A single case study investigating key stage 4 males and P.E teachers understanding of pupil voice.

Abstract

The purpose of this study was to investigate key stage 4 males and P.E teachers understanding of pupil voice. A total of 9 participants were involved in this single case study consisting of 6 key stage 4 male students and 3 male P.E teachers including the head of P.E. Semi structured interviews and a focus group were employed as methods for gaining the views and opinions of the participants involved. Primarily there were three themes inherent throughout the study, these were: Pupil voice, physical literacy and High Quality Physical Education (HQPE). The study found there was a shared understanding between students and P.E teachers concerning their understanding of pupil voice as being one that allows a voice and opinion for students, the role it plays in P.E being one that enables pupils a participative role on their education and the benefits inherent within pupil voice being extensive and varied when pupil voice is implemented. However when asked about how pupil voice was implemented the P.E teachers and key stage 4 males both revealed that pupil voice was facilitated by giving pupils a level of choice regarding the sports they participate in during P.E lessons. This contrasted their responses concerning their understanding of pupil voice and the role it plays in P.E as one that allows a chance to express their views and opinions and have a participative role in their education. With reference to the benefits of pupil voice when its implemented, the study found there was a strong link between pupil voice and promoting physically literate males within key stage 4. What is more, there was also a link made between pupil voice and the promotion of a higher quality of physical education through the use of feedback for future improvement by P.E teachers. Despite this the study indicated that only 2 of the 10 outcomes of HQPE were promoted through the implementation of pupil voice.