Not Academic Enough? Enjoyment of Physical Education and the Arts and School Engagement in Early and Middle Adolescence (¿Suficientemente académico? Disfrute de la Educación Física y las Artes e implicación del estudiante con la escuela en la adolescenci

Autores/as

  • Enrique Garcia Bengoechea University of Limerick
  • Lisa Lorenzino Schulich School of Music McGill University, Montreal, Quebec
  • Shirley Gray Institute for Sport, Physical Education and Health Sciences Moray House School of Education University of Edinburgh, Edinburgh, Scotland

DOI:

https://doi.org/10.47197/retos.v0i35.63700

Palabras clave:

School engagement, curriculum, physical education, arts education, extracurricular activities (Compromiso escolar, currículo, Educación Física, Artes, actividades extracurriculares)

Resumen

Abstract. School engagement during adolescence is an important personal asset for youth development. While multiple factors contribute to student engagement at school, research on the role of curricular factors is scarce. Based on a secondary analysis of data from Cycle 3 of the National Longitudinal Survey of Children and Youth, this study examined the associations of Canadian students’ enjoyment of arts education, language arts, mathematics, physical education, and science with their engagement at school during early and middle adolescence, accounting for relevant demographic, family, peer, school, and community factors. All things considered, high levels of enjoyment of physical education and arts education   were among the top factors making a contribution to school engagement in both periods of adolescence, and enjoyment of physical education was actually the strongest contributor to school engagement in early adolescence. The findings suggest that curricular factors, and in particular the quality of students’ experiences in physical education and arts education, may be more important than previously recognized in terms of understanding and promoting school engagement in early and middle adolescence. Specifically, the findings provide initial evidence that a positive experience in physical education and arts education can contribute to student engagement and valuing of school. In addition, the findings provide further support for the role of participation in extracurricular activities and after school programs in fostering a sense of connectedness to and endorsement of school values and outcomes during the developmental periods considered.


Resumen. La implicación con la escuela durante la adolescencia es un importante activo personal para el desarrollo humano. Sin embargo, la investigación sobre el rol de factores curriculares es escasa. A partir de un análisis secundario de datos del Ciclo 3 de la Encuesta nacional del desarrollo de los niños y los jóvenes, este estudio examina las asociaciones del disfrute de las Artes, las Lenguas, las Matemáticas, la Educación Física y las Ciencias con la implicación escolar en estudiantes canadienses durante la adolescencia temprana y media, teniendo en cuenta factores demográficos, familiares, sociales, escolares y comunitarios relevantes. Niveles altos de disfrute de la Educación Física y de las Artes fueron dos de los factores que más contribuyeron en este estudio a la implicación escolar durante la adolescencia temprana y media, mientras que el disfrute de la Educación Física se reveló específicamente como el factor más importante en la adolescencia temprana. Factores curriculares, y en particular la calidad de la experiencia de los alumnos en las asignaturas de Educación Física y de Artes, pueden ser más importantes que lo pensado anteriormente para comprender y promover el compromiso con la escuela durante la adolescencia temprana y media. Los resultados proporcionan evidencias iniciales de que una experiencia positiva en las asignaturas de Educación Física y de Artes puede contribuir a un mayor compromiso con la escuela y una valoración favorable de la misma por parte de los alumnos y refuerzan el rol de la participación en actividades extracurriculares y programas fuera del horario escolar.  

Citas

References

Archambault, I., Janosz, M., Morizot, J., & Pagani, L. (2009). Adolescent behavioral, affective, and cognitive engagement in school: Relationship to dropout. Journal of School Health, 79, 408–415. doi:10.1111/j.1746- 1561.2009.00428.x

Audas, R. & Willms, J. D. (2001). Engagement and Dropping Out of School: A Life-Course Perspective. Retrieved from http://sbisrvntweb.uqac.ca/archivage/15292281.pdf

Bess, D. & Fisher, R. (1993). Arts advocacy in music education. Music Educators Journal, 80(1), 17-22.

Beni, S., Fletcher, T., & Chróinín, D. N. (2016). Meaningful experiences in physical education and youth sport: A review of the literature. Quest. doi: 10.1080/00336297.2016.1224192

Bohnert, A., Fredricks, A. J., & Randall, E. (2010). Capturing unique dimensions of youth organized activity involvement: Theoretical and methodological considerations. Review of Educational Research, 80, 576–610. doi: 10.3102/0034654310364533

Bussière, P., Cartwright, F., & Knighton, T. (2004). Measuring up: Canadian results of the OECD PISA study. The performance of Canada’s youth in mathematics, reading, science and problem solving. Retrieved from http://www.cmec.ca/docs/pisa2003/pisa2003.en.pdf.

