ABSTRACT

Background

An emphasis on meaningfulness may facilitate the types of experiences that are more likely to lead children towards a commitment to physical activity participation in ways that enrich the quality of their lives. While several authors have highlighted the importance of prioritising meaningfulness, direction is lacking on how teachers can consistently and intentionally foster meaningful experiences for pupils in physical education.

Purpose

Our purpose in this paper is to draw on conceptual understandings of meaningful experiences to propose a coherent set of pedagogical principles that can support teachers in making decisions that facilitate meaningful experiences for pupils.

Pedagogical Principles

Interrogation of the concepts meaningful experiences provides two preliminary pedagogical principles for teaching for meaningfulness. First, the personal nature of identifying experiences as meaningful indicates the value of adopting democratic approaches that allow for ownership and individualisation of experience. Democratic principles include teachers fostering inclusive environments and helping pupils actively make authentic connections between their lived experiences inside and outside of their classroom and communities. Second, the introspective and retrospective characteristics of meaningful experiences points to the central role of reflection. Reflective principles capture the continuity of experience (past-present-future) to help pupils look back and generate awareness of what makes an experience meaningful while also moving toward future meaningful experiences. These principles also provide insight into ideas and actions that do not represent an approach where personal meaningfulness is prioritised.

Conclusions

Reflective and democratic pedagogical principles provide concept-based practical direction for teachers in facilitating meaningful experiences for pupils in physical education and for future research on meaningfulness in physical education.

中文翻译：

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支持在体育教育中优先考虑有意义的体验的教学原则：概念和实践考虑

摘要

背景

对意义的强调可能会促进更可能引导儿童致力于以丰富他们的生活质量的方式参与体育活动的体验类型。虽然几位作者强调了优先考虑意义的重要性，但缺乏指导教师如何始终如一地、有意识地为学生在体育教育中培养有意义的体验。

目的

我们在本文中的目的是利用对有意义体验的概念性理解，提出一套连贯的教学原则，可以支持教师做出有利于学生有意义体验的决策。

教学原则

审讯概念有意义的经历为有意义的教学提供了两个初步的教学原则。首先，将经验识别为有意义的个人性质表明采用允许经验所有权和个性化的民主方法的价值。民主原则包括教师营造包容的环境，帮助学生积极地在课堂内外的生活经历和社区之间建立真实的联系。其次，有意义体验的内省性和回顾性特征表明了反思的核心作用。反思性原则捕捉经验的连续性（过去-现在-未来），以帮助学生回顾并了解是什么使体验变得有意义，同时也朝着未来有意义的体验迈进。不代表优先考虑个人意义的方法。

结论

反思和民主的教学原则为教师提供了基于概念的实践指导，以促进学生在体育教育中的有意义的体验，以及未来对体育教育意义的研究。