View in EDS HTML Full Text PDF Full Text

Students' Perceptions on Three-Way Pedagogical Models Hybridization: Contributing to the Development of Active Identities

Saved in:
Bibliographic Details
Title: Students' Perceptions on Three-Way Pedagogical Models Hybridization: Contributing to the Development of Active Identities
Language: English
Authors: Evangelio, Carlos (ORCID 0000-0001-5461-2588), González-Víllora, Sixto (ORCID 0000-0003-2473-5223), Fernandez-Rio, Javier (ORCID 0000-0002-1368-3723), Peiró-Velert, Carmen (ORCID 0000-0003-4794-6541)
Source: Sport, Education and Society. 2022 27(6):717-731.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 6
Descriptors: Health Education, Physical Education, Cooperative Learning, Athletics, Student Attitudes, Elementary School Students, Grade 5, Grade 6, Foreign Countries, Personal Autonomy, Student Motivation, Self Concept, Competence, Exercise
Geographic Terms: Spain
DOI: 10.1080/13573322.2021.1907327
ISSN: 1357-3322
1470-1243
Abstract: The goal of the present study was to explore Primary Education students' views on their involvement in a three pedagogical models' hybridization (Health-Based Physical Education, Cooperative Learning and Sport Education) based on their common features, links and frameworks (e.g. the influence of the models in the students' basic psychological needs or motivation), as well as their limitations. A total of 115 year-5 and year-6 students (46.09% girls; aged 10-13 years), enrolled in one school in central Spain, agreed to participate. They all experienced the same 'Edu-CrossFit' learning unit (13 lessons, 45 min/each). One teacher-researcher, with more than six years of previous experience on pedagogical models, implemented the learning unit. The study followed a qualitative methodology, and four group interviews (one from each participating class) were conducted at the end of the intervention programme. From the students' responses, and to facilitate the understanding and soundness of the data analysed, four main themes emerged: (a) 'Am I allowed to behave autonomously?': students' views on how to deal with it'; (b) Students' views on cooperating and relating with partners; (c) Students' feelings on their competence and motivation; and (d) 'Not only movers, but informed and habitual movers': building students' active identities. In conclusion, the participating students acknowledged that they had learned to become more autonomous, competent and motivated, to build new relationships and to develop an active identity. A longer-term unit would allow the teacher to know students better and to ensure the consolidation of students' learnings. Therefore, despite some limitations, this hybridization can contribute to shaping habitual, motivated, critical and informed movers.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1354047
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFpmXyhIWGqh_gh3I1ScLRrAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDIlO9EH1ORv6dkYT4QIBEICBmwuI6Nd0IwXhc0Z2UnivVbQvek9v2g3-h1tqDKl-88TCAQHsy0CSiBlR0hIvMkEhmI4j1H53kdhvyeg_1yIyiiL8XhF_5RxrJqrBTXlfLNzqrWj1uk31Yec9nSUXN7YPVNlziDq7JGRWbK4Oo6Mnzetbds5K1bkrqfbhcpiDM53JdyZX7ggqXFFhc_T0qdskXby8GtjN8RwvQaok
Text:
  Availability: 1
  Value: <anid>AN0157296147;0uv01jul.22;2022Jun09.01:58;v2.2.500</anid> <title id="AN0157296147-1">Students' perceptions on three-way pedagogical models hybridization: contributing to the development of active identities </title> <p>The goal of the present study was to explore Primary Education students' views on their involvement in a three pedagogical models' hybridization (Health-Based Physical Education, Cooperative Learning and Sport Education) based on their common features, links and frameworks (e.g. the influence of the models in the students' basic psychological needs or motivation), as well as their limitations. A total of 115 year-5 and year-6 students (46.09% girls; aged 10–13 years), enrolled in one school in central Spain, agreed to participate. They all experienced the same 'Edu-CrossFit' learning unit (13 lessons, 45 min/each). One teacher-researcher, with more than six years of previous experience on pedagogical models, implemented the learning unit. The study followed a qualitative methodology, and four group interviews (one from each participating class) were conducted at the end of the intervention programme. From the students' responses, and to facilitate the understanding and soundness of the data analysed, four main themes emerged: (a) 'Am I allowed to behave autonomously?': students' views on how to deal with it'; (b) Students' views on cooperating and relating with partners; (c) Students' feelings on their competence and motivation; and (d) 'Not only movers, but informed and habitual movers': building students' active identities. In conclusion, the participating students acknowledged that they had learned to become more autonomous, competent and motivated, to build new relationships and to develop an active identity. A longer-term unit would allow the teacher to know students better and to ensure the consolidation of students' learnings. Therefore, despite some limitations, this hybridization can contribute to shaping habitual, motivated, critical and informed movers.</p> <p>Keywords: Health-Based Physical Education; Sport Education; Cooperative Learning; models-based practice; Primary Education</p> <hd id="AN0157296147-2">Introduction</hd> <p>Unfortunately, many physical education (PE) practices focus exclusively on physical achievements, promoting ego goals that thwart students' motivation when they do not achieve set standards (Ryan & Deci, [<reflink idref="bib50" id="ref1">50</reflink>]). PE teachers often base their practices on sport contents and skills development, downgrading health-related practices, and diminishing the potential of the subject (Cothran et al., [<reflink idref="bib11" id="ref2">11</reflink>]).</p> <p>In the last decade, research on PE has studied the impact of methods which claim to foster outcomes related to different learning domains (physical, cognitive, social and affective) (Kirk, [<reflink idref="bib42" id="ref3">42</reflink>]), enhancing students' holistic and intrinsically personal development, and looking beyond practices focused exclusively on decontextualized sport-skills learning (Siedentop et al., [<reflink idref="bib54" id="ref4">54</reflink>]) or healthism (Kirk, [<reflink idref="bib41" id="ref5">41</reflink>]). These ideas have been reflected in models-based practice through different works linking the contribution of pedagogical models (PMs) such as Sport Education (SE; Siedentop et al., [<reflink idref="bib54" id="ref6">54</reflink>]), Health-Based Physical Education (HBPE; Haerens et al., [<reflink idref="bib30" id="ref7">30</reflink>]) or Cooperative Learning (CL; Casey & Goodyear, [<reflink idref="bib6" id="ref8">6</reflink>]) to the different learning domains.</p> <p>Research on these PMs has focused on showing their hegemony in specific domains (e.g. HBPE on the physical, Haerens et al., [<reflink idref="bib30" id="ref9">30</reflink>]; CL on the social, Casey & Goodyear, [<reflink idref="bib6" id="ref10">6</reflink>]), the reason being that the specific features of each PM are better suited for one domain. Then, the question is: how could teachers increase PMs' impact on different outcomes? González-Víllora et al. ([<reflink idref="bib26" id="ref11">26</reflink>]) reported in their systematic review that the combination or hybridization of two PMs, or some of their features, had expanded the contribution of models-based practice to several domains. For example, hybridizations among SE or CL with Games-Centred Approaches showed improvements in the physical and cognitive domains such as game understanding and tactical-technical skills. The implementation of multi-model programmes supported by Casey and MacPhail ([<reflink idref="bib8" id="ref12">8</reflink>]) could help achieve a wide range of learnings and improve the quality of the teaching-learning processes. However, some PMs, like HBPE, have never been hybridized. Based on these ideas, the purpose of this study was to take one more step in the study of PMs, exploring Primary Education pupils' perceptions on their involvement in a three-PMs hybridization (SE, CL, HBPE).</p> <hd id="AN0157296147-3">Theoretical framework to build the hybridization</hd> <p>SE is aimed at developing enthusiastic, competent and cultivated sportspersons through six features (Siedentop et al., [<reflink idref="bib54" id="ref13">54</reflink>]): (a) student's affiliation with a team; (b) sport seasons format for the units; (c) formal competition among teams; (d) students' records keeping; and (e) a final phase with (f) a festive atmosphere. CL has the goal of promoting students' social skills through work in groups emphasizing the following elements (Johnson et al., [<reflink idref="bib40" id="ref14">40</reflink>]): (a) students' individual responsibility in a part of the group's work; (b) promoting interaction to help each other; (c) positive interdependence in order to achieve common goals; (d) group processing to make decisions; and (e) interpersonal skills to foster communication, management and leadership skills. Finally, HBPE aims to develop healthy lifestyles in students (Haerens et al., [<reflink idref="bib30" id="ref15">30</reflink>]) and help them value a physically active lifestyle, in line with Siedentop's ([<reflink idref="bib53" id="ref16">53</reflink>]) view. Recently, Bowler ([<reflink idref="bib4" id="ref17">4</reflink>]) and Sammon ([<reflink idref="bib51" id="ref18">51</reflink>]) outlined how teachers could implement HBPE programmes to help students become habitual, motivated, critical and informed movers, through several features: (a) modifying PA behaviours to foster learning in multiple domains (affective mainly); (b) the use of supportive strategies/resources which promote basic psychological needs (competence, relatedness and autonomy); (c) the prioritization of a 'PA for life' approach; (d) the design of meaningful units/tasks to transfer learnings beyond the school; and (e) the support of interventions by different agents (e.g. family or peer strategies).