| Title: |
Using Group Concept Mapping to Conceptualize Meaningfulness in Physical Education with Secondary Students |
| Language: |
English |
| Authors: |
Jodi Harding-Kuriger (ORCID 0000-0002-5643-5535); Douglas Gleddie (ORCID 0000-0002-0462-8546); Déirdre Ní Chróinín (ORCID 0000-0002-0920-980X); Sean Lessard (ORCID 0000-0003-3462-6979) |
| Source: |
Journal of Teaching in Physical Education. 2025 44(2):377-386. |
| Availability: |
Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education |
| Descriptors: |
Concept Mapping; Group Activities; Physical Education; Secondary School Students; Foreign Countries; Brainstorming; Experience |
| Geographic Terms: |
Canada |
| DOI: |
10.1123/jtpe.2023-0343 |
| ISSN: |
0273-5024; 1543-2769 |
| Abstract: |
Purpose: As a contribution to the ongoing Meaningful Physical Education (PE) research, this study seeks to understand secondary students' conceptualizations of meaningful PE experiences, using Group Concept Mapping. Methods: Participants were secondary students (n = 55) in an urban sports academy. Conceptualizations of meaningful PE experiences were derived through three main activities using Group Concept Mapping: (a) brainstorming, (b) sorting, and (c) rating for importance. Results: The meaningfulness in PE maps depict synthesized statements distributed across four clusters: kindness, physical activity, fun, and quality education. The most important ideas were: "being treated with respect," "working hard," "having fun," "being active," and "equality." Conclusions: The most significant Meaningful PE statements demonstrated the importance of blending the Meaningful PE features based on school context while making pedagogical decisions following the principles of autonomy and inclusivity. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1468821 |
| Database: |
ERIC |