Fostering Joy in Elementary Physical Education Classes: A Collaborative Self-Study
Abstract
The following study examined pedagogical approaches to foster joyful experiences for students in elementary physical education. This research evaluated the literature on what teaching strategies support joyful experiences and completed a self-study of practice to evaluate implementation of ‘joy discovery’ strategies to better understand their impact on student experiences. Through critical friend meetings, Ashley and George shared teaching experiences across one school year. Four turning points were identified that supported our teaching for joy and growth as educators: (a) a need to prioritize student centred motor competence, (b) address optimal challenge levels, (c) value of relationships and student voice, and (d) the power of people. Our findings encourage developmentally appropriate movement opportunities, motor skill development and competence development embedded throughout lessons, decision-making with students for social interaction, flexibility in planning based on student feedback and engaging students in discussions and reflective practices to create a space for curiosity and democratic practice.
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