“The Game Changers”: How Equity-Driven Pedagogical Scaffolding Reduces Participation Disparities in Physical Education

• Published in: Education sciences Vol. 14; no. 10; p. 1077
• Main Authors: Ribeiro, Eugénio, Farias, Cláudio, Mesquita, Isabel
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01-10-2024
• Subjects: Collaboration; Decision making; democratic education; Educational Quality; Gender equality; inclusive and equitable physical education; Learning; Mediation; Physical education; Physical education and training; physical education teacher education; Social networks; social networks analysis; Student Participation; Teaching; Teaching Skills; Canada; United Kingdom
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci14101077

Achieving gender equity and social inclusiveness remains a key priority in education. In the context of Physical Education (PE), fostering inclusive practices is critical to ensuring all students, regardless of gender, ability, or social status, can participate meaningfully. By examining the impact of three pre-service teachers’ (PSTs) equity-driven pedagogical practices on gender equity and student engagement in game-based activities, this study investigates how targeted pedagogical interventions can reduce gender disparities in engagement and promote inclusivity in student game interactions within PE classes. Specifically, we aimed to determine whether students of different sexes exhibit similar engagement rates, identify any existing disparities, examine changes in these disparities during the intervention, assess the equity and inclusiveness of student game interactions, and explore the link between these interactions and engagement rates. A total of three PSTs were engaged in a yearlong study, divided into two units: basketball (3v3) and volleyball (4v4). A pedagogical scaffolding intervention aimed at fostering equity and inclusion was implemented through their yearlong engagement in school-placement teaching practices. Data concerning students’ participation in game-based activities were collected in the first and last unit of the schoolyear (Basketball—first semester; and Volleyball—second semester). Engagement rates, measured as participation time (PT) and Rate of Play (RoP), were recorded through video analysis. A Social Network Analysis (SNA) was used to evaluate the equity and inclusiveness of student interactions. Initial disparities in engagement rates favoured boys in both sports. However, post-test results indicated a significant increase in engagement for both sexes, with disparities decreasing over the intervention period. Basketball showed a significant reduction in gender differences in RoP (p < 0.05), while volleyball results indicated no significant gender disparities post-intervention. The SNA revealed more equitable and inclusive game interactions over time, particularly in volleyball. The results suggest the pedagogical intervention’s effectiveness in increasing students’ engagement and reducing game-based gender disparities. These findings underscore the importance of deliberate scaffolding strategies to enhance equity and inclusion, highlighting the potential of the reported strategies for fostering a more inclusive and engaging environment for all students.