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

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Author
Grogan-Holwell, William
Date
2015Type
Thesis
Publisher
Cardiff Metropolitan University
Metadata
Show full item recordAbstract
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.
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