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The Right To Play Playbook: teaching social responsibility through physical activity-based lessons on global issues.

This qualitative case study explored the effectiveness of the Right To Play Learning to Play: Playing to Learn (Playbook) educational resource on fostering social responsibility in a single class of grade six/seven boys and girls. A secondary objective of this study was to examine the teacher’s perceptions of the sustainability of the Playbook as an effective educational resource. Data collection methods included semi-structured student and teacher interviews, samples of the student’s work and course materials, teacher journal entries and observational field notes. Data were analyzed using constant comparison. Findings suggested that the Playbook learning activities provided the students with opportunities to practice building positive relationships, communicate in various forms, develop cooperation and teamwork skills and recognize and discuss issues of social justice. Comments and journal entries made by the teacher highlighted the Playbook as being a sustainable resource. / Graduate

Identiferoai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/3240
Date13 April 2011
CreatorsRace, Douglas Lawrence
ContributorsGibbons, Sandra Louise
Source SetsUniversity of Victoria
LanguageEnglish, English
Detected LanguageEnglish
TypeThesis
RightsAvailable to the World Wide Web

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