same” or, perhaps, the “extinction” of Physical Education.
- Cardon, G.M.; Haerens, L.L.; Verstraete, S. & Bourdeaudhuij (2009) Perceptions of a School-Based Self management Program Promoting and Active Lifestyle Among Elementary Schoolchildren, Teachers and Parents.
Journal of Teaching in Physical Education, 28, 141-154. Human Kinetics, Inc.
- Hastie, P. (2010) 'Putting pedagogy back into sport pedagogy research: A case for more applied research in physical education„, paper presented in the SIG BERA .Invisible College. U.Warwick .
- Kirk, D. (2010). Physical Education Futures. Routledge. London and New York.
- Lorente, E. (2005) Autogestión en Educación Física. Un estudio de caso en Secundaria. Tesis doctoral. Universidad de Barcelona.
- Lorente,E & Joven,A (2009) Autogestión: Una investigación etnográfica. Cultura & Educación. 21. 67-69.
- Marcoux, M., Sallis, J.F., McKenzie, T.L., Marshall, S., Armstrong, C.A., & Goggin, K.J.(1999). Process evaluation of a physical activity self-management program for children: SPARK.Psychology & Health, 14, 659–677.