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| Autor/in | Everley, Suzanne |
|---|---|
| Titel | Physical Literacy and the Development of Girls' Leadership: An Evaluation of the English Football Association's Active Literacy through Storytelling Programme |
| Quelle | In: Education 3-13, 50 (2022) 5, S.668-683 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Everley, Suzanne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4279 |
| DOI | 10.1080/03004279.2021.1898433 |
| Schlagwörter | Females; Children; Leaders; Physical Activities; Physical Education; Multiple Literacies; Story Telling; Leadership; Team Sports; Leadership Effectiveness; Teamwork; Interpersonal Relationship; Learner Engagement; Foreign Countries; United Kingdom (England) |
| Abstract | The English Football Association (FA) has established a number of programmes to encourage girls' participation in physical activity but has raised concerns that these may be limited in accessibility to target groups. Developing physical literacy is one way in which girls may be supported in building social confidence to access opportunities. This study evaluated the efficacy of the FA's 'Active Literacy through Storytelling' designed to develop young girls' physical literacy. Participants were girls aged 5-12 yrs (n = 25) and programme leaders (n = 2) from two case study schools. Research with the girls involved 3 stages: the first, drawing pictures of engagement in the project ('before' and 'after'), the second, individual interviews utilising the drawings. Leaders were subsequently interviewed based on data generated here. Thematic analysis of qualitative data, sensitised by physical literacy concepts was conducted. Results demonstrated the programme developed girls' social interaction, teamwork and leadership skills. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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