The intervention study on the topic of health focuses on two phenomena: (1) teaching is an important factor influencing students’ learning. (2) School research has shown that top-down interventions are often not sustainable. Therefore, the aim of the study is to change teaching behavior by a participatory intervention approach in the sense of the sport didactical demand and thus to improve sport-related health competence of students. The one-year intervention consisted of a participatory planning process in which various stakeholders (including amongst others physical education [PE] teachers, students, and scientists) designed and implemented health measures for physical education. The evaluation follows a mixed-methods design. Planning protocols as well as interviews and video observations of eight teachers (pre-post-test design) were analyzed qualitatively by content analysis, while the sport-related health competence of the students (n = 233) was evaluated quantitatively with a standardized questionnaire in a pre-post-test design. The results show that those students who benefit most in terms of sport-related health competence are those who, on the one hand, have teachers who are able to arrange competence-oriented teaching-learning situations in PE and who have a holistic, salutogenetic and integrative understanding of health and, on the other hand, attend a school in which a participatory planning process can be implemented on the basis of framework conditions. Thus, the results confirm previous findings on the importance of teachers’ role for students’ learning and show the potential of participatory approaches in school settings.
|School:||Universitaet Bayreuth (Germany)|
|Source:||DAI-C 81/4(E), Dissertation Abstracts International|
|Subjects:||Physical education, Curriculum development, Health education|
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