</p> <p>The different purposes and features of each PM direct each one towards some specific context or contents. SE focuses primarily on sports contents (Hastie et al., [<reflink idref="bib36" id="ref19">36</reflink>]), while HBPE is linked to fitness-related contents (Haerens et al., [<reflink idref="bib30" id="ref20">30</reflink>]). Globally, teachers tend to implement more sport-related than health-related contents (Cothran et al., [<reflink idref="bib11" id="ref21">11</reflink>]), due to a lack of experience with implementing programmes that use health-related contents beyond fitness tests (Haerens et al., [<reflink idref="bib30" id="ref22">30</reflink>]). However, these contents could be essential to promote healthy lifestyles and active identities regarding PA practice (Beltrán-Carrillo et al., [<reflink idref="bib1" id="ref23">1</reflink>]) among students who live in a sedentary society with high levels of overweight/obesity and their potential risks on health (Kirk, [<reflink idref="bib41" id="ref24">41</reflink>]). They will also help meet the recommendations of PA practice (Harris, [<reflink idref="bib31" id="ref25">31</reflink>]): people aged 5–17 should practice at least 60 min of moderate-to-vigorous PA daily, including activities to strengthen muscles and bones. Notwithstanding, health-related contents should be taught using adequate approaches like HBPE to overcome the invitation to increase PA levels without a true pedagogical transference to promote students' learning about how to keep healthy (Haerens et al., [<reflink idref="bib30" id="ref26">30</reflink>]).</p> <p>HBPE's goal is to help students learn to practice PA beyond the view of the body from a biological perspective, concerned, exclusively, with how it works (Johns, [<reflink idref="bib39" id="ref27">39</reflink>]). It draws from a holistic lens that integrates three approaches (Peiró-Velert & Devís-Devís, [<reflink idref="bib49" id="ref28">49</reflink>]): (a) bio-medical: the body and the effects of exercise on it; (b) psycho-educative: to develop personal lifestyles and well-being; and (c) socio-critical: to promote critical thinking on issues related to physical culture. These ideas are related to the body subjectivities and embodiment (Evans & Rich, [<reflink idref="bib20" id="ref29">20</reflink>]; Webb et al., [<reflink idref="bib58" id="ref30">58</reflink>]). The individuals construct their subjectivities of the body according to some 'ethics' (Foucault, [<reflink idref="bib23" id="ref31">23</reflink>]) conceptualized by the way of living within specific contexts (McCuaig & Quennerstedt, [<reflink idref="bib44" id="ref32">44</reflink>]). These subjectivities are re-shaped constantly by its interaction with several factors such as affects, ideals, practices, rules, institutions or objects and other bodies (Coffey, [<reflink idref="bib10" id="ref33">10</reflink>]). In PE contexts, this results in setting what prototypes of bodies have to be constructed (Evans & Davies, [<reflink idref="bib19" id="ref34">19</reflink>]; Webb et al., [<reflink idref="bib58" id="ref35">58</reflink>]), influencing teachers and students' values, attitudes and behaviours to achieve them (Edwards et al., [<reflink idref="bib17" id="ref36">17</reflink>]). HBPE focuses on developing healthy lifestyles, not on building prototypes, helping each individual enjoy PA from a particular point of view.</p> <p>Unfortunately, some limitations have also been acknowledged on each model. Dyson ([<reflink idref="bib14" id="ref37">14</reflink>]) reported that CL decreased practice time due to organizational and team tasks, while Haerens et al. ([<reflink idref="bib30" id="ref38">30</reflink>]) pointed out that HBPE tends to be focused on biomedical approaches, and O'Donovan et al. ([<reflink idref="bib48" id="ref39">48</reflink>]) indicated that SE could promote over-competitiveness, aggressiveness and dominance by skilled boys.</p> <p>PMs share similar features or pursue common objectives that favour their hybridization: Dyson et al. ([<reflink idref="bib15" id="ref40">15</reflink>]) suggested that SE and CL provide a situated learning context using meaningful activities, while SE and HBPE pursue the idea that students treasure active identities (Siedentop, [<reflink idref="bib53" id="ref41">53</reflink>]). Moreover, the three PMs have been researched linked to one major theoretical framework: the Self-Determination Theory (Ryan & Deci, [<reflink idref="bib50" id="ref42">50</reflink>]). Haerens et al. ([<reflink idref="bib30" id="ref43">30</reflink>]) proposed that the satisfaction of the students' basic psychological needs can increase their motivation and their chances to practice PA beyond the PE lessons, while Chu and Zhang ([<reflink idref="bib9" id="ref44">9</reflink>]) found that SE fostered the satisfaction of these needs (autonomy and competence above all), and Casey and Goodyear ([<reflink idref="bib6" id="ref45">6</reflink>]) reported that CL is an appropriate framework to enhance the three needs and especially cooperation among students, developing their relatedness.</p> <p>Grounded on the aforementioned, the goal of the present study was to explore Primary Education students' views on a three-PMs hybridization (HBPE, CL, SE) based on their common features, links and frameworks (e.g. their influence on the basic psychological needs or the promotion of healthy and active identities), as well as their limitations.</p> <hd id="AN0157296147-4">Method</hd> <p></p> <hd id="AN0157296147-5">Setting, participants and ethics</hd> <p>All year-5 and year-6 students (<emph>n</emph> = 115; 46.09% girls; 10–13 years) enrolled in one Primary Education school in central Spain (Cuenca), distributed in four natural groups by the school administration (two in each grade) participated. These grades were chosen because they had been considered suitable to implement PMs hybridizations and health-related contents (González-Víllora et al., [<reflink idref="bib26" id="ref46">26</reflink>]; Ward et al., [<reflink idref="bib57" id="ref47">57</reflink>]). The school was located in a medium socio-economic, mostly Caucasian neighbourhood. Only seven participating students belonged to other ethnicities (Eastern Europe, Morocco, South-America). All groups and students experienced the same learning unit (13 lessons, 45 min/each): an educative version of CrossFit ('Edu-Crossfit'), which included several developmentally appropriate modifications (see in depth in Evangelio et al., [<reflink idref="bib18" id="ref48">18</reflink>]). Finally, 24 students (6 from each class-group) were selected to provide their thoughts on the experience.</p> <p>A PE-specialist Primary Education teacher (hereinafter referred to as teacher) with more than six years of previous experience on PMs designed and implemented the learning unit. He was not the students' habitual PE teacher. He identified himself as PE teacher to the pupils before the intervention began. The other authors of the manuscript (hereinafter referred to as researchers), with over 20 years on PMs experience, supervised the ongoing process of design and implementation.</p> <p>Ethical approval and permission by the participating school was granted to conduct the study. The project was also explained to the students, and their parents were informed using the school's online platform. Those who wanted their children to participate handed a written letter of consent prior to enter the study. Privacy and anonymity were guaranteed and pseudonyms were used.</p> <hd id="AN0157296147-6">Intervention programme</hd> <p>The hybridization was built around the following considerations to ensure its suitability and its educational value: (<reflink idref="bib1" id="ref49">1</reflink>) several experienced and knowledgeable teacher/researchers contributed to avoid Casey and MacPhail's limitations ([<reflink idref="bib8" id="ref50">8</reflink>]) on the need of previous teacher's knowledge and experience to implement PMs; (<reflink idref="bib2" id="ref51">2</reflink>) the theoretical frameworks of the three models (see Table 1), as well as previous hybridizations were reviewed; and (<reflink idref="bib3" id="ref52">3</reflink>) the participants' characteristics, as well as the resources and the time available were considered. Regarding the features of PMs, the authors used common frameworks (e.g. the contribution of the three models to the individuals' basic psychological needs promotion) and tried to overcome some of the constraints (e.g. over-competitiveness, which could thwart a positive atmosphere, and work against the principles of CL or HBPE; Haerens et al., [<reflink idref="bib30" id="ref53">30</reflink>]; Johnson et al., [<reflink idref="bib40" id="ref54">40</reflink>]). Therefore, some changes were made, like changing the SE competition format emphasizing students' cooperation and safe and effective exercises instead of winning against others.</p> <p>Table 1. Features of the hybridized models.