Academic literature on the topic 'Secondary school; sport; humanistic sociology'

AbstractThe study investigated student involvement in sports as part of co-curricular activities in the school and outside, and the effect of parental support upon their child’s participation in sport. The purpose of the study was to investigate in-depth the views of year 11 students from six Australian schools about their parents’ influence on their participation in sport. The schools agreed to allow their students to participate on a voluntary basis. The primary data were gathered from 111 students in the form of written personal statements in response to the researcher’s open-ended guideline questions, based on the humanistic sociological approach of studying respondents’ personal perspectives on a particular phenomenon. The 80% of respondents who claimed to play sport were involved in a total of 23 different sports, with soccer being the most frequently mentioned (29%). The 20% of respondents who did not play sport all attended schools where participation in sport was not compulsory. Parental support for sports participation was evident in 89% of their comments, but only 11% of parents played an active role. The negative family constraints identified by 15% of respondents referred to issues such as lack of parental interest in sport, concerns about safety, maintaining a balance between sport and other areas of life, and the cost involved

In this paper we present results concerning how students in a Danish upper secondary school negotiate between sports culture and the prevailing norms of youth culture in a local school context. The study shows that it can be rather difficult for young people to combine sports culture with the local youth culture, because living a healthy and physically active life doesn’t fit very well with the prevailing norms of youth culture, which involve a dominant social arena characterized by parties and alcohol. By applying the figurational sociology of Norbert Elias, this article shows that being included in a sports figuration can result in exclusion from the youth figuration. Young athletic students are therefore in a constant process of negotiation, where they struggle to fit into both sport and non-sport related contexts, because it is important to belong within both. The study is based on 16 focus group interviews [N=120] conducted over four years in one Danish upper secondary school.

This article presents the results of a questionnaire survey conducted in a Danish upper secondary school where alternative options of physical activity have been provided to the students. The purpose of the study is to gain knowledge about the perspectives of the students concerning physical education (PE), sport and exercise. The study illustrates young people’s practices, preferences and perceptions when physical activity is a gender-integrated activity as is the case in Denmark. The results are discussed in a figurational perspective viewing PE, sport and exercise as interdependent dimensions influencing young people’s participation in and views on physical activity. The study shows that even though we have a long tradition of gender-integrated PE in Denmark, very traditional gender differences similar to countries with gender-segregated PE prevails. The article, therefore, discusses the significance of cultural rather than structural circumstances while studying practices, preferences and perceptions of physical activity among young people.

