Everyone is welcome under the big top: a multiple case study on circus arts instruction in physical education

被引：6

作者：

Bortoleto, Marco A. C. A. ^{[1
]}

Ross, J. J. ^{[2
]}

Houser, Natalie ^{[3
]}

Kriellaars, Dean ^{[3
]}

机构：

[1] Univ Estadual Campinas, Fac Phys Educ, Campinas, Brazil

[2] St James Assiniboia Sch Div, Winnipeg, MB, Canada

[3] Univ Manitoba, Dept Phys Therapy, Winnipeg, MB, Canada

来源：

PHYSICAL EDUCATION AND SPORT PEDAGOGY | 2025年 / 30卷 / 01期

关键词：

Inclusion; implementation; qualitative research; pedagogy; children and youth; LITERACY;

D O I：

10.1080/17408989.2022.2153820

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

PurposeThis study aimed to explore the implementation and impact of circus arts instruction in physical education (PE) classes through a multiple case study design.Data Collection/AnalysisThis multi-site case study explored the implementation and impact of circus arts instruction in PE. Participant observation took place over the course of 16 hours of PE class time in a two-week period. Themes were created by collapsing common observations, following Braun and Clarke's six-step thematic analysis process.FindingsCircus implementation in elementary schools revealed a wide array of benefits to both teaching practices and student experience based on four themes. The themes included: (1) Circus in action: a shift in pedagogy; (2) Teacher training in circus; (3) Facilities and circus equipment; and (4) Pedagogical strategies.ConclusionsWith the integration of physical literacy enriched pedagogical practices, circus arts instruction created a gymnasium space inclusive to all students by addressing a number of barriers often observed in PE related to sex/gender equity, and inclusion of different levels of ability (physical and cognitive). Our findings suggest that circus arts is one of the best known examples of a physical literacy enriched experience, with inclusion at its foundation.

引用

页码：1 / 12

页数：12