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Sport education</td><td>Health-based physical education</td><td>Cooperative learning</td></tr></thead><tbody><tr><td>Season format: lesson plan was divided in pre-season, season and culminating event</td><td>Teacher promoted a motivating learning climate with positive feedback, encouragement and energy for PA practice</td><td>Promotive interaction: students participated face-to-face interactions to promote each others' success</td></tr><tr><td>Affiliation: students were divided into permanent groups, except in lessons 1–2 when they worked with other groups to build cohesiveness</td><td>Collaboration among students improved their social skills, knowing partners better and building friendships (relatedness)</td><td>Group processing: decisions were agreed by all group members, including some roles decisions which affected the group</td></tr><tr><td>Formal competition: it was modified to meet the other models; groups had to try to meet their goals for each lesson, except in the final one</td><td>Teacher discussed about the relevance of PA practice for health and elaborated resources to support learning of health concepts/values. Students practiced autonomously (psycho-educative approach)</td><td>Interpersonal skills: students worked on social skills to debate on group decisions, to understand that each partner had personal capabilities/limitations and to solve conflicts</td></tr><tr><td>Culminating event: in the last session groups paraded with music before the final games and concluded with an awards ceremony</td><td>Students learned how to perform PA safe and effectively, health-based PA concepts (bio-medical approach); error was used as a resource to learn (not a limitation)</td><td>Positive interdependence: students depended on their group-partners to achieve common goals; each one tried their best to help reach the group's goals on each lesson</td></tr><tr><td>Festivity: the whole unit was involved in a festive and positive atmosphere to increase students' motivation</td><td>Students discussed about the benefits/risks to practice PA during the programme and after (socio-critical approach)</td><td>Individual responsibility: each student had individual duties within the roles and participated actively to achieve the group targets on each lesson</td></tr><tr><td>Record keeping: students tried to improve their own marks, and they motivated other teams to improve theirs</td><td>Teacher handed autonomy to the students progressively; materials, work routines, roles and self-evaluation were strategies used</td></tr></tbody></table> </ephtml> </p> <p>On the other hand, students were divided in heterogeneous groups (i.e. gender, skill level) following Johnson et al. ([<reflink idref="bib40" id="ref55">40</reflink>]) and Siedentop et al.'s ([<reflink idref="bib54" id="ref56">54</reflink>]) considerations. Moreover, the PMs were implemented following previously published hybridizations (González-Víllora et al., [<reflink idref="bib26" id="ref57">26</reflink>]): (<reflink idref="bib1" id="ref58">1</reflink>) autonomy and responsibility were progressively promoted using students' roles in CL structures; (<reflink idref="bib2" id="ref59">2</reflink>) the length of the intervention programme was in line with previous SE programmes conducted in similar students; and (<reflink idref="bib3" id="ref60">3</reflink>) the content was adapted to be developmentally appropriate and focused on HBPE principles (see Table 2).</p> <p>Table 2. Brief explanation of the 'Edu-CrossFit' characteristics.</p> <p> <ephtml> <table><tbody><tr><td>'Edu-CrossFit' was adapted to meet the recommendations of PA practice for people aged 5–17 and based on functional movements adaptable to fit each practitioner needs or fitness</td></tr><tr><td>All the exercises were practiced before the workouts. Teacher supervised and highlighted the safe and effective practice</td></tr><tr><td>Teacher introduced the exercises progressively based on their difficulty, transferring autonomy gradually to students</td></tr><tr><td>All workouts were completed in groups to achieve common goals. Students could complete their exercises in cooperation with their peers or individually</td></tr><tr><td>Competition was avoided, and students from different groups could help each other, ensuring that students focused on performing the exercises correctly, not fast</td></tr><tr><td>'Edu-CrossFit' was used to transfer learning to their life outside the school such as carrying their schoolbags</td></tr></tbody></table> </ephtml> </p> <p>Finally, Hastie and Casey's ([<reflink idref="bib35" id="ref61">35</reflink>]) fidelity model was followed. A rich description of the lesson plan is included in Table 3 (expanded in Evangelio et al., [<reflink idref="bib18" id="ref62">18</reflink>]). The programme context has been addressed through (<reflink idref="bib1" id="ref63">1</reflink>) the description of the context (i.e. students and school's characteristics or teacher's experience have been outlined in the previous subsection), (<reflink idref="bib2" id="ref64">2</reflink>) the different PMs' features included (Table 1) and the phases/stages of each PM. Finally, the validation of the intervention programme was conducted assessing the lessons' recordings with an adapted checklist, built using the following references: Hastie et al.'s ([<reflink idref="bib34" id="ref65">34</reflink>]) SE benchmarks (e.g. groups went to a designated area and began warming up); Bowler ([<reflink idref="bib4" id="ref66">4</reflink>]) and Sammon's ([<reflink idref="bib51" id="ref67">51</reflink>]) HBPE benchmarks (e.g. students set and assess individual/team PA targets); and Casey et al.'s ([<reflink idref="bib7" id="ref68">7</reflink>]) instrument to evaluate CL critical features (e.g. promotive interaction: students help each other during the tasks). Two independent researchers with training and experience on the three PMs evaluated one third of the recordings and agreed that the intervention was properly conducted.</p> <p>Table 3. Brief description of the lesson plan (see in depth in Evangelio et al., [<reflink idref="bib18" id="ref69">18</reflink>]).</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Sport education</td><td>Cooperative learning</td><td>Health-based PE</td><td>Lesson</td><td>Contents developed</td></tr></thead><tbody><tr><td>Preseason</td><td>Phase 1</td><td>Teacher guided lessons</td><td char=".">1</td><td>Group formation; group cohesion and self-awareness tasks; introduction of the didactic resources (e.g. roles sheets or 'coach' exercises)</td></tr><tr><td char=".">2</td></tr><tr><td char=".">3</td><td>Roles; introduction of the work routine (warm up-training-cool down) and how/ when to use resources; gradually autonomy and responsibility was handed to the students; focus on health, cooperation and knowledge about their own and their partners' abilities</td></tr><tr><td>Teacher handed over autonomy to the students</td><td char=".">4</td></tr><tr><td>Phase 2</td><td char=".">5</td></tr><tr><td char=".">6</td></tr><tr><td>Modified formal competition</td><td>Students guided lessons</td><td char=".">7</td><td>Students run lessons autonomously; all students performed their roles; groups did not compete among them, they had to meet their own goals; resources and work routines supported their autonomy; teacher guided and supervised students; focus on health considerations and cooperation</td></tr><tr><td char=".">8</td></tr><tr><td>Phase 3</td><td char=".">9</td></tr><tr><td char=".">10</td></tr><tr><td char=".">11</td></tr><tr><td char=".">12</td></tr><tr><td>Final phase and festivity</td><td char=".">13</td><td>Teacher explained the structure: groups' parade, warm-up, final training/competition, cool-down and awards ceremony; festive atmosphere; intergroup cooperation and encouragement</td></tr></tbody></table> </ephtml> </p> <hd id="AN0157296147-7">Data collection</hd> <p> <emph>Group interviewing.</emph> Four group interviews were conducted at the end of the intervention programme. Each one included six students (St1–St6) selected based on gender, skill level (high, medium, low), roles played (e.g. judge, coach), and involvement (high, medium, low). Each group of six belonged to one of the four classes participating in the study (GI1 and GI2 from fifth grade, and GI3-GI4 from sixth grade). Interviews lasted 30–45 min. This qualitative instrument was deemed to be appropriate, because group interviews are desirable when the focus is to obtain data on common held attitudes, beliefs, experiences, interests, and behaviours. Moreover, group interviews favour students' interaction and stimulate discussion from different lenses on one common experience, providing information that would not be available in individual interviews and creating a less threatening environment for students (McQuarrie & McIntyre, [<reflink idref="bib45" id="ref70">45</reflink>]). The questions used were developed by the research team (with previous experience in the field), trying not to influence the students to provide desirable answers, and asking objective questions to obtain subjective answers (Bergen & Labonté, [<reflink idref="bib2" id="ref71">2</reflink>]). They focused on understanding the students' feelings and thoughts that they had experienced during the intervention programme (e.g. 'What are your thoughts and feelings about having to perform roles? What did they demand from you?'). The interview format was based on open-ended questions to achieve a twofold purpose: to allow the researchers to obtain data about the specific features of the hybridization and to explore the students' responses. Participants were asked about the methodology, the content and the framework (e.g. the progressive transfer of autonomy, the responsibility of performing roles or the cooperation built).</p> <p>To encourage students' participation, the interviews were conducted in their classrooms, while anonymity was guaranteed using pseudonyms. Similar to previous works (e.g. Casey & MacPhail, [<reflink idref="bib8" id="ref72">8</reflink>]), one member of the research team conducted the interviews. Questions were framed in a colloquial language and a friendly tone so that students could understand them and feel comfortable (e.g. 'During the lessons you participated in groups; with the same students that you usually practice? How was it?'). Students were encouraged to be honest in their responses because they were going to be kept confidential. All of these considerations helped the research team reduce/avoid the social desirability bias (Bergen & Labonté, [<reflink idref="bib2" id="ref73">2</reflink>]). Moreover, the researcher was an active listener who encouraged students to participate and provide detailed accounts of their responses related to the study's purposes (Smith, [<reflink idref="bib56" id="ref74">56</reflink>]).</p> <hd id="AN0157296147-8">Data analysis</hd> <p>The information obtained in the data collection process was transcribed verbatim and it was analysed using a multiphase approach, which combined inductive and deductive thematic content analysis and constant comparison (Denzin & Lincoln, [<reflink idref="bib13" id="ref75">13</reflink>]), searching for meaningful units of data to support the codes and categories generated (Dale, [<reflink idref="bib12" id="ref76">12</reflink>]). These codes, subcategories and categories emerged inductively from the data, identifying similarities and differences from different answers (Miles et al., [<reflink idref="bib47" id="ref77">47</reflink>]). They were not predetermined, but the theoretical approaches (SE, HBPE, CL, hybridizations) informed the analysis (deductively) in a general way. It was then that pertinent quotes were selected to illustrate the theory and triangulate information between quotes-theory (Denzin & Lincoln, [<reflink idref="bib13" id="ref78">13</reflink>]).