The purpose of this research and development research was (1) to produce a humanistic social-based learning model that was suitable for the mathematical communication skills of elementary school students and (2) to test its effectiveness. The type of research used was RnD with a 4-D development model developed by Thiagarajan. The research subjects on a small scale were 4 students of grade IV and on a wide scale were all students in grade IV of SD Taman Muda IP. The data analysis technique used descriptive qualitative and quantitative. Qualitative analysis technique was used to describe the stages of developing a humanistic social-based learning model in improving mathematical communication skills. Quantitative analysis techniques were utilized to test the validity, practicality, and effectiveness. Based on research data, validation tests from experts and practitioners, it can be concluded that the humanistic social-based learning model in improving the mathematical communication skills of elementary school students was valid, practical, and effective. After going through the validation stage, both experts and practitioners, the product developed was said to be valid (feasible and can be used). After being tested on a small scale and a large scale, the product developed was included in the practical and effective criteria. Thus, the developed model can be used as reference material in enriching the learning process in elementary schools so that it is hoped that student learning outcomes can alsobe enhanced Keywords: humanistic, communication, mathematics, social. References: Aloni, N. 2013. Empowering dialogues in humanistic education. Educational Philosophy and Theory, 45(10), 1067-1081. Ansari, B. I. 2012. Komunikasi Matematik dan Politik. Banda Aceh: Yayasan Pena. Annisa, W.N. 2014. “Peningkatan Kemampuan Pemecahan Masalah Dan Komunikasi Matematik Melalui Pembelajaran Pendidikan Matematika Realistik Untuk Siswa SMP Negeri Di Kabupaten Garut”. Jurnal Pendidikan dan Keguruan Vol. 1 No. 1, artikel 8. Ärlebäck, J.B., & Doerr, H.M. 2017. Students’ interpretations and reasoning about phenomena with negative rates of change throughout a model development sequence. ZDM - Mathematics Education, 50(1–2), 187–200. Bozkurt, G. 2017. Social Constructivism: Does It Succeed in Reconciling Individual Cognition with Social Teaching and Learning Practices in Mathematics?, Journal of Education and Practice, 2017. Journal of Education and Practice, 8(3), 210–218. Cole, M. 1985. The Zone of Proximal Development: Where Culture and Cognition Create Each Other. In J.V. Wertsch (ed.), Culture, Communication and Cognition, p. 146-161. Cambridge: Cambridge Darminto, B. 2014. Penerapan Teori Maslow Pada Pembelajaran Matematika di SD. Jurnal Pendidikan, Volume 23, Nomor 1. Deaton, S. 2015. Social learning theory in the age of social media: Implications for educational practitioners. Journal of Educational Technology, 12(1), 1-6. Friedlaender, D. 2019. A Humanistic Approach to Scaling Up. Research Brief. Stanford Center for Opportunity Policy in Education. Gmaj, I., & Fijałkowska, B. 2021. Between a humanistic and economic model of lifelong learning: The validation system in Poland. European Journal of Education, 56(3), 407-422. Herring, C., Rosaldo, M., Seim, J., & Shestakofsky, B. 2016. Living theory: Principles and practices for teaching social theory ethnographically. Teaching Sociology, 44(3), 188-199. Jorgensen, R., Gates, P., & Roper, V. 2014. Structural exclusion through school mathematics: Using Bourdieu to understand mathematics as a social practice. Educational Studies in Mathematics, 87(2), 221-239. Kemdikbud. 2013. Modul Pelatihan Implementasi Kurikulum 2013. Jakarta: Badan Pengembangan Sumberdaya Manusia Pendidikan dan Kebudayaan. Kirschner, P.A., Sweller, J., & Clark, R.E. 2006. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 111–127. Koswara, D. 2015. Pembelajaran Kreatif dan Bermakna. Bandung: Universitas Pendidikan Indonesia Lerman, S. 2000. The social turn in mathematics education research. Multiple perspectives on mathematics teaching and learning, 1, 19-44. Lestari, L.A.S., Sumantri, & Suartama. 2014. Pengaruh Model Pembelajaran Bandura Terhadap Kinerja Ilmiah dan Hasil Belajar IPA Peserta didik Kelas IV SD. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha Jurusan PGSD., Vol: 2 No: 1. Lipeikienė, J. 2009. Development of a Mathematical Communication Curriculum. Informacijos Mokslai/Information Sciences, 50. Morris, C.W. 1994. Norm, Values, and Society. Wien: Kluwer Academic Publisher. Moshman, D. 1998. Cognitive development beyond childhood. In W. Damon (Series Ed.) Mullis, I.V., Martin, M.O., Foy, P., & Arora, A. 2012. TIMSS 2011 international results in mathematics. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. NCTM. 2000. Principles and standards for school mathematics. Reston, VA: NCTM. Pais, A., & Valero, P. 2014. Whither social theory?. Educational Studies in Mathematics, 87(2), 241-248. Palincsar, A.S. 1998. Keeping the metaphor of S\scaffolding fresh – A response to C. Prawat, R.S. 1992. Teachers’ Beliefs about Teaching and Learning: A Constructivist Perspective. American Journal of Education, 100(3), 354–395. Puskur. 2002. Kurikulum dan Hasil Belajar. Kompetensi Dasar Mata Pelajaran Matematika Sekolah Dasar dan Madrasah Ibtidaiyah. Jakarta: Balitbang Depdiknas. Ramdani, Y. 2012. “Pengembangan Instrumendan Bahan Ajar untuk Meningkatkan Kemampuan Komunikasi, Penalaran, dan Koneksi Matematisdalam Konsep Integral”. Jurnal Penelitian Pendidikan. Vol. 13. No. 1, pp. 47-48. Rismawati, M., & Setiawan, B. 2017. Membangun Kemampuan Komunikasi Matematis Peserta Didik pada Mata Kuliah Konsep Dasar Matematika SD Prodi PGSD. Jurnal Pendidikan Dasar PerKhasa, 3(2), 462–472. Sapriati, A., & Zuhairi, A. 2010. Using Computer-Based Testing as Alternative Assessment Method of Student Learning in Distance Education. Turkish Online Journal of Distance Education, 11(2), 161-169. Schneider, T.L. 2021. A social constructivist grounded theory of school principal legal learning. Journal of Research on Leadership Education, 16(3), 226-242. Sholeh, M. 2007. “Perencanaan Pembelajaran Mata Pelajaran Geografi Tingkat SMA dalam Konteks KTSP”. Jurnal Geografis FIS UNNES. Vol. 4, No.2, 129- 137. Suhendra. 2015. Pengembangan Kurikulum dan Pembelajaran Matematika. Jakarta: Universitas Terbuka Thiagarajan, S., Semmel, D.S. & Semmel, M.I. 1974. Instructional development for training teachers of exceptional chil­dren. Bloomington: Indiana University. Turmudi. 2009. “Students’S Responses To The Realistic Mathematics Teaching Approach In Junior Secondary School”, Indonesia University Of Education, Proceeding Of IICMA Van de Walle, J.A., Karp, K.S., & Bay-Williams, J. M. 2010. Elemnatary School Mathematics: Teaching developmentally (7th ed). Boston: Allyn & Balcon. Villares, E., Lemberger, M., Brigman, G., & Webb, L. 2011. Student Success Skills: An evidence‐based school counseling program grounded in humanistic theory. The Journal of Humanistic Counseling, 50(1), 42-55. Vygotsky, L.S. 1978. Mind In Society. Cambridge: Harvard University Press. Windshitl, M. 2004. The Challenges of Sustaining a Constructivist Classroom Culture, dalam Leonard Abbeduto, Taking Sides: Clashing Views on Controversial Issues in Educational Psychology, McGrawHill/Dushkin Woolfolk, A. 2009. Educational Psychology (8th ed.). New York: Allyn and Acon.

