Champions of Inclusion and Diversity using Meaningful Physical Education
About
The Champions of Inclusion and Diversity using Meaningful Physical Education (CHAMP-INC-MPE) project uses meaningfulness as a lens to promote more equal opportunities in children’s physical education experiences. The project runs from 15 September 2023 until 15 September 2026. This project is co-funded by the Erasmus+ Programme.
What is CHAMP-INC-MPE?
The overall aim of CHAMP-INC-MPE is to support primary teachers to implement Meaningful Physical Education (PE) in a way that is inclusive and accounts for the diversity of the student population. Our proposal adopts the Meaningful PE framework as a foundational conceptual and practical guide. The personalisation and individualisation of experiences that is offered by the Meaningful PE framework has potential to reach these children who are currently being discounted. To achieve this overall aim, the purpose of CHAMP-INC-MPE is to support collaboration between 10 Champion teachers and teacher educator partners in five countries (Ireland, Spain, Denmark, Norway and North Macedonia) to develop, implement and share pedagogies of Meaningful PE. Teachers will explore how the Meaningful PE approach - which consists of democratic and reflective pedagogies - can be implemented in order to specifically promote more inclusive and equitable experiences for children in physical education. Primary teachers will be supported to master these ideas towards becoming a ‘Champion’ of Meaningful PE. 'Champions' are defined as teachers who know about, successfully implement, advocate and share their experiences of Meaningful PE. Champion teachers will contribute to evidence gathering, dissemination and multiplier activities to support other teachers to implement Meaningful PE with transformative effects on PE.
The project includes:
- Two Transnational project meetings in year 1 (Ireland) and year 3 (Spain)
- Online training (LTA1) and teacher-teacher educator interactions (LTA2) alongside collection of evidence in support of pedagogies
- Co-production of Blog posts (DA 1) and pedagogical case studies (DA 2)
- Development of a Capstone resource (DA 3) on how to teach Meaningful PE
- Capstone webinar to accompany DA 3
- 2 Peer review journal articles
- Multiplier sharing event for teachers (ME 2) in each implementation country hosted by the Champion teachers to engage other teachers and policy makers.
- Multiplier sharing event for teacher educators (ME 3) in each implementation country
(Project Reference 2023-1-IE01-KA220-SCH-000154934)
The European Commission's support for the implementation of this project does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Partners
| Ireland |
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| Caoimhe Costelloe - Our Lady’s Abbey Primary School, Adare |
| Maria Carrie - Oola National School |
| Anne-Marie Bolger - Oola National School |
| Richie English - Knockainey NS |
| Déirdre Ní Chróinín - Mary Immaculate College |
| Richard Bowles - Mary Immaculate College |
| Aoife Neary - University College Cork |
| AnnMarie Young - University of Limerick |
| Canada |
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| Tim Fletcher, Brock University |
| Spain |
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| Juan Ramón García del Río - CEIP Fogar |
| Antonio Fraga Varela - CEIP Fogar |
| Andrés Pérez Coello - CEIP Fogar |
| Pablo Rey Vázquez - CEIP Juan Fernández Latorre |
| Fabian Canosa Pasantes - CEIP San Pedro de Visma |
| Elena Baulúz de la Iglesia - CEIP Emilio González López. Brexo-Lema. Cambre |
| Raúl Eirín Nemiña - Universidade de Santiago de Compostela |
| Norway |
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| Iris Luna Millstein - Primary school 1-7 grade ‘Vestli skole’ |
| Kjetil Barth - Primary school 1-7 grade ‘Vestli skole’ |
| Mats Hordvik - Norwegian School of Sport Sciences, Department of teacher education and outdoor studies |
| Republic of North Macedonia |
|---|
| Jugoslav Spasikj - Primary school “Krste Misirkov” |
| Kate Bujaroska Angeleska - Primary school “Grigor Prlicev” |
| Metodi Petrov - Priamry school “Vanco Prke” |
| Snezana Jovanova Mitkovska - Goce Delcev University, Faculty of Educational Sciences |
| Biljana Popeska - Goce Delcev University, Faculty of Educational Sciences |
| Denmark |
|---|
| Sebastian Morsing - Primary school Sølystskolen |
| Rikke Uldum Petersen - Primary school Sølystskolen |
| Anne Mie Møller Jung - Primary school Auning Skole |
| Simone Carøe Reus - Primary school Auning Skole |
| Mette Munk - Via University College |
Case Studies
These 'cases' are snapshot examples of practice and reflection provided by teachers as they have explored how Meaningful PE can help ensure that all children are included and feel a sense of belonging in PE. Across most of these cases, teachers are providing examples of noticing and intervening in response to a child/ children opting out or not feeling belonging in physical education spaces. In each case, teachers describe how ideas related to meaningfulness provided them with concrete actions to be more intentional in including individuals.
These cases are not intended as perfect tales about inclusion or a prescriptive formula to follow. Instead, the purpose of these snapshot stories is to promote reflection on how we practice inclusion as PE educators. These cases might also be used in teacher education courses to interrogate a variety of approaches to make Physical Education work better for individuals and groups. To that end, across these cases, we invite you to consider aspects such as:
- How is inclusion being understood and approached?
- What do you think of the responses and interventions that are reported and the impact they might be having?
- What resonates with you as something you would do in your own practice?
- What would you do differently?
- What questions do the scenarios raise for you?
- What is not being said and/or not being represented across these cases?
Click on the link to hear more about the cases at the Meaningful Podcast experience: S2E03 Chasing Chickens and Mending Fences'
The Meaningful Podcast Experience (MPE)
- CASE A Mara supports a variety of skill levels in gymnastics
- CASE B Sam supports Mika to socialise in/ through PE
- CASE C Tom explores the sport education model to promote a democratic classroom
- CASE D Janine promotes student choice of content area
- CASE E Dana supports a reluctant participant in PE
- CASE F Steph explores Meaningful PE through volleyball
- CASE G Fran explores inclusion through dance
- CASE H Cara explores reflection through student diaries
- CASE J Rio supports a student demonstrating anxiety about participation in PE
- CASE K Kayla targets reluctant participants through choice
- CASE L Tom supports a reluctant participant using fun
- CASE M Rick supports student reflection to promote student feelings of success
- About
- Partners
- Case Studies