Citation

Ennis CD, Solmon MA, Satina B, Loftus SJ, Mensch J, McCauley MT. Res. Q. Exerc. Sport 1999; 70(3): 273-285.

Affiliation

Department of Kinesiology, University of Maryland, USA. ce22@umail.umd.edu

Copyright

(Copyright © 1999, American Alliance for Health, Physical Education, Recreation, and Dance)

DOI

10.1080/02701367.1999.10608046

PMID

10522285

Abstract

Urban students often have difficulty engaging in the learning process and affiliating with others. A three-phase research design was used to examine the effectiveness of a high school physical education curriculum reform initiative entitled "Sport for Peace" to enhance student engagement and willingness to interact positively with others. Ten physical educators in six urban schools taught a traditional soccer unit (Phase I) followed by instruction and mentoring in the Sport for Peace curriculum (Phase II). In the third phase of the research, teachers developed and taught a Sport for Peace unit to their students. Data were collected using observation and interview methods and analyzed with constant comparison.

RESULTS suggested that the Sport for Peace curricular structures fostered shared responsibility for learning, trust, respect, and a sense of family. Both high- and low-skilled girls and boys felt successful and responded positively, creating a class community more conducive to engagement and participation.

Language: en