Background: Health-related behaviours and attitudes acquired in childhood significantly shape health behaviours in adulthood and play an important role in preventing children from becoming overweight. Interventions incorporating parental involvement can provide outstanding support in shaping a child’s health-related behaviour. However, parental involvement has not been investigated from the perspective of efficacy except for obesity. Therefore, this systematic review investigates school-based physical activity intervention programmes incorporating parental involvement. We aim to explore the impact of these programmes and the parental involvement they provide on behaviours that influence child health, which are essential for preventing children and adults from becoming overweight and promoting health-conscious lifestyles. Methods: This systematic literature review follows PRISMA guidelines. The EBSCO Discovery Service Search Engine was used for searching for literature. Papers included met the following inclusion criteria: (1) reported original, empirical research or systematic review published in a peer-reviewed journal; (2) primary or secondary school age (6–18 years) as the target population; (3) examined school-based sport or health prevention and intervention programs; (4) only healthy children and youth in the indicated age group; (5) school-based prevention or intervention program; (6) examines parental involvement; (7) in the English language, and (8) in disciplines of education, psychology, social work, sociology, social sciences and humanities. Results: An extremely limited number of interventions of sufficient quality address the role of parental involvement (N = 17). The forms of parental involvement show a huge variety, ranging from leaflets, home packs, sports organisations “forced” by the pandemic, parent meetings, programmes, courses, and school programmes with diverse children over several months (cooking together, gardening, playing sports together, etc.). Therefore, it is difficult to measure their effectiveness and impact. Conclusions: The impact of parental involvement on children’s health behaviour, especially physical activity and nutrition, as two of the most important factors in preventing them from becoming overweight, are unclear, and other correlations, e.g., academic achievement, are scarce.

In recent years, the academic standards of the collegiate student athlete have become a popular subject within the sociology of sport. In January 1983, the top competitive division of the NCAA voted to make more stringent the academic standards for participants in Division I intercollegiate sports. This was known as Proposal 48, and although the vote was 2 to 1 in favor of it, much criticism was also voiced. This study examines the relationship between the American College Testing Program (ACT) and actual grade point average (GPA) for 753 male and female athletes at the University of Utah during a 10-year period. A secondary purpose was to determine the predictive validity of a predicted GPA formula (PGPA) and high school grade point average (HSGPA) as estimates of actual GPA. Other purposes were to determine the correlation of ACT, PGPA, and HSGPA with regard to gender, race, and sport. Pearson product-moment correlations were utilized to establish relationships between ACT scores, PGPA, and HSGPA with actual GPA. A multiple correlation coefficient was computed and a regression equation was established. In addition, a cross-validation was performed on the existing data. Results indicated that an equation combining ACT and HSGPA is the best predictor for Caucasians, while HSGPA alone is the best predictor for non-Caucasians. Factors other than ACT scores appear to be better predictors of academic success for the student-athlete, thus casting doubt upon the validity of Proposal 48 for the NCAA.