</p> <p>Data were revised in a second round of analysis to improve the reliability of the categories (e.g. 'students' positive/negative feelings', 'ideas on methodology' or 'basic psychological needs') and subcategories (e.g. respect, responsibility, displeasure with the way some partners performed their roles). All the authors participated in discussing, refining and readjusting the codes and categories. This allowed confirmation and enhanced trustworthiness (Shenton, [<reflink idref="bib52" id="ref79">52</reflink>]). The software Atlas.ti 8 was used to analyse the data collected.</p> <hd id="AN0157296147-9">Findings and discussion</hd> <p>The goal of this study was to explore Primary Education students' views on a three-PMs hybridization (HBPE, CL and SE) based on their common features, links and frameworks, as well as their limitations. From the students' responses, and to facilitate the understanding and soundness of the data analysed (some methodological considerations arouse positive or negative feelings), the main findings will be presented and discussed around four themes: (a) 'Am I allowed to behave autonomously?': students' views on how to deal with it; (b) Students' views on cooperating and relating with partners; (c) Students' feelings on their competence and motivation; and (d) 'Not only movers, but informed and habitual movers': building students' active identities.</p> <hd id="AN0157296147-10">'Am I allowed to behave autonomously?': students' views on how to deal with it</hd> <p>One of the goals of this hybridization was to increase learners' autonomy and promote a student-centred approach. Some specific PMs features aimed at supporting students' autonomy were the use of students' roles and the development of individual accountability, or the use of some specific resources (role sheets or cards with graphic descriptions of exercises) that helped students remember how to perform an exercise or deal with queries and doubts.</p> <p>In this hybridization, the teacher who applied the intervention tried to create an environment that would facilitate a student-centred practice where students could assess their physical possibilities, facilitating information and resources to practice the tasks autonomously, listening, responding and motivating them (Bowler, [<reflink idref="bib4" id="ref80">4</reflink>]; Sammon, [<reflink idref="bib51" id="ref81">51</reflink>]). In this vein, students perceived their autonomy increased because they progressively gained more responsibility (see Table 3):</p> <p>One thing changed: usually the teacher takes the lead to tell us what to do, and now we can do what we want if we do it well (St5, boy; GI3)</p> <p>It is not that the teachers have to tell us, we do it ourselves and we try our best (St3, girl; GI3)</p> <p>Most of the students accepted the transfer of autonomy and indicated that they preferred it to a teacher-centred teaching, similarly to what Casey and Goodyear ([<reflink idref="bib6" id="ref82">6</reflink>]) on CL and Hastie and Wallhead ([<reflink idref="bib37" id="ref83">37</reflink>]) on SE reported. However, some preferred some support from the teacher to guide them; a midpoint between students/teacher-centred teaching (Metzler, [<reflink idref="bib46" id="ref84">46</reflink>]).</p> <p>It is better that we do it and not the teacher who hover over us, because, teachers get tired of us not doing the tasks, they are always on top of us saying what to do. So it seems to me that we have to learn to do the things right by ourselves (St1, girl; GI1)</p> <p>... a midpoint, the teachers should guide us in the most complicated tasks and we could do the simpliest things such as a warm-up (St5, boy; GI3)</p> <p>The students showed different degrees of responsibility. While most were prepared and motivated to perform their duties and tasks working in groups, as shown by Chu and Zhang ([<reflink idref="bib9" id="ref85">9</reflink>]), other students showed less responsibility to perform their roles or to collaborate in some group tasks at the beginning, as reported by Guijarro et al. ([<reflink idref="bib29" id="ref86">29</reflink>]) in a SE programme. These differences caused displeasure on some students with the way some partners carried out their responsibilities, and therefore some conflicts within some groups (GI2 and GI3) emerged, demotivating a few students in some lessons. Consequently, when they were asked what elements they liked the least or should be modified, some students stated that:</p> <p>I would change the coach of my group, not because, because he did not listen to us and he did not put the effort to do the tasks. We helped him, but he did not listen and did not tell us what we had to do. (St5, girl; GI2)</p> <p>... it is difficult to say (there were conflicts), because some group members did not collaborate much; they did not want to practice, and when they did not collaborate there was no fun. (St3, girl; GI3)</p> <p>In this regard, it is important for the teacher to understand when each student was ready to perform each specific task autonomously. So, a limitation of this proposal was the teacher's lack of knowledge about the students' characteristics. A longer-term unit, even though its length (13 lessons of 45 min) was in line with previous hybridizations (González-Víllora et al., [<reflink idref="bib26" id="ref87">26</reflink>]) and SE considerations (Siedentop et al., [<reflink idref="bib54" id="ref88">54</reflink>]), would have allowed the teacher to conduct more guided lessons, or hand over autonomy more gradually, knowing more accurately when the students were ready to take on certain responsibilities. Prior to this programme, students had not participated in pedagogical approaches that required them to play a leading role, and not everyone was prepared to perform it. However, scaffolding the autonomy/responsibilities transference (Farias et al., [<reflink idref="bib21" id="ref89">21</reflink>]; Gillies & Haynes, [<reflink idref="bib24" id="ref90">24</reflink>]) and some CL features could help students get ready and ensure their effective integration, as it is shown in the following section.</p> <hd id="AN0157296147-11">Students' views on cooperating and relating with partners</hd> <p>Casey et al. ([<reflink idref="bib7" id="ref91">7</reflink>]) claim that promoting the CL element of students' individual accountability previous to transfer full autonomy, through supportive strategies such as working in groups or roles, could be effective to help students feel confident and successful in the different tasks and to develop cooperation. In the present study, students expressed that groups and roles were positive not only to achieve these goals, but also to learn because they integrated the information better from peers (Casey et al., [<reflink idref="bib7" id="ref92">7</reflink>]).</p> <p>What I liked the most was that it was in a group, because once you are in a group you are encouraged to do well. (St6, girl; GI1)</p> <p>I understand things better with my classmates, instead of having a teacher explaining them to me. (St2, boy; GI3)</p> <p>everyone needs to contribute to the group (roles), if you do nothing, it is like if you are not part of the team. (St4, girl; GI3)</p> <p>Students identified another key element of CL: equal opportunities for all students (Slavin & Cooper, [<reflink idref="bib55" id="ref93">55</reflink>]) to participate and perform their duties. Casey et al. ([<reflink idref="bib7" id="ref94">7</reflink>]), in CL, or Guijarro et al. ([<reflink idref="bib29" id="ref95">29</reflink>]), in SE, found that some students, or roles, increased their responsibility based on their implication in the lessons or on their personal characteristics. The present hybridization was designed so that all roles had similar tasks to perform to promote all students' involvement and learning.</p> <p>... not to be selfish and do everything yourself; let others do something. (St2, girl; GI1)</p> <p>... the roles, as the sessions went on, we looked at them differently, because they were good and we liked that everyone was important in our team. (St2, boy; GI2)</p> <p>To way to create the working groups to make them heterogeneous and not allowing close friends in the same group, help students to develop new bonds, and it worked, since they met new partners and built friendships (Dyson et al., [<reflink idref="bib16" id="ref96">16</reflink>]).</p> <p>Work with new classmates. Before, when we played in pairs or groups, we always get together with the same people. So, we have socialized with others. (St1, girl; GI1)</p> <p>The way groups were arranged was not always positive because, at time, the less responsible pupils did not want to cooperate, and achieve the group's objectives was harder (Goodyear et al., [<reflink idref="bib28" id="ref97">28</reflink>]). The students need time to understand how important it was to cooperate with other teammates. Research tells us that it is a mistake to begin an intervention programme that involves cooperation without taking this idea into consideration (Casey et al., [<reflink idref="bib7" id="ref98">7</reflink>]; Gillies & Haynes, [<reflink idref="bib24" id="ref99">24</reflink>]). Therefore, this intervention started with the use of CL techniques and games focused on building students' confidence on each other (Fernández-Río, [<reflink idref="bib22" id="ref100">22</reflink>]). They participated in tasks to know each other better and to build confidence on each other. After, CL techniques like collective score were used to build cooperation in the class-group (each individual added to the group), and learning teams where students worked in trios supervised by the coach or the judge to practice the exercises properly and provide feedback. Only then, when students' cooperation and group processing skills (Johnson et al., [<reflink idref="bib40" id="ref101">40</reflink>]) were stronger, they participated in more complex CL techniques such as 'Think, share, perform' (i.e. each student thinks individually a solution to solve the problem and achieve the goal and shares it with the rest of the group to debate on the best one and try it) or 'Jigsaw' (i.e. students from different groups meet to solve problems or provide help to improve their work).