ABSTRACT

Physical education is expected to play a significant role in developing pupils’ health. This is the case in Scotland, where physical education is located in a prioritised cross-curricular area of Health and Wellbeing (HWB). However, there is a lack of evidence on the extent to which physical education contributes to pupils’ HWB under the new curriculum. Given that there is a growing interest in exploring how teachers enact pedagogies as a response to mental health issues, this study seeks to examine the practices of teachers who identify as being committed to pedagogies of affect within a sample of Scottish secondary schools. The purpose of this study was to report how pupils and teachers talk about the contribution of physical education to pupils’ HWB, with a particular focus on the affective domain. The study on which this paper is based used qualitative methods within a grounded theory approach. Six physical education teachers who were from four different secondary schools participated in semi-structured interviews. Pupils were selected by the teachers and participated in focus group interviews. We outlined two main themes: (1) teachers’ and pupils’ practices in building confidence in pupils, which was exclusive to the female pupils and teachers; (2) teachers’ concerns with building relationships with pupils. A notable finding was that teachers who had an explicit and direct intention for affective learning among their pupils sought to build a trusting relationship with pupils as a basic concern to implement teaching for affective learning, rather than the need for an emphasis on lesson contents and specific teaching approaches. This study could be a valuable resource for teacher professional learning as the findings referred to teachers’ regular practices and their knowledge of the curriculum, especially for those who recognise a need to enact pedagogies of affect.

摘要

体育教育有望在发展学生健康方面发挥重要作用。苏格兰就是这种情况，那里的体育教育位于健康与福祉（HWB）的优先跨学科领域。然而，在新课程下，体育对学生 HWB 的贡献程度尚缺乏证据。鉴于人们越来越有兴趣探索教师如何制定教学法以应对心理健康问题，本研究旨在调查苏格兰中学样本中确定致力于情感教学法的教师的实践。本研究的目的是报告学生和教师如何谈论体育对学生 HWB 的贡献，特别关注情感领域。本文所依据的研究在扎根理论方法中使用了定性方法。来自四所不同中学的六名体育教师参加了半结构化访谈。学生由老师挑选并参加焦点小组访谈。我们概述了两个主要主题：（1）教师和学生在建立学生信心方面的实践，这是女性学生和教师独有的；(2) 教师对与学生建立关系的担忧。一个值得注意的发现是，对学生的情感学习有明确和直接意图的教师寻求与学生建立信任关系，这是实施情感学习教学的基本关注点，而不是需要强调课程内容和具体教学方法。