ABSTRACT

Sport and physical education are considered a powerful tool to empower children from socially vulnerable backgrounds (SVB). The purpose of this study was to analyse coaches’ perceptions of the effect of the Sport Education (SE) pedagogical model, and use of the allocation of roles beyond player in particular, on the empowerment of children from SVB who participated in a community-based programme. Participants included three coaches, the lead researcher and 31 nine- to eleven-year-olds (17 boys and 14 girls) from diverse ethnic groups (Roma, North African, Latin-American, Caucasian and sub-Saharan). A 36 one-hour session’s SE season was implemented. The data were obtained by four focus groups (before implementing the programme; at the end of the pre-season; after the first round of the formal competition; when the programme was completed) and a diary of the lead researcher who participated as participant observer. Coaches’ perceived that SE roles were authentic empowering strategies to help children from SVB to have experiences of meaningful participation in a safe environment, sharing power through the responsibilities they assumed, collaboration, and challenging gender stereotypes. In order to accomplish those results, SE had a flexible implementation in terms of duration and roles assignment to become more student-centred, roles were clearly defined to guarantee a safe environment for the children coaches showed an authentic ethic of care, and gender stereotypes were broken through going beyond the equality of opportunities.

摘要

体育和体育教育被认为是增强社会弱势背景儿童 (SVB) 的强大工具。本研究的目的是分析教练对体育教育 (SE) 教学模式的影响的看法，以及特别是在球员之外的角色分配对 SVB 参与社区儿童的赋权的看法。程序。参与者包括三名教练、首席研究员和来自不同种族（罗姆人、北非人、拉丁美洲人、高加索人和撒哈拉以南地区）的 31 名 9 至 11 岁儿童（17 名男孩和 14 名女孩）。实施了 36 个一小时课程的 SE 季节。数据由四个焦点小组获得（计划实施前；季前赛结束时；第一轮正式比赛后；计划完成时）和作为参与观察员参与的主要研究人员的日记。教练们认为，SE 角色是真正的授权策略，可帮助 SVB 的儿童在安全环境中有意义地参与体验，通过他们承担的责任、协作和挑战性别刻板印象来分享权力。为了取得这些成果，SE 在持续时间和角色分配方面进行了灵活的实施，以更加以学生为中心，明确定义了角色以确保为儿童提供安全的环境突破机会均等。教练们认为，SE 角色是真正的授权策略，可帮助 SVB 的儿童在安全环境中有意义地参与体验，通过他们承担的责任、协作和挑战性别刻板印象来分享权力。为了取得这些成果，SE 在持续时间和角色分配方面进行了灵活的实施，以更加以学生为中心，明确定义了角色以确保为儿童提供安全的环境突破机会均等。教练们认为，SE 角色是真正的授权策略，可帮助 SVB 的儿童在安全环境中有意义地参与体验，通过他们承担的责任、协作和挑战性别刻板印象来分享权力。为了取得这些成果，SE 在持续时间和角色分配方面进行了灵活的实施，以更加以学生为中心，明确定义了角色以确保为儿童提供安全的环境突破机会均等。