Implementing a critical inquiry approach in HPE

Research output: Contribution to conferenceAbstractOther

Abstract

If we are to respond to international calls for the design of more meaningful experiences for young people within Health and Physical Education (HPE), more is needed to understand how teachers and students engage with authentic inquiry-based approaches within HPE. This project builds on a series of pilot studies where teachers were encouraged to support students to identify, research and take action on a range of physical activity issues that students identified as important to them and their community members. This paper explores teacher and learner engagement, assessment approaches linked to knowledge outcomes, and the establishment of community stakeholder collaborations as part of a unit of work called Take Action. Researchers, as embedded participants within a year 10 HPE classroom, drew on a range of teacher and student interview data, student produced work samples and field notes to explore the teaching and learning context. Results revealed struggles and successes that give insight into the benefits and the challenges associated with implementing authentic inquiry-based pedagogies in HPE. Overall, students highly valued the opportunity to identify and work on an issue they felt had relevance to their lived experiences of physical activity. Teachers and students benefit greatly through establishing early links with community members who have a stake in the student identified issues. Greater support is needed for HPE teachers to: implement authentic inquiry-based pedagogies; facilitate the development of learning outcomes linked with formal and informal assessment through authentic inquiry-based approaches and; to foster community stakeholders as learning allies in inquiry-based learning. Authentic, inquiry-based pedagogies show significant promise if HPE is to provide a more inclusive, engaging and educationally substantive contribution to learning.
Original languageEnglish
Publication statusPublished - 2015
EventACHPER International Conference 2015 - Prince Alfred College, Adelaide, Australia
Duration: 13 Apr 201515 Apr 2015
Conference number: 29th

Conference

ConferenceACHPER International Conference 2015
Abbreviated titleACHPER 2015
CountryAustralia
CityAdelaide
Period13/04/1515/04/15

Keywords

  • critical inquiry
  • physical education
  • Health and Physical Education
  • Pedagogy

Cite this

O'Connor, J., Alfrey, L., & Jeanes, R. (2015). Implementing a critical inquiry approach in HPE. Abstract from ACHPER International Conference 2015, Adelaide, Australia.
O'Connor, Justen ; Alfrey, Laura ; Jeanes, Ruth. / Implementing a critical inquiry approach in HPE. Abstract from ACHPER International Conference 2015, Adelaide, Australia.
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abstract = "If we are to respond to international calls for the design of more meaningful experiences for young people within Health and Physical Education (HPE), more is needed to understand how teachers and students engage with authentic inquiry-based approaches within HPE. This project builds on a series of pilot studies where teachers were encouraged to support students to identify, research and take action on a range of physical activity issues that students identified as important to them and their community members. This paper explores teacher and learner engagement, assessment approaches linked to knowledge outcomes, and the establishment of community stakeholder collaborations as part of a unit of work called Take Action. Researchers, as embedded participants within a year 10 HPE classroom, drew on a range of teacher and student interview data, student produced work samples and field notes to explore the teaching and learning context. Results revealed struggles and successes that give insight into the benefits and the challenges associated with implementing authentic inquiry-based pedagogies in HPE. Overall, students highly valued the opportunity to identify and work on an issue they felt had relevance to their lived experiences of physical activity. Teachers and students benefit greatly through establishing early links with community members who have a stake in the student identified issues. Greater support is needed for HPE teachers to: implement authentic inquiry-based pedagogies; facilitate the development of learning outcomes linked with formal and informal assessment through authentic inquiry-based approaches and; to foster community stakeholders as learning allies in inquiry-based learning. Authentic, inquiry-based pedagogies show significant promise if HPE is to provide a more inclusive, engaging and educationally substantive contribution to learning.",
keywords = "critical inquiry, physical education, Health and Physical Education, Pedagogy",
author = "Justen O'Connor and Laura Alfrey and Ruth Jeanes",
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note = "ACHPER International Conference 2015, ACHPER 2015 ; Conference date: 13-04-2015 Through 15-04-2015",

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O'Connor, J, Alfrey, L & Jeanes, R 2015, 'Implementing a critical inquiry approach in HPE' ACHPER International Conference 2015, Adelaide, Australia, 13/04/15 - 15/04/15, .

Implementing a critical inquiry approach in HPE. / O'Connor, Justen; Alfrey, Laura; Jeanes, Ruth.

2015. Abstract from ACHPER International Conference 2015, Adelaide, Australia.

Research output: Contribution to conferenceAbstractOther

TY - CONF

T1 - Implementing a critical inquiry approach in HPE

AU - O'Connor, Justen

AU - Alfrey, Laura

AU - Jeanes, Ruth

PY - 2015

Y1 - 2015

N2 - If we are to respond to international calls for the design of more meaningful experiences for young people within Health and Physical Education (HPE), more is needed to understand how teachers and students engage with authentic inquiry-based approaches within HPE. This project builds on a series of pilot studies where teachers were encouraged to support students to identify, research and take action on a range of physical activity issues that students identified as important to them and their community members. This paper explores teacher and learner engagement, assessment approaches linked to knowledge outcomes, and the establishment of community stakeholder collaborations as part of a unit of work called Take Action. Researchers, as embedded participants within a year 10 HPE classroom, drew on a range of teacher and student interview data, student produced work samples and field notes to explore the teaching and learning context. Results revealed struggles and successes that give insight into the benefits and the challenges associated with implementing authentic inquiry-based pedagogies in HPE. Overall, students highly valued the opportunity to identify and work on an issue they felt had relevance to their lived experiences of physical activity. Teachers and students benefit greatly through establishing early links with community members who have a stake in the student identified issues. Greater support is needed for HPE teachers to: implement authentic inquiry-based pedagogies; facilitate the development of learning outcomes linked with formal and informal assessment through authentic inquiry-based approaches and; to foster community stakeholders as learning allies in inquiry-based learning. Authentic, inquiry-based pedagogies show significant promise if HPE is to provide a more inclusive, engaging and educationally substantive contribution to learning.

AB - If we are to respond to international calls for the design of more meaningful experiences for young people within Health and Physical Education (HPE), more is needed to understand how teachers and students engage with authentic inquiry-based approaches within HPE. This project builds on a series of pilot studies where teachers were encouraged to support students to identify, research and take action on a range of physical activity issues that students identified as important to them and their community members. This paper explores teacher and learner engagement, assessment approaches linked to knowledge outcomes, and the establishment of community stakeholder collaborations as part of a unit of work called Take Action. Researchers, as embedded participants within a year 10 HPE classroom, drew on a range of teacher and student interview data, student produced work samples and field notes to explore the teaching and learning context. Results revealed struggles and successes that give insight into the benefits and the challenges associated with implementing authentic inquiry-based pedagogies in HPE. Overall, students highly valued the opportunity to identify and work on an issue they felt had relevance to their lived experiences of physical activity. Teachers and students benefit greatly through establishing early links with community members who have a stake in the student identified issues. Greater support is needed for HPE teachers to: implement authentic inquiry-based pedagogies; facilitate the development of learning outcomes linked with formal and informal assessment through authentic inquiry-based approaches and; to foster community stakeholders as learning allies in inquiry-based learning. Authentic, inquiry-based pedagogies show significant promise if HPE is to provide a more inclusive, engaging and educationally substantive contribution to learning.

KW - critical inquiry

KW - physical education

KW - Health and Physical Education

KW - Pedagogy

M3 - Abstract

ER -

O'Connor J, Alfrey L, Jeanes R. Implementing a critical inquiry approach in HPE. 2015. Abstract from ACHPER International Conference 2015, Adelaide, Australia.