Tools
Tools
Wintle, Jordan 
ORCID: https://orcid.org/0000-0002-1195-4964
(2025)
Implementing Lifestyle Sports in Schools through Meaningful Physical Education: A Mixed Methods Approach.
PhD thesis, University of Gloucestershire.
doi:10.46289/UKHM1313
Preview |
Text
15283 Wintle (2025) Implementing Lifestyle Sports in School.pdf - Other Available under License All Rights Reserved. Download (11MB) | Preview |
Abstract
Background Physical education (PE) has been criticised for not inclusively engaging all pupils in meaningful physical activity experiences. There is debate as to whether competitive sports dominance is the most effective vehicle through which engagement in physical activity (PA) is best achieved. Lifestyle sports (LS), such as parkour and CrossFit, offer a potential alternative, promoting inclusivity, personal relevance, and challenge. Pedagogical approaches rooted in self-determination theory (SDT), such as meaningful physical education (MPE), are commonly promoted as impactful teaching approaches. This study investigates the barriers and enablers to integrating LS into PE, the impact of LS on pupils' experiences (explicitly relating to MPE), and the possible implications for curriculum design and pedagogical practice in secondary schools based on the findings. Methods An action research intervention where two eight-lesson units of LS sports (parkour and a kickboxing/CrossFit hybrid) were implemented in two separate English secondary schools provided the context for the study. The researcher taught the units in the role of teacher-researcher. A mixed-methods approach was adopted, involving quantitative and qualitative methods before, during and after the units. Data was drawn from all stakeholders (pupils n=50, observing teacher n=2, and the single teacher-researcher). Quantitative data assessed changes in pupils’ perceptions of meaningfulness comparing regular PE to their experiences in the units, while qualitative data (lesson observations, researcher reflective diary, interviews with teachers and focus groups with pupils) provided more detailed insights into the views of pupils, teachers, and the researcher. Results and Discussion Findings demonstrated that LS units combined with the MPE approach fostered enjoyment and inclusivity, particularly for female and less active pupils, with positive responses from most pupils in many key areas of MPE. Novelty emerged as a potential new feature of MPE. Barriers to implementation included entrenched traditional PE practices, resource constraints, and curriculum overcrowding, whilst a supportive departmental ethos and targeted professional development were key enablers. The use of democratic pedagogies, goal setting and reflection played critical roles in maximising the effectiveness of the intervention. Conclusion This study highlights LS's transformative potential in making PE more inclusive and relevant and adds further support to the use of MPE as a vision and framework for PE delivery. By addressing systemic barriers, such as school/department culture, and aligning practice with MPE principles, LS can diversify the PE curriculum and foster positive and engaging experiences for many pupils.
| Item Type: | Thesis (PhD) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Thesis Advisors: |
|
|||||||||
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > H Social Sciences (General) L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LB Theory and practice of education > LB2361 Curriculum |
|||||||||
| Divisions: | Schools and Research Institutes > School of Education, Health and Sciences | |||||||||
| Depositing User: | Jordan Wintle | |||||||||
| Date Deposited: | 06 Nov 2025 14:39 | |||||||||
| Last Modified: | 06 Nov 2025 14:41 | |||||||||
| URI: | https://eprints.glos.ac.uk/id/eprint/15283 |
University Staff: Request a correction | Repository Editors: Update this record
