ACTIVE AND ENTHUSIASTIC PARTICIPATION IN PHYSICAL EDUCATION: STUDENTS' VOICES ON THE IMPACT OF STUDENT-CENTRED APPROACHES

Abstract

The present study aimed to give voice to secondary school students regarding the impact of student-centered teaching approaches on the type of participation and level of enthusiasm in Physical Education classes. A teaching experiment was conducted by a preservice teacher within the instructional units of Floor Gymnastics and Handball, involving the implementation of both teacher-centered and student-centered approaches. Data collection included semi-structured focus group interviews with students and the reflective journal of the preservice teacher, allowing for methodological triangulation. Thematic analysis procedures were used to examine the data. In the first semester, a gradual transition was promoted from a teacher-centered approach to more autonomous and participatory practices. In the second semester, the teaching was predominantly based on student-centered approaches. The results showed that student-centered approaches fostered more active, enthusiastic, and responsible student participation, as well as greater autonomy, peer cooperation, and a deeper understanding of the content, resulting in increased enjoyment of the lessons. This study reinforces the importance of student-centered approaches in promoting more meaningful and sustained learning in Physical Education.