</p> <p>After the first three lessons, I gained confidence with my teammates. We felt closer (St2, boy; GI2)</p> <p>... Confidence is important. If you do not have it or if you do not get along with a person, you will not be able to work well. (St2, boy; GI3)</p> <p>Another essential characteristic was the modified SE competition format. Students were not pushed to outperform others, only to outperform themselves (i.e. setting goals and self-evaluate them, not beating other groups), to help peers, to focus on their learning (e.g. how to perform the exercise in a safe way from a HBPE perspective; Peiró-Velert & Devís-Devís, [<reflink idref="bib49" id="ref102">49</reflink>]) and become involved (Bowler, [<reflink idref="bib4" id="ref103">4</reflink>]; Casey & Goodyear, [<reflink idref="bib6" id="ref104">6</reflink>]). Consequently, this hybridization overcame one potential SE constraint: over-competitiveness (O'Donovan et al., [<reflink idref="bib48" id="ref105">48</reflink>]).</p> <p>... [I prefer] doing the exercises well, because if you do nothing or you do them wrong, you are fooling yourself. (St2, girl; GI1)</p> <p>... some partners challenged each other, but it was ok because the goal was to outperform oneself and that extra effort was good. (St2, boy; GI2)</p> <p>[I participated] just for sport and fun. (St3, girl; GI3)</p> <p>Even when students were asked which workouts they liked the most, comparing those in the 'final phase' (when there was a winner) or those during the 'modified formal competition', all students from GI3 agreed that they preferred doing them 'during the 'modified formal competition'.</p> <hd id="AN0157296147-12">Students' feelings on their competence and motivation</hd> <p>Cooperation among students helped them identify and understand the importance of social values and interpersonal skills (Johnson et al., [<reflink idref="bib40" id="ref106">40</reflink>]) such as respect (Dyson, [<reflink idref="bib14" id="ref107">14</reflink>]; Harvey et al., [<reflink idref="bib33" id="ref108">33</reflink>]) or trust (Bowler, [<reflink idref="bib4" id="ref109">4</reflink>]; Hastie & Wallhead, [<reflink idref="bib37" id="ref110">37</reflink>]) to work in groups.</p> <p>Respect, because not everyone performs at the same pace; no one should complain ... I had partners that I have never worked with before. We built confidence. (St3, girl; GI4)</p> <p>Students discovered their partners' capabilities and limitations, as well as their own competence (Biddle et al., [<reflink idref="bib3" id="ref111">3</reflink>]; Casey & Goodyear, [<reflink idref="bib6" id="ref112">6</reflink>]; Hastie & Wallhead, [<reflink idref="bib37" id="ref113">37</reflink>]). It helped develop 'motivated movers', linked to HBPE (Bowler, [<reflink idref="bib4" id="ref114">4</reflink>]; Sammon, [<reflink idref="bib51" id="ref115">51</reflink>]). Group interactions, developed through SE affiliation and the practice of exercises together, also favoured positive interdependence within groups (CL feature; Johnson et al., [<reflink idref="bib40" id="ref116">40</reflink>]) and the appreciation of their partners' different bodies or physical characteristics, reducing some risks linked to body image stereotypes (Evans & Rich, [<reflink idref="bib20" id="ref117">20</reflink>]; Webb et al., [<reflink idref="bib58" id="ref118">58</reflink>]).</p> <p>I discovered that my partners had skills that I did not know they had, and that when they did not achieve the goal, they tried hard. This makes the group stronger. (St2, boy; GI2)</p> <p>... if a person is fatter, you do not have to tease him, you have to respect him. (St5, boy; GI4)</p> <p>Students' increased their motivation during the lessons. They probably felt that their partners knew them and encouraged them to practice (Bowler, [<reflink idref="bib4" id="ref119">4</reflink>]). Their relatedness and competence seemed to increase (Ryan & Deci, [<reflink idref="bib50" id="ref120">50</reflink>]) and, consequently, they became engaged in the PE lessons and physical activity (PA) practice, in relation to HBPE (Haerens et al., [<reflink idref="bib30" id="ref121">30</reflink>]). According to Biddle et al. ([<reflink idref="bib3" id="ref122">3</reflink>]) and Harris ([<reflink idref="bib32" id="ref123">32</reflink>]), this feeling of competence could more likely carry into future intentions to be physically active and transfer beyond the school.</p> <p>Furthermore, the use of health-related contents linked to endurance and strength was well regarded, compared with the contents they were used to practising. Students became motivated probably because they discovered that they were capable of performing tasks/exercises that they did not know that they could do. Since these were challenging (Cale, [<reflink idref="bib5" id="ref124">5</reflink>]), students enjoyed the efforts required to perform them. The adaptability of the content was a supportive factor to create an educative version of 'Edu-Crossfit' adapting all the exercises (Evangelio et al., [<reflink idref="bib18" id="ref125">18</reflink>]).</p> <p>Before, In PE we did more relaxed activities. (St5, girl; GI4)</p> <p>I liked 'Edu-Crossfit'. At first, I wanted to practice it. Then, I lost interest, but when I got used to the exercises, I did not find it so hard and I ended liking it. (St5, boy; GI3)</p> <p>I enjoyed the exercises with the balls because they were similar to those made by professionals. (St3, boy; GI1)</p> <p>... it is like the 'push-ups'. Imagine that you want to do them at home. Before, I did not know, but now I do. (St2, boy; GI3)</p> <p>Students showed a preference for this content because it was new compared to the ones they had experienced before. Current research has reported that novelty is a variable that can promote students' intrinsic motivation (González-Cutre & Sicilia, [<reflink idref="bib25" id="ref126">25</reflink>]).</p> <p>I prefer this sport because we have learned another sport, not always the same ones (St2, girl; GI1)</p> <p>I thought we were going to perform circuits with cones .... When I heard 'Edu-Crossfit', I was intrigued. When I knew, it was fun, a good experience ... the warm-ups and the exercises were very different. (St2, boy; GI2)</p> <p>Notwithstanding, the student-centred framework must acknowledge the teacher's ability to enhance, strengthen and foster students' learning (Hattie, [<reflink idref="bib38" id="ref127">38</reflink>]). In the present hybridization, students and teachers spent enough time during the season to learn and teach according to their needs (Casey & MacPhail, [<reflink idref="bib8" id="ref128">8</reflink>]; Goodyear & Dudley, [<reflink idref="bib27" id="ref129">27</reflink>]), and the students perceived their autonomy (Ryan & Deci, [<reflink idref="bib50" id="ref130">50</reflink>]) along with the teacher's support.</p> <p>I think it was better for us to conduct almost everything, because we begin to be responsible for what we do (St3, girl; GI3)</p> <hd id="AN0157296147-13">Not only movers, but informed and habitual movers: building students' active identities</hd> <p>The teacher during the implementation programme tried to improve the students' ability to learn autonomously, using strategies such as reciprocal teaching, feedback or goal setting (Goodyear & Dudley, [<reflink idref="bib27" id="ref131">27</reflink>]). To achieve consolidated health-related learnings linked to the content, the teacher assumed greater responsibility in the 'preseason' to introduce and supervise students' safe and effective practice of health-related exercises. Later, during the 'student-guided lessons', the teacher tried to promote students' learnings on healthy considerations and their implications, while he supervised the exercises (Bowler, [<reflink idref="bib4" id="ref132">4</reflink>]; Haerens et al., [<reflink idref="bib30" id="ref133">30</reflink>]). In this phase, the teacher scaffolded the transference of responsibility to coaches and judges, who had to supervise theirs and their peers' practice (Farias et al., [<reflink idref="bib21" id="ref134">21</reflink>]). Therefore, the teacher's role was dependent on the students' requirements (Hattie, [<reflink idref="bib38" id="ref135">38</reflink>]) and the exercises/tasks' presentation of the health-related content (Metzler, [<reflink idref="bib46" id="ref136">46</reflink>]). For this reason, his experience and knowledge on the PMs hybridized was a key element (Casey & MacPhail, [<reflink idref="bib8" id="ref137">8</reflink>]), as well as on the content (Haerens et al., [<reflink idref="bib30" id="ref138">30</reflink>]).</p> <p>Although we had to do the tasks and exercises autonomously, we shared doubts with the group ... Sometimes also with the teacher, [in particular] technical issues (St5, girl; GI2)</p> <p>... since I was the coach and there was a boy who did not perform the 'walking lunges' well, I showed him. But he continued to do them wrong ... I showed him again, and he finally did. (St1, girl; GI2)</p> <p>Some resources supported the students' autonomous learning and how to perform their responsibilities and the exercises (e.g. role sheets or exercise cards). Thus supported the students' autonomy (Bowler, [<reflink idref="bib4" id="ref139">4</reflink>]) and the tenets of the psycho-educational theoretical perspective linked to HBPE (Peiró-Velert & Devís-Devís, [<reflink idref="bib49" id="ref140">49</reflink>]).