Canadian Institute for Health Information (2005). Improving the health of Canadians. Ottawa, ON.

Catterall, J., Chapleau, R., & Iwanaga (1999). Involvement in the arts and human development: General involvement and intensive involvement in music and theatre arts. In E. Fiske (Ed), Champions of Change: The Impact of the Arts on Learning (pp. 1-18). Washington, DC: Arts Education Partnership and President’s Committee on the Arts and Humanities.

Catterall, J., Dumais, S., & Hampden-Thompson, G. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies. Retrieved from National Endowment for the Arts: https://www.arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf

Cawthon, S., Dawson, K., & Ihom, S. (2011). Activating student engagement through drama-based instruction. Journal for Learning through the Arts, 7(1).

Corbin, C. B., & Lindsey, R. (2007). Fitness for life (5th ed.). Champaign, IL: Human Kinetics.

Coalition for Music Education in Canada (2017). Become a music advocate, and help ensure a high-quality education for all our children. Retrieved from http://www.musicmakesus.ca/take-action.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.

Fredricks, J. A., & Eccles, J. S. (2008). Participation in extracurricular activities in the middle school years: Are there developmental benefits for African American and European American youth? Journal of Youth and Adolescence, 37, 1029–1043. doi: 10.1007/s10964-008-9309-4

Fullarton, S. (2002). Student engagement with school: Individual and school-level influences. Retrieved from Australian Council for Educational Research: http://research.acer.edu.au/cgi/viewcontent.cgi?article=1030&context=lsay_research

Gray, S., MacIsaac, S., & Jess, M. (2015). Teaching ‘health’ in physical education in a ‘healthy’ way. Retos: Nuevas tendencias en Educación Física, Deportes y Recreación, 28, 165-172.

Hallam, S. (2015). The power of music. Retrieved from http://static1.1.sqspcdn.com/static/f/735337/25902273/1422485417967/power+of+music.pdf

Harvard Family Project (2008). After school programs in the 21st century: Their potential and what it takes to achieve it. Issues and opportunities in out-of-school time evaluation, 10, 1-12.

Hastie, P. (2012). The nature and purpose of Sport Education as an educational experience. In P. Hastie (ed.), Sport Education: International perspectives (pp. 1-12). Oxon: Routledge.

Hastie, P., Martínez, D., & Calderón, A. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103-132.

Hellison, D. (1995). Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.

Hellison, D.R. (2011). Teaching personal and social responsibility through physical activity. Champaign, IL: Human Kinetics.

Hellison, D. & Walsh, D. (2002). Responsibility-based youth programs evaluation: Investigating the investigations. Quest, 54, 292-307.

Hee Im, M., Hughes, J. N., Cao, Q., & Kwok, O. (2016). Effects of extracurricular participation during middle school on academic motivation and achievement at grade 9. American Educational Research Journal, 53, 1343-1375. doi: 10.3102/0002831216667479

Hill Strategies Research. (2010). A delicate balance: Music education in Canadian schools [Executive summary]. Retrieved from http://www.hillstrategies.com/sites/default/files/Music_Education_summary2010.pdf

Ingram, D., & Meath, M. (2007). Arts for academic achievement: A compilation of evaluation findings from 2004-2006. Retrieved from Centre for Applied Research and Educational Improvement: http://conservancy.umn.edu/bitstream/handle/11299/143647/AAA-Compilation-of-Evaluation-Findings-2007-03-30.pdf?sequence=1&isAllowed=y

Kinchin,G. (2006). Sport Education: A view of the research. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 596-609). London: Sage.

Lerner, R. M., Lerner, J. V., Bowers, E. P., & Geldhof, G. J. (2015). Positive youth development and relational-developmental systems. In R. M. Lerner (series Ed.), W. F. Overton & P. C. M. Molenaar (Vol. Eds.), Handbook of child psychology and developmental science. Vol. 1. Theory and method (7th ed., pp. 607-651). Hoboken, NJ: Wiley.

Li, Y., Bebiroglu, N., Phelps, E., Lerner, R. M., Lerner, J. V. (2008). Out-of-school time activity participation, school engagement and positive youth development: Findings from the 4-H study of positive youth development. Journal of Youth Development, 3(3). doi: https://doi.org/10.5195/jyd.2008.284

Li, Y., Lerner, J. V., & Lerner, R. M. (2010). Personal and ecological assets and academic competence in early adolescence: The mediating role of school engagement. Journal of Youth and Adolescence, 39, 801–815.

Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement across adolescence: Implications for academic achievement, substance use, depression, and delinquency. Developmental Psychology, 47, 233–247.

Li, Y., Doyle Lynch, A. D., Kalvin, C., Liu, J., & Lerner, R. M. (2011). Peer relations as a context for the development of school engagement. International Journal of Behavioral Development, 35, 329–342.

Li, Y., Zhang, W., Liu, J., Arbeit, M., Schwartz, S., Bowers, E. P., & Lerner, R. M. (2011). The role of school engagement in preventing adolescent delinquency and substance use: A survival analysis. Journal of Adolescence, 34, 1181–1192.

Lowell, J. (2004). State arts agencies 1965-2003: Whose interests to serve? Santa Monica, CA: Rand Corporation.

Martin, A. J., Mansour, M., Anderson, M., Gibson, R., Liem, G. A. D., & Sudmalis, D (2013). Journal of Educational Psychology, 105, 709-727. doi: 10.1037/a0032795

Mark, M. (2002). A history of music education advocacy. Music Educators Journal, 89(1), 44-48.

Marsh, H. W., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72, 464–514.

MacLean, J., Mulholland, R., Gray, S., & Horrell, A. (2015) Enabling curriculum change in physical education: the interplay between policy constructors and practitioners. Physical Education and Sport Pedagogy, 20, 79-96. doi: 10.1080/17408989.2013.798406

Mitchell, F., Gray, S., & Inchley, J. (2015) ‘This choice thing really works … ’: Changes in experiences and engagement of adolescent girls in physical education classes, during a school based physical activity programme. Physical Education and Sport Pedagogy, 20, 593-611.

McNeely, C. A., Nonnemaker, J. M. & Blum, R .W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health 72, 138-146.

Mouratidis, A., Barkoukis, V., & Tsorbatzoudis, C. (2015). The relation between balanced need

satisfaction and adolescents’ motivation in physical education. European Physical Education Review, 21, 421–431.

Owen, K. B., Parker, P. D., Van Zanden, B., MacMillan, F., Astell-Burt, T., & Lonsdale, C. (2016). Physical activity and school engagement in youth: A systematic review and meta-analysis. Educational Psychologist, 5, 129-145. doi: 10.1080/00461520.2016.1151793

Physical and Health Education Canada (2017). Time to move! Retrieved from http://www.phecanada.ca/sites/default/files/advocacy_tools/TimetoMoveEnglish_crop.pdf

Robinson, K. (2000). Arts education’s place in a knowledge-based global economy. Retrieved from https://www.giarts.org/sites/default/files/learning-and-the-arts-crossing-boundaries.pdf

Ros, I. (2009). La implicación del estudiante con la escuela [The student engagement with the school]. Revista de Psicodidáctica 14, 79-92.

SHAPE America-Society of Health and Physical Educators. (2015). Physical education is an academic subject [position statement]. Reston, VA: Author.

Siedentop, D., Hastie, P. A., & Van der Mars, H. (2004). Complete guide to Sport Education. Champaign, IL: Human Kinetics.

Smithrim, K., & Upitis, R. (2005). Learning through the arts: Lessons of engagement. Canadian Journal of Education, 28, 109-127.

The Australian Council for Health, Physical Education and Recreation (2014). The importance of the Health and Physical Education learning area in schools [position statement]. Retrieved from https://www.achper.org.au/documents/item/394

Vallerand, R.J., Fortier, M.S. & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176. doi: http://dx.doi.org/10.1037/0022-3514.72.5.1161

Wang, M., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633–662. doi:10.3102/0002831209361209

Willms, J. D. (2003). Student engagement at school: A sense of belonging and participation. Results from PISA 2000. Retrieved from https://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33689437.pdf

Descargas

Publicado

2019-01-01

Cómo citar

Garcia Bengoechea, E., Lorenzino, L., & Gray, S. (2019). Not Academic Enough? Enjoyment of Physical Education and the Arts and School Engagement in Early and Middle Adolescence (¿Suficientemente académico? Disfrute de la Educación Física y las Artes e implicación del estudiante con la escuela en la adolescenci. Retos, 35, 301–309. https://doi.org/10.47197/retos.v0i35.63700

Número

Sección

Artículos de carácter científico: trabajos de investigaciones básicas y/o aplicadas