ABSTRACT

Background

For years, physical activity settings had portrayed a discourse that does not allow to add new and different elements in its practice. This discourse established a status quo that has affected in many ways the structure, the pedagogy and practice of physical activity settings. This is the case of out-school programs.

Purpose

The purpose of this paper is to understand the process of co-creating an after-school sports club implementing a student-centered pedagogy.

Methods

This was an activist research project framed in two semesters. A key aspect of activist research is rooted in social interaction and a student-centered pedagogy is central in its framework. Participants included a doctoral candidate (lead author), a university professor (peer debriefing and second author), 3 college graduate and undergraduate students and 13 middle school students. Data collected included 11 peer-debriefing meetings, 22 youth debriefing meetings, 22 researcher journal entries and 13 debriefing meetings with the college adult participants.

Findings

Implementing a student-centered pedagogy such as the Student-Centered Inquiry as Curriculum approach helped to co-design and co-create this process within the sports club, which are divided into three sections: (1) design process of a student-centered sports club, (2) challenges and successes process of a student-centered sports club design, and (3) ‘Can we play the real sport? – Co-creating a student-centered sports club curriculum.

Conclusion

Co-creating a student-centered after-school sports club had two key elements: collaborative work and time. These two key elements helped a student-centered pedagogy central to an activist approach to become the bridge that facilitates youth engagement in out-school settings such as an after-school sports club.

中文翻译：

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“我们能参加真正的运动吗？” 共同创建以学生为中心的课后体育俱乐部

摘要

背景

多年来，体育活动环境描绘了一种不允许在实践中添加新的和不同的元素的话语。这一论述确立了一种现状，这种现状在许多方面影响了体育活动环境的结构、教学法和实践。这是校外计划的情况。

目的

本文的目的是了解共同创建一个实施以学生为中心的教学法的课外体育俱乐部的过程。

方法

这是一个在两个学期内进行的激进研究项目。激进主义研究的一个关键方面植根于社会互动，以学生为中心的教学法是其框架的核心。参与者包括一名博士生（主要作者）、一名大学教授（同行汇报和第二作者）、3名大学研究生和本科生以及13名中学生。收集的数据包括 11 次同行汇报会议、22 次青年汇报会议、22 篇研究人员日记条目和 13 次与大学成人参与者的汇报会议。

发现

实施以学生为中心的教学法，例如以学生为中心的探究作为课程方法有助于在体育俱乐部内共同设计和共同创建这一过程，该过程分为三个部分：（1）以学生为中心的运动的设计过程俱乐部，（2）以学生为中心的体育俱乐部设计的挑战和成功过程，以及（3）“我们可以玩真正的运动吗？– 共同创建以学生为中心的体育俱乐部课程。

结论

共同创建以学生为中心的课后体育俱乐部有两个关键要素：协作工作和时间。这两个关键要素帮助以学生为中心的教学法成为激进主义方法的核心，成为促进青年参与校外环境（如课后体育俱乐部）的桥梁。