</p> <p>One resource had a greater impact on students: the 'judges sheets', which served to identify in which elements students needed to work daily, set goals and self-evaluate (Goodyear & Dudley, [<reflink idref="bib27" id="ref141">27</reflink>]). This process helped students become 'informed movers' (Bowler, [<reflink idref="bib4" id="ref142">4</reflink>]) and improved their knowledge of their own physical capabilities (Haerens et al., [<reflink idref="bib30" id="ref143">30</reflink>]), promoting effective learning. These sheets helped students to set goals to meet, as reported by López-Pastor et al. ([<reflink idref="bib43" id="ref144">43</reflink>]) in their review on alternative assessment, that included the influence of self-assessment in the students' learning. For this reason, students needed some time (lessons) to learn how to set the right goals, because they had to learn what, how and how much (Goodyear & Dudley, [<reflink idref="bib27" id="ref145">27</reflink>]). This resource contributed to avoid conflicts produced by some students' lack of responsibility or involvement in the lessons, becoming a positive mechanism for conflict resolution (Siedentop et al., [<reflink idref="bib54" id="ref146">54</reflink>]). However, the teacher perceived a limitation here, because he had to provide more information on how to set goals, how to solve conflicts or take advantage of the sheets' pedagogical potential.</p> <p>We met most of the goals, but, sometimes, we set very difficult or very easy goals, we did not know how to reach the middle point. (St5, boy; GI4)</p> <p>Yes, we met the goals: did not argue in the group, promoted friendship and tried our best to do things right. (St5, girl; GI2)</p> <p>We set goals to improve our behaviour. We were always arguing, because some did nothing, so we set them, although they were difficult to meet. (St7, girl; GI3)</p> <p>Establishing a daily routine to perform in the lessons was another supportive resource. The routine helped the students guide the lessons autonomously, because they knew what to do, and why they were doing things. It also allowed the students to avoid confusion about what to perform during the lessons (as mentioned by Siedentop et al., [<reflink idref="bib54" id="ref147">54</reflink>]), and to focus on learning about their practice.</p> <p>If you warm up, you have less chances of being injured. At the end, you can stretch, so your muscles do not hurt. (St2, boy; GI3)</p> <p>If you do not have a routine [to exercise], there will be no order ... (St2, girl; GI1)</p> <p>Therefore, the use of the aforementioned resources to support the students' autonomous learning resulted in an increase of their knowledge on PA practice and its health considerations (e.g. the importance of warm-ups or safe and effective exercising), which are linked to the tenets of the bio-medical and psycho-educational approaches related to HBPE (Peiró-Velert & Devís-Devís, [<reflink idref="bib49" id="ref148">49</reflink>]) and consequently to the goal of developing 'informed movers' (Bowler, [<reflink idref="bib4" id="ref149">4</reflink>]; Sammon, [<reflink idref="bib51" id="ref150">51</reflink>]). The teacher tried to promote the transference of these learning to real life situations (e.g. how to lift heavy loads lifting the students' school bags) to help students use them beyond the PE lessons (Biddle et al., [<reflink idref="bib3" id="ref151">3</reflink>]; Haerens et al., [<reflink idref="bib30" id="ref152">30</reflink>]; Harris, [<reflink idref="bib32" id="ref153">32</reflink>]).</p> <p>... for example, helping our parents with the housework, we knew how to lift things without getting hurt. (St2, boy; GI2)</p> <p>... I carried my backpack upstairs to the dining room; before, I hurt my back many times because I did not know how to hold it well, and after learning the squats I do not hurt myself anymore. (St3, boy; GI2)</p> <p>I think that what we have learnt here, we can do it out with our friends, and everyone would be fit. (St4, girl; GI3)</p> <p>The teacher conducted discussions about the contents' benefits (related to the strength and endurance workout) identifying how to overcome barriers to practice it beyond the lessons, following the socio-critical approach of HBPE (Kirk, [<reflink idref="bib41" id="ref154">41</reflink>]; Peiró-Velert & Devís-Devís, [<reflink idref="bib49" id="ref155">49</reflink>]), the idea of educating 'critical movers' to help students also become 'habitual movers' (Bowler, [<reflink idref="bib4" id="ref156">4</reflink>]), and 'valuing a physically active life' (Siedentop, [<reflink idref="bib53" id="ref157">53</reflink>]).</p> <p>... to move, at least every day try to do some sport or exercise. Some days, if we did not have extracurricular activities or PE, we sat all day, even when we got home to do our homework, sat again .... (St2, boy; GI2)</p> <p>Moreover, it helped students perceive their bodies and generated discussions about the relevance of engaging in regular exercise, risk prevention, healthy lifestyles and physical training (Webb et al., [<reflink idref="bib58" id="ref158">58</reflink>]). The students valued being healthy beyond their bodies (Evans & Davies, [<reflink idref="bib19" id="ref159">19</reflink>]), and increased their efforts in the lessons (Edwards et al., [<reflink idref="bib17" id="ref160">17</reflink>]). This idea was shaped by their interactions with objects and partners with different bodies and fitness (Coffey, [<reflink idref="bib10" id="ref161">10</reflink>]).</p> <p>If we exercise daily, even at home, we will be healthier and fit. (St3, girl; GI3)</p> <p>It is important to exercise and keep fit because now nothing happens, but when we get older [the lack of exercise] can cause us trouble [e.g. heart diseases] ... And we have to keep exercising when we grow up. (St4, girl; GI3)</p> <p>The results highlighted that the hybridization contributed to achieving Siedentop et al.'s ([<reflink idref="bib54" id="ref162">54</reflink>]) goal of educating literate, competent and enthusiastic students and to help students to achieve significant learnings and develop active identities (Bowler, [<reflink idref="bib4" id="ref163">4</reflink>]; Casey et al., [<reflink idref="bib7" id="ref164">7</reflink>]).</p> <hd id="AN0157296147-14">Conclusions</hd> <p>To our knowledge, there is no prior evidence of the hybridization of HBPE or three different PMs (González-Víllora et al., [<reflink idref="bib26" id="ref165">26</reflink>]). Results from the present study highlight the potentialities of hybridizing three models (SE, CL and HBPE) when teaching a novel health-related content, Edu-Crossfit. The students acknowledged that they had learnt to become more autonomous and build new relationships, motivated by a student-centred practice, where they learnt with their peers. However, findings also revealed that before handing over autonomy, teachers need to assess to what extent students can behave with responsibility and cooperation, and provide activities accordingly to help this transfer. The lack of teacher's knowledge on the students prior to the intervention caused the emergence of some conflicts due to the differences on students' ability to carry out the activities with responsibility that hindered the expected progress of the intervention. Students' participation was also characterized by their feelings of competence and motivation supported and encouraged by their group partners during the class work, their ability to perform challenging tasks, and a preference to engage in the Edu-Crossfit content. These considerations, along with the use of supportive pedagogical resources and students' participation in classroom debates on critical issues related to HBPE contents, facilitated the acquisition of knowledge on how to practice PA in a healthy way, and the transfer of some learning and experiences to students' life outside school.</p> <p>Although the involvement in the hybridization may contribute to the development of students' active identities regarding PA, it was not an aim of the present study to check whether students increased their PA practice in their leisure time or whether it lasted over time, beyond the students' intentions shown during the programme and the interviews. Future research should explore how this type of interventions may help to the transfer of PE learning to extracurricular activities and consequently to the consolidation of students' active identities or, on the contrary, what is learnt and experienced in PE does not permeate the bounds of the school grounds. Nevertheless, the results showed that the present hybridization can contribute to shaping habitual, motivated, critical, and informed movers. Different possibilities are opened with this hybridization on the models-based practice, thus future and similar practices need to be applied in other contexts to get more insight on students' experiences and compare their results, or new hybridizations including other PMs should also be explored.</p> <hd id="AN0157296147-15">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0157296147-16"> <title> References </title> <blist> <bibl id="bib1" idref="ref23" type="bt">1</bibl> <bibtext> Beltrán-Carrillo, V. J., Devís-Devís, J., & Peiró-Velert, C. (2016). The influence of body discourses on adolescents' (non)participation in physical activity. Sport, Education and Society, 23 (3), 257 – 269. https://doi.org/10.1080/13573322.2016.1178109</bibtext> </blist> <blist> <bibl id="bib2" idref="ref51" type="bt">2</bibl> <bibtext> Bergen, N., & Labonté, R. (2020). "Everything is perfect, and we have no problems": detecting and limiting social desirability bias in qualitative research. Qualitative Health Research, 30 (5), 783 – 792. https://doi.org/10.1177/1049732319889354</bibtext> </blist> <blist> <bibl id="bib3" idref="ref52" type="bt">3</bibl> <bibtext> Biddle, S. J., Atkin, A. J., Cavill, N., & Foster, C. (2011). Correlates of physical activity in youth: A review of quantitative systematic reviews. International Review of Sport and Exercise Psychology, 4 (1), 25 – 49. https://doi.org/10.1080/1750984X.2010.548528</bibtext> </blist> <blist> <bibl id="bib4" idref="ref17" type="bt">4</bibl> <bibtext> Bowler, M. T. (2019). Developing a pedagogical model for health-based physical education [Doctoral dissertation]. Loughborough University. https://hdl.handle.net/2134/37704</bibtext> </blist> <blist> <bibl id="bib5" idref="ref124" type="bt">5</bibl> <bibtext> Cale, L. (2020). Physical education's journey on the road to health. Sport, Education and Society. https://doi.org/10.1080/13573322.2020.1740979</bibtext> </blist> <blist> <bibl id="bib6" idref="ref8" type="bt">6</bibl> <bibtext> Casey, A., & Goodyear, V. A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67 (1), 56 – 72. https://doi.org/10.1080/00336297.2014.984733</bibtext> </blist> <blist> <bibl id="bib7" idref="ref68" type="bt">7</bibl> <bibtext> Casey, A., Goodyear, V. A., & Dyson, B. P. (2015). Model fidelity and students' responses to an authenticated unit of cooperative learning. Journal of Teaching in Physical Education, 34 (4), 642 – 660. https://doi.org/10.1123/jtpe.2013-0227</bibtext> </blist> <blist> <bibl id="bib8" idref="ref12" type="bt">8</bibl> <bibtext> Casey, A., & MacPhail, A. (2018). Adopting a models-based approach to teaching physical education. Physical Education and Sport Pedagogy, 23 (3), 294 – 310. https://doi.org/10.1080/17408989.2018.1429588</bibtext> </blist> <blist> <bibl id="bib9" idref="ref44" type="bt">9</bibl> <bibtext> Chu, T. L., & Zhang, T. (2018). Motivational processes in sport education programs among high school students: A systematic review. European Physical Education Review, 24 (3), 372 – 394. https://doi.org/10.1177/1356336X17751231</bibtext> </blist> <blist> <bibtext> Coffey, J. (2015). 