Towards a more equitable and inclusive learning environment in Sport Education: results of an action research-based intervention

• Published in: Sport, education and society education and society, 2017-05, Vol.22 (4), p.460-476
• Main Authors: Farias, Cláudio, Hastie, Peter Andrew, Mesquita, Isabel
• Format: Article
• Language: English
• Subjects: Action Research; Behavior modification; Change agents; Collaboration; Communities of Practice; Discrimination; Education; Educational Environment; Educational Resources; Equity; Focus Groups; Foreign Countries; Gender stereotypes; Grade 7; Grounded Theory; Group dynamics; Inclusion; Inequality; Intervention; Interviews; Leadership; Learning; Learning environment; Legitimate peripheral participation; Membership; Middle School Students; Multiculturalism & pluralism; Participation; Participatory action research; Participatory Research; Physical Education; Physical Education Teachers; Power; Research Methodology; School environment; Seminars; Sexism; Sports; Student behavior; Student Leadership; Students; Teaching; Team Sports; Transformative action
• ISSN: 1357-3322; 1470-1243
• DOI: 10.1080/13573322.2015.1040752

This study was designed to examine and intervene into student behaviours to promote a democratic, inclusive and participatory focus within Sport Education. To achieve an increased understanding of and changes within student behaviours, a collaborative participatory action research methodology was applied to provide voice to students as agents of change. The research progressed throughout an entire school year and was cast in two stages. The first was a season of Basketball that provided some baseline with respect to issues of equity and inclusion. This was followed by an intervention stage (seasons of Handball, Soccer and Volleyball) in which the identified issues were acted upon. Based upon issues unearthed during the action research cycles the intervention focused on legitimating different levels of participation through (1) a reconfiguration of the learning content, peer teaching activities and competition formats, (2) the discussion of inequity, exclusion, gender stereotyping and discrimination emerging from group dynamics within focus groups interviews and (3) the promotion of positive leadership behaviours of the student coaches through leadership seminars conducted outside the gym. By the end of the year, there was significant evidence of inclusive membership accompanied by the development of mutual trust among students and shared contributions towards a common and inclusive goal. A close interrelatedness was found between game competence development, trajectories of participation and sense of membership, the restructuring of power relations and the sharing of knowledge and investment of dominant and higher-skilled students towards more inclusive team goals. The Sport Education curriculum alone was insufficient to dismantle the deeply rooted negative cultural influences of community-based sports that influenced equity and inclusion. However, by planning and implementing a specific intervention that used the educational resources of Sport Education proactively it was possible to promote a more inclusive and equitable learning environment.