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Using Group Concept Mapping to Conceptualize Meaningfulness in Physical Education with Secondary Students

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Bibliographic Details
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
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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.
ISSN:0273-5024
1543-2769
DOI:10.1123/jtpe.2023-0343