'As long as I'm fit and a healthy weight, I don't feel bad': Exploring body work and health through the concept of 'affect'. Journal of Sociology, 51 (3), 613 – 627. https://doi.org/10.1177/1440783313518249</bibtext> </blist> <blist> <bibtext> Cothran, D. J., McCaughtry, N., Kulinna, P. H., & Martin, J. (2006). Top-down public health curricular change: The experience of physical education teachers in the United States. Journal of In-service Education, 32 (4), 533 – 547. https://doi.org/10.1080/13674580601024556</bibtext> </blist> <blist> <bibtext> Dale, G. A. (2000). Distractions and coping strategies of elite decathletes during their memorable performances. The Sport Psychologist, 14 (1), 17 – 41. https://doi.org/10.1123/tsp.14.1.17</bibtext> </blist> <blist> <bibtext> Denzin, N., & Lincoln, Y. (2005). The Sage handbook of qualitative research (3rd ed.). Sage.</bibtext> </blist> <blist> <bibtext> Dyson, B. (2002). The implementation of cooperative learning in an elementary physical education program. Journal of Teaching in Physical Education, 22 (1), 69 – 85. https://doi.org/10.1123/jtpe.22.1.69</bibtext> </blist> <blist> <bibtext> Dyson, B., Griffin, L. L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: Theoretical and pedagogical considerations. Quest, 56 (2), 226 – 240. https://doi.org/10.1080/00336297.2004.10491823</bibtext> </blist> <blist> <bibtext> Dyson, B., Howley, D., & Shen, Y. (2020). 'Being a team, working together, and being kind': Primary students' perspectives of cooperative learning's contribution to their social and emotional learning. Physical Education and Sport Pedagogy, 26 (2), 1 37– 154. https://doi.org/10.1080/17408989.2020.1779683</bibtext> </blist> <blist> <bibtext> Edwards, C., Tod, D., Molnar, G., & Markland, D. (2016). Perceived social pressures and the internalization of the mesomorphic ideal: The role of drive for muscularity and autonomy in physically active men. Body Image, 16, 63 – 69. https://doi.org/10.1016/j.bodyim.2015.11.003</bibtext> </blist> <blist> <bibtext> Evangelio, C., Fernández-Río, J., Peiró-Velert, C., & González-Víllora, S. (in press). Sport education, cooperative learning and health based physical education: Another step in pedagogical models' hybridization. Journal of Physical Education, Recreation & Dance.</bibtext> </blist> <blist> <bibtext> Evans, J., & Davies, B. (2020). Embodying policy concepts. Sport, Education and Society, 25 (7), 735 – 751. https://doi.org/10.1080/13573322.2020.1794537</bibtext> </blist> <blist> <bibtext> Evans, J., & Rich, E. (2011). Body policies and body pedagogies: Every child matters in totally pedagogised schools? Journal of Education Policy, 26 (3), 361 – 379. https://doi.org/10.1080/02680939.2010.500399</bibtext> </blist> <blist> <bibtext> Farias, C., Hastie, P., & Mesquita, I. (2018). Scaffolding student–coaches' instructional leadership toward student-centred peer interactions: A yearlong action-research intervention in sport education. European Physical Education Review, 24 (3), 269 – 291. https://doi.org/10.1177/1356336X16687303</bibtext> </blist> <blist> <bibtext> Fernández-Río, J. (2016). Implementing cooperative learning: A proposal. Journal of Physical Education, Recreation & Dance, 87 (5), 5 – 6. https://doi.org/10.1080/07303084.2016.1156992</bibtext> </blist> <blist> <bibtext> Foucault, M. (1990). The use of pleasure: The history of sexuality (Vol. 2). Vintage Books.</bibtext> </blist> <blist> <bibtext> Gillies, R. M., & Haynes, M. (2011). Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work. Instructional Science, 39 (3), 349 – 366. https://doi.org/10.1007/s11251-010-9130-9</bibtext> </blist> <blist> <bibtext> González-Cutre, D., & Sicilia, Á. (2019). The importance of novelty satisfaction for multiple positive outcomes in physical education. European Physical Education Review, 25 (3), 859 – 875. https://doi.org/10.1177/1356336X18783980</bibtext> </blist> <blist> <bibtext> González-Víllora, S., Evangelio, C., Sierra-Díaz, J., & Fernández-Río, J. (2019). Hybridizing pedagogical models: A systematic review. European Physical Education Review, 25 (4), 1056 – 1074. https://doi.org/10.1177/1356336X18797363</bibtext> </blist> <blist> <bibtext> Goodyear, V., & Dudley, D. (2015). "I'm a facilitator of learning!" understanding what teachers and students do within student-centered physical education models. Quest, 67 (3), 274 – 289. https://doi.org/10.1080/00336297.2015.1051236</bibtext> </blist> <blist> <bibtext> Goodyear, V. A., Casey, A., & Kirk, D. (2014). Hiding behind the camera: Social learning within the cooperative learning model to engage girls in physical education. Sport, Education and Society, 19 (6), 712 – 734. https://doi.org/10.1080/13573322.2012.707124</bibtext> </blist> <blist> <bibtext> Guijarro, E., MacPhail, A., González-Víllora, S., & Arias-Palencia, N. M. (2020). Relationship between personal and social responsibility and the roles undertaken in sport education. Journal of Teaching in Physical Education, 40 (1), 76 – 85. https://doi.org/10.1123/jtpe.2019-0097</bibtext> </blist> <blist> <bibtext> Haerens, L., Kirk, D., Cardon, G., & De Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63 (3), 321 – 338. https://doi.org/10.1080/00336297.2011.10483684</bibtext> </blist> <blist> <bibtext> Harris, J. (2020). Association for Physical Education Health Position Paper. Loughborough University, Association for Physical Education.</bibtext> </blist> <blist> <bibtext> Harris, J. (2000). Health-related exercise in the national curriculum. Key stages 1 to 4. Human Kinetics.</bibtext> </blist> <blist> <bibtext> Harvey, S., Kirk, D., & O'Donovan, T. M. (2014). Sport education as a pedagogical application for ethical development in physical education and youth sport. Sport, Education and Society, 19 (1), 41 – 62. https://doi.org/10.1080/13573322.2011.624594</bibtext> </blist> <blist> <bibtext> Hastie, P., Calderón, A., Rolim, R., & Guarino, A. (2013). The development of skill and knowledge during a sport education season of track and field athletics. Research Quarterly for Exercise and Sport, 84 (3), 336 – 344. https://doi.org/10.1080/02701367.2013.812001</bibtext> </blist> <blist> <bibtext> Hastie, P., & Casey, A. (2014). Fidelity in models-based practise research in sport pedagogy: A guide for future investigations. Journal of Teaching in Physical Education, 33 (3), 422 – 431. https://doi.org/10.1123/jtpe.2013-0141</bibtext> </blist> <blist> <bibtext> Hastie, P., Martínez de Ojeda, D., & & Calderón, A. (2011). A review of research on sport education: 2004 to the present. Physical Education and Sport Pedagogy, 16 (2), 103 – 132. https://doi.org/10.1080/17408989.2010.535202</bibtext> </blist> <blist> <bibtext> Hastie, P., & Wallhead, T. (2016). Models-based practise in physical education: The case for sport education. Journal of Teaching in Physical Education, 35 (4), 390 – 399. https://doi.org/10.1123/jtpe.2016-0092</bibtext> </blist> <blist> <bibtext> Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.</bibtext> </blist> <blist> <bibtext> Johns, D. P. (2005). Recontextualizing and delivering the biomedical model as a physical education curriculum. Sport, Education and Society, 10 (1), 69 – 84. https://doi.org/10.1080/1357332052000298811</bibtext> </blist> <blist> <bibtext> Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2013). Cooperation in the classroom (9th ed.). Interaction Book Company.</bibtext> </blist> <blist> <bibtext> Kirk, D. (2006). The 'obesity crisis' and school physical education. Sport, Education and Society, 11 (2), 121 – 133. https://doi.org/10.1080/13573320600640660</bibtext> </blist> <blist> <bibtext> Kirk, D. (2013). Educational value and models-based practise in physical education. Educational Philosophy and Theory, 45 (9), 973 – 986. https://doi.org/10.1080/00131857.2013.785352</bibtext> </blist> <blist> <bibtext> López-Pastor, V. M., Kirk, D., Lorente-Catalán, E., MacPhail, A., & Macdonald, D. (2013). Alternative assessment in physical education: A review of international literature. Sport, Education and Society, 18 (1), 57 – 76. https://doi.org/10.1080/13573322.2012.713860</bibtext> </blist> <blist> <bibtext> McCuaig, L., & Quennerstedt, M. (2018). Health by stealth – Exploring the sociocultural dimensions of salutogenesis for sport, health and physical education research. Sport, Education and Society, 23 (2), 111 – 122. https://doi.org/10.1080/13573322.2016.1151779</bibtext> </blist> <blist> <bibtext> McQuarrie, E. F., & McIntyre, S. H. (1990). What the group interview can contribute to research on consumer phenomenology. In E. C. Hirshman (Ed.), Research in consumer behavior (pp. 165–194). JAI Press.</bibtext> </blist> <blist> <bibtext> Metzler, M. (2017). Instructional models in physical education. Taylor & Francis.</bibtext> </blist> <blist> <bibtext> Miles, M., Huberman, A., & Saldaña, J. (2013). Qualitative data analysis: A methods sourcebook. Sage.