SE model in socially vulnerable backgrounds outside the school environment is limited. Ennis et al. ( 1999 ) developed Sport for Peace, combining the SE structure and role development with strategies for conflict negotiation and other requirements (all students should play during every class; rules
Search Results
The Potential of Sport Education to Satisfy the Basic Psychological Needs of Children From Socially Vulnerable Backgrounds
Juan Á. Simón-Piqueras, David González-Cutre, and Luis M. García López
Don Hellison’s Scholarship Reconsidered
Paul M. Wright, Karisa Fuerniss, and Nicholas Cutforth
science education, to propose a conceptual model for the transfer of learning, which is central to TPSR ( Jacobs & Wright, 2018 ; Wright et al., 2019 ). Second, there is a growing connection between TPSR and the international sport for peace and development movement ( Kidd, 2013 ; Spaaij & Jeanes, 2013
Conflict and Harm in the Context of Restorative School Physical Education
Michael A. Hemphill, Emily M. Janke, Santos Flores, and Barrie Gordon
students. Some physical education scholars have recognized the need to be more explicit about the role that conflict plays in physical education. Ennis, Solmon, Santina, and Loftus ( 1999 ), for example, developed a “Sport for Peace” curriculum integrating aspects of peace education ( Carson, 1992 ) with
One Physical Educator’s Struggle to Implement Restorative Practices in an Urban Intensive Environment
Michael A. Hemphill, Risto Marttinen, and K. Andrew R. Richards
responsive ways. Ennis ( 1999 ) overviewed the sport for peace approach that explicitly addresses conflicts that were commonly observed in this study. Hellison’s ( 2011 ) teaching personal and social responsibility model is also widely cited as a promising approach in urban physical education ( Wright
