CoChat
Sign Up
Cited by 221Physical Education and PedagogyParticipatory Visual Research MethodsChildren's Rights and Participation

The DOI matches its Crossref record; 52 of the 53 references it cites were found in a registry or an index.

‘Can I do it in my pyjamas?’ Negotiating a physical education curriculum with teenage girls

Enright, Eimear, O'Sullivan, Mary·2010·European Physical Education Review
DOI 10.1177/1356336x10382967
Open this paper in CoChat — free account

Abstract

The data for this paper were generated during a three-year, Participatory Action Research project, with 41 15—19-year-old female co-researchers and activists, within and beyond the walls of a secondary school. The purpose of the larger study was to work with these students to understand and transform their self-identified barriers to physical education (PE) engagement and physical activity participation. The focus of this paper is on one of the transformation sites, the students’ formal PE curriculum. Participatory Action Research (PAR) constituted the theoretical, pedagogical and methodological framework for this study. The specific questions we seek to address in this paper are what does a negotiated PE curriculum process look like, and how does students’ increased involvement in curricular decision-making impact on their engagement with physical education. Data for this paper were generated through individual and group conversations with five student researchers and curriculum designers during the first year of the study. These conversations were guided by participatory research artefacts (e.g. photographs, posters). Findings suggest that participatory approaches to research and curriculum-making can serve to promote students’ meaningful engagement in the critique and the reimagining of their PE and physical activity experiences. The girls in this study, when provided with guidance and encouragement, rose to the challenge and took ownership of their learning, and doing so was a positive, energizing and exciting experience for them and one in which deep learning occurred and deep insights were produced. Negotiating the curriculum was not without challenge however, and both students and adult allies needed support in persevering beyond the transition and the novelty of initial excitement.

Overview

Integrity signals

Registry

Crossref · 10.1177/1356336x10382967

Cites

52 of 52 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 53 references

Research works printed but not linked: 19

  1. Department of Education and Science (DES) and National Council of Curriculum and Assessment (NCCA), 2000, Leaving Certificate Applied: Leisure and Recreation Syllabus
  2. Department of Education and Science (DES) and National Council of Curriculum and Assessment (NCCA), 2003, Junior Cycle Physical Education Syllabus
  3. Enright E., 2010, Carving a new order of experience with young people in physical education: Participatory Action Research as a pedagogy of possibility
  4. Erickson F., Shultz J. ( 1992) Students’ experiences of the curriculum. In: Jackson PW (ed.) Handbook of Research on Curriculum. New York: Macmillan, 465-85.
  5. Fine M., Torre ME ( 2005) Researching and resisting: democratic policy research by and for youth. In: Ginwright S, Noguera P, and Cammarota J (eds) Beyond Resistance! Youth Activism and Community Change. New York: Routledge, 269-85.
  6. Fine M., 2001, Critical Psychology: The International Journal of Critical Psychology, 2, 145
  7. Flintoff A., 2009, The contribution of feminist thought to physical education and school sport
  8. Flintoff A., 2001, Education and Society, 6, 5
  9. Glasby T., 2004, Negotiation the curriculum: challenging the social relationship in teaching
  10. Kirk D., 2000, Towards Girl-Friendly Physical Education. The Nike/Youth Sport Trust Girls in Partnership Project, Final Report
  11. Linnan L., Paper presented at the 129th Annual Meeting of American Public Health Association
  12. National Council of Curriculum and Assessment (NCCA), 2009, Leaving certificate applied: a look into the current provision of LCA in schools
  13. Nieuwenhuys O., 2004, Participatory action research in the majority world
  14. Oliver K., 2001, Education and Society, 6, 143
  15. Reason P. ( 1998) Three approaches to participative inquiry. In: Denzin NK, Lincoln YS (eds) Strategies of Qualitative Inquiry. London: SAGE, 261-91.
  16. Rich E., 2003, British Journal of Physical Education, 34, 46
  17. Satina B., 1998, Journal of Teaching in Physical Education, 3, 181
  18. Scraton S., 1992, Shaping up to Womanhood: Girls and Physical Education
  19. Torre ME, 2005, Amnesty International’s Human Rights Education: The Fourth R, 15, 4

Cited by

Sorted by citations

Items 101–200 of 212

Related

See all

Metadata

Authors
Enright, E., & O'Sullivan, M.
Affiliations
  • University of Limerick (IE)
  • University of Limerick, Ireland
Corresponding author
Enright, Eimear
ORCID
Enright, Eimear
Venue
European Physical Education Review
Publisher
SAGE Publications
Published
2010-10
Volume
16
Issue
3
Pages
203-222
ISSN
  • 1356-336X (ISSN-L)
  • 1741-2749
DOI
10.1177/1356336x10382967
OpenAlex
W1979518899
Cited by
221
References
53
Citations by year
2026: 11 · 2025: 11 · 2024: 20 · 2023: 24 · 2022: 15 · 2021: 22 · 2020: 23 · 2019: 18 · 2018: 18 · 2017: 11 · 2016: 16 · 2015: 12 · 2014: 7 · 2013: 5 · 2012: 5
FWCI
9.96
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
European Physical Education Review (publishedVersion)
Funders
Irish Research Council for the Humanities and Social Sciences
Topics
  • Social Sciences › Education › Physical Education and Pedagogy
  • Social Sciences › Sociology and Political Science › Participatory Visual Research Methods
  • Social Sciences › Sociology and Political Science › Children's Rights and Participation
Keywords
physical education curriculum, adolescent girls, student participation in curriculum design, participatory action research, barriers to physical activity, student engagement, high school students, co-researchers, student ownership of learning, curriculum negotiation

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review