</bibtext> </blist> <blist> <bibtext> O'Donovan, T. M., MacPhail, A., & Kirk, D. (2010). Active citizenship through sport education. Education, 3–13, 38 (2), 203 – 215. https://doi.org/10.1080/03004270903153947</bibtext> </blist> <blist> <bibtext> Peiró-Velert, C., & Devís-Devís, J. (1995). Health-based physical education in Spain: The conception, implementation and evaluation of an innovation. European Physical Education Review, 1 (1), 37 – 54. https://doi.org/10.1177/1356336X9500100105</bibtext> </blist> <blist> <bibtext> Ryan, R., & Deci, E. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.</bibtext> </blist> <blist> <bibtext> Sammon, P. (2019). Adopting a new model for health-based physical education: The impact of a professional development programme on teachers' pedagogical practise [Doctoral dissertation]. Loughborough University. https://doi.org/10.26174/thesis.lboro.8299685</bibtext> </blist> <blist> <bibtext> Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22 (2), 63 – 75. https://doi.org/10.3233/EFI-2004-22201</bibtext> </blist> <blist> <bibtext> Siedentop, D. (1996). Valuing the physically active life: Contemporary and future directions. Quest, 48 (3), 266 – 274. https://doi.org/10.1080/00336297.1996.10484196</bibtext> </blist> <blist> <bibtext> Siedentop, D., Hastie, P., & van der Mars, H. (2020). Complete guide to sport education (3rd ed.). Human Kinetics.</bibtext> </blist> <blist> <bibtext> Slavin, R. E., & Cooper, R. (1999). Improving intergroup relations: Lessons learned from cooperative learning programs. Journal of Social Issues, 55 (4), 647 – 663. https://doi.org/10.1111/0022-4537.00140</bibtext> </blist> <blist> <bibtext> Smith, B. (2010). Narrative inquiry: Ongoing conversations and questions for sport and exercise psychology research. International Review of Sport and Exercise Psychology, 3 (1), 87 – 107. https://doi.org/10.1080/17509840903390937</bibtext> </blist> <blist> <bibtext> Ward, J. K., Hastie, P., Wadsworth, D. D., Foote, S., Brock, S. J., & Hollett, N. (2017). A sport education fitness season's impact on students' fitness levels, knowledge, and in-class physical activity. Research Quarterly for Exercise and Sport, 88 (3), 346 – 351. https://doi.org/10.1080/02701367.2017.1321100</bibtext> </blist> <blist> <bibtext> Webb, L., Quennerstedt, M., & Öhman, M. (2008). Healthy bodies: Construction of the body and health in physical education. Sport, Education and Society, 13 (4), 353 – 372. https://doi.org/10.1080/13573320802444960</bibtext> </blist> </ref> <aug> <p>By Carlos Evangelio; Sixto González-Víllora; Javier Fernandez-Rio and Carmen Peiró-Velert</p> <p>Reported by Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib50" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib11" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib42" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib54" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib41" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib30" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib26" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib40" firstref="ref14"></nolink> <nolink nlid="nl9" bibid="bib53" firstref="ref16"></nolink> <nolink nlid="nl10" bibid="bib51" firstref="ref18"></nolink> <nolink nlid="nl11" bibid="bib36" firstref="ref19"></nolink> <nolink nlid="nl12" bibid="bib31" firstref="ref25"></nolink> <nolink nlid="nl13" bibid="bib39" firstref="ref27"></nolink> <nolink nlid="nl14" bibid="bib49" firstref="ref28"></nolink> <nolink nlid="nl15" bibid="bib20" firstref="ref29"></nolink> <nolink nlid="nl16" bibid="bib58" firstref="ref30"></nolink> <nolink nlid="nl17" bibid="bib23" firstref="ref31"></nolink> <nolink nlid="nl18" bibid="bib44" firstref="ref32"></nolink> <nolink nlid="nl19" bibid="bib10" firstref="ref33"></nolink> <nolink nlid="nl20" bibid="bib19" firstref="ref34"></nolink> <nolink nlid="nl21" bibid="bib17" firstref="ref36"></nolink> <nolink nlid="nl22" bibid="bib14" firstref="ref37"></nolink> <nolink nlid="nl23" bibid="bib48" firstref="ref39"></nolink> <nolink nlid="nl24" bibid="bib15" firstref="ref40"></nolink> <nolink nlid="nl25" bibid="bib57" firstref="ref47"></nolink> <nolink nlid="nl26" bibid="bib18" firstref="ref48"></nolink> <nolink nlid="nl27" bibid="bib35" firstref="ref61"></nolink> <nolink nlid="nl28" bibid="bib34" firstref="ref65"></nolink> <nolink nlid="nl29" bibid="bib45" firstref="ref70"></nolink> <nolink nlid="nl30" bibid="bib56" firstref="ref74"></nolink> <nolink nlid="nl31" bibid="bib13" firstref="ref75"></nolink> <nolink nlid="nl32" bibid="bib12" firstref="ref76"></nolink> <nolink nlid="nl33" bibid="bib47" firstref="ref77"></nolink> <nolink nlid="nl34" bibid="bib52" firstref="ref79"></nolink> <nolink nlid="nl35" bibid="bib37" firstref="ref83"></nolink> <nolink nlid="nl36" bibid="bib46" firstref="ref84"></nolink> <nolink nlid="nl37" bibid="bib29" firstref="ref86"></nolink> <nolink nlid="nl38" bibid="bib21" firstref="ref89"></nolink> <nolink nlid="nl39" bibid="bib24" firstref="ref90"></nolink> <nolink nlid="nl40" bibid="bib55" firstref="ref93"></nolink> <nolink nlid="nl41" bibid="bib16" firstref="ref96"></nolink> <nolink nlid="nl42" bibid="bib28" firstref="ref97"></nolink> <nolink nlid="nl43" bibid="bib22" firstref="ref100"></nolink> <nolink nlid="nl44" bibid="bib33" firstref="ref108"></nolink> <nolink nlid="nl45" bibid="bib32" firstref="ref123"></nolink> <nolink nlid="nl46" bibid="bib25" firstref="ref126"></nolink> <nolink nlid="nl47" bibid="bib38" firstref="ref127"></nolink> <nolink nlid="nl48" bibid="bib27" firstref="ref129"></nolink> <nolink nlid="nl49" bibid="bib43" firstref="ref144"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1354047
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Students' Perceptions on Three-Way Pedagogical Models Hybridization: Contributing to the Development of Active Identities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Evangelio%2C+Carlos%22">Evangelio, Carlos</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5461-2588">0000-0001-5461-2588</externalLink>)<br /><searchLink fieldCode="AR" term="%22González-Víllora%2C+Sixto%22">González-Víllora, Sixto</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2473-5223">0000-0003-2473-5223</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fernandez-Rio%2C+Javier%22">Fernandez-Rio, Javier</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1368-3723">0000-0002-1368-3723</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peiró-Velert%2C+Carmen%22">Peiró-Velert, Carmen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4794-6541">0000-0003-4794-6541</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Sport%2C+Education+and+Society%22"><i>Sport, Education and Society</i></searchLink>. 2022 27(6):717-731.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Athletics%22">Athletics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Exercise%22">Exercise</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13573322.2021.1907327
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1357-3322<br />1470-1243
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The goal of the present study was to explore Primary Education students' views on their involvement in a three pedagogical models' hybridization (Health-Based Physical Education, Cooperative Learning and Sport Education) based on their common features, links and frameworks (e.g. the influence of the models in the students' basic psychological needs or motivation), as well as their limitations. A total of 115 year-5 and year-6 students (46.09% girls; aged 10-13 years), enrolled in one school in central Spain, agreed to participate. They all experienced the same 'Edu-CrossFit' learning unit (13 lessons, 45 min/each). One teacher-researcher, with more than six years of previous experience on pedagogical models, implemented the learning unit. The study followed a qualitative methodology, and four group interviews (one from each participating class) were conducted at the end of the intervention programme. From the students' responses, and to facilitate the understanding and soundness of the data analysed, four main themes emerged: (a) 'Am I allowed to behave autonomously?': students' views on how to deal with it'; (b) Students' views on cooperating and relating with partners; (c) Students' feelings on their competence and motivation; and (d) 'Not only movers, but informed and habitual movers': building students' active identities. In conclusion, the participating students acknowledged that they had learned to become more autonomous, competent and motivated, to build new relationships and to develop an active identity. A longer-term unit would allow the teacher to know students better and to ensure the consolidation of students' learnings. Therefore, despite some limitations, this hybridization can contribute to shaping habitual, motivated, critical and informed movers.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1354047
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1354047
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13573322.2021.1907327
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 717
    Subjects:
      – SubjectFull: Health Education
        Type: general
      – SubjectFull: Physical Education
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Athletics
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Exercise
        Type: general
      – SubjectFull: Spain
        Type: general
    Titles:
      – TitleFull: Students' Perceptions on Three-Way Pedagogical Models Hybridization: Contributing to the Development of Active Identities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Evangelio, Carlos
      – PersonEntity:
          Name:
            NameFull: González-Víllora, Sixto
      – PersonEntity:
          Name:
            NameFull: Fernandez-Rio, Javier
      – PersonEntity:
          Name:
            NameFull: Peiró-Velert, Carmen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 1357-3322
            – Type: issn-electronic
              Value: 1470-1243
          Numbering:
            – Type: volume
              Value: 27
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Sport, Education and Society
              Type: main
ResultId 1