Gendered divisions and representations can be especially problematic issues underpinning participation in water-based lifestyle and sporting activities. Sailing has particularly been found to be dominated by male participants who tend to dictate everyday codes of practice and symbolic representation. Female sailors are therefore regularly portrayed as inauthentic members of this activity and their participation also typically reflects much lower rates than males. In this paper, we develop these critical ideas about gendered sailing in the context of an 18 months comparative qualitative study involving 24 interviews and 113 hours of ethnographic field observations with five coaches, three physical education teachers, and 16 sailors. This study examined school sailing programmes in Western France and California in terms of the gendered practices and relationships that developed amongst young sailors and supporting adults. Bourdieu’s theory of embodied power reproduction and masculine domination is used to analyse how school sport sailing programmes often benefited male participants. Within both Western French and Californian sailing contexts, young men were viewed as being more legitimate participants and regularly took up the lead role of skipper – young women were considered secondary participants and were typically positioned as crew members. Notions of embodied agency are subsequently developed to illustrate how young women sometimes contested the male-dominated gender order found within Franco-American school-based sailing programmes.

The focus of this study is the relationship between secondary school students' sense of cultural identity and their participation in sports. Recent studies by the Australian Bureau of Statistics on the participation of Australian youth in sports and physical activities indicated that 25 per cent of young adolescents aged 12 to 14 years were not involved in sports. This figure rose to 36 per cent for students in one-parent families; to 44 per cent for those from overseas and non-English speaking countries. Other studies found that those of minority cultural background more often played Soccer, Australian Rules Football and Rugby than Cricket, Netball or Hockey. The participation of the larger minority ethnic groups of Australia within the established sports was the focus of a 1997 book, pointed to the need for studies which investigated individuals‟ personal understanding of their own and mainstream culture and how these factors influenced their involvement in sports. This study conducted such research with students from year 11 classes in six secondary schools in Adelaide. It adopted the humanistic sociological approach originating with the Polish-American sociologist Florian Znaniecki, and later developed by J J Smolicz for research on cultural pluralism in Australia. The concepts of group cultural values and individual personal cultural values were adopted to investigate individuals' participation in sport and their sense of cultural identity. The method involved collecting information on participants' personal and family background and analysing their written personal statements in to response open-ended guideline questions on their views and experiences concerning playing sport, and their sense of cultural identity. The students played a total of 24 sports, with Soccer being the most popular (32) followed by Australian Rules Football (21) and 14 sports having four or less participants. The reasons given by the 89 students who participated in sport, and their likes and dislikes about playing, indicated that fun and enjoyment, the social side of sport, fitness and health and, less often personal development, were regarded as the most important aspects of sport. The 22 students not playing sport expressed similar views, but focussed more on their dislikes of its physical demands and competitive element. In the students' view, family influence was most often in the form of support and encouragement; only a few reported that they had learned a sport directly from their parents. Friends were also seen as an important dimension of playing sport. In terms of their sense of cultural identity, 47 of the 89 who played sport were classified as Monocultural Mainstream Australians, while another ten identified with a different Monocultural group. The remaining 23 were Bicultural or Polycultural, linking their sense of being Australian to identification with one or more other cultural groups. Among those who did not play sport, nine were Monocultural Mainstream Australians, three identified with another group and four were Bicultural, identifying both with Australia and another group. For particular sports, the breakdown by cultural identity showed substantial variation. In Soccer players of diverse cultural identities were one more in number than those of mainstream Australian identity. By contrast, Netball and Cricket were dominated by players of Mainstream Australian identity. Very few respondents found their sense of cultural identity to be a barrier to sports participation, but its influence was apparent in their choice of sports.
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2011