School Physical Education Students Research Articles

School physical education and disabled students: what about Paralympic sports?

ABSTRACT School physical education (PE) has been presented as a privilege for socially dominant groups recognized by their non-disabled bodies. This study aims to investigate the introduction of a 5-week Paralympic sports unit into the PE curriculum as an educational right for disabled students through its recognition as official knowledge representative of their physical abilities and educational right in PE classes. With a poststructuralist perspective, we reflect on dominant discourses on disability in the school PE field and highlight traditional practices and beliefs that pertain to disabled students. Accordingly, we conducted interviews and focus group discussions with one disabled student, his peers and their PE teacher, allowing for the exploration of values, beliefs and practices associated with disability before and after the Paralympic sports unit. Participants’ comments were subjected to interpretative thematic analysis. Paralympic sports enabled the disabled student to recognize and express their identity by critically questioning PE normative practices. Furthermore, Paralympic sports in the PE curriculum was presented as a strategy to raise non-disabled students’ disability awareness rather than as disabled students’ educational right. Paralympic sports constitutes a crucial aspect of the path towards inclusive education grounded in the values of equity and disability identity recognition.

A59: The Influence of Chinese Junior Middle School Students' Expectancy-Value on Their Attitude Towards Physical Education Class

Purpose: Physical education is an important way to improve the sports skills and physical health level of Chinese junior middle school students, help students master sports health knowledge, and cultivate students' sports behavior. It is of great significance to improve the teaching quality of physical education class and solve the practical problem that students like physical education but don't enjoy having physical education class by improving students' expectancy-value of physical education class and correcting students' attitude toward PE (physical education) class. Therefore, to explore the differences between the expectancy-value and attitude of different types of students participating in physical education class, and to clarify the impact of the expectancy-value of different types of students on their attitude toward PE class, can provide a reference for the classified optimization of the expectancy-value and attitude of junior high school students in physical education. Methods: A questionnaire was collected from 2809 Chinese junior middle school students, with an average age of 13.37 years. Among them, 1397 boys and 1412 girls; There are 1010 students in urban schools and 1799 students in rural schools. The contents of the survey include students' age, gender, grade, school type (urban or rural) and other demographic variables, as well as students' expectancy-value and attitude towards PE. The expected value was measured by the Expectancy Value Questionnaire, which includes two dimensions: expectancy beliefs for success and perceived task values (attainment value, intrinsic/interest value, utility value). The construct validity of the questionnaire exceeds 0.90. The attitude toward PE class was measured by the Attitude toward Physical Education Questionnaire for Middle School Students, which includes two dimensions: affective component (α=. 89) and cognitive component (α= .86). Using SPSS 25.0 software, using ANOVA, correlation analysis and regression analysis and other statistical analysis methods, this paper analyzes the differences and effects of different types of junior high school students' expectancy-value on their attitude towards PE class, as well as the moderating effects of demographic variables. Results: (1) The total score of expectancy-value (F=82.45, p < 0.001), total score of attitude toward PE class (F=93.43, p < 0.001) and scores of each dimension of junior middle school boys were significantly higher than those of girls; (2) The scores of rural students' expectancy beliefs for success (F=4.84, p < 0.05), perceived task values (F=7.01, p < 0.01), and affective component of attitude toward PE class (F=5.05, p < 0.05) were significantly higher than those of urban students; (3) There are significant differences in the total score of the expectancy-value (F=8.24, p < 0.001), the score of the expectancy beliefs for success (F=13.74, p < 0.001), the score of the perceived task values (F=8.35, p < 0.001), the total score of the attitude towards PE class (F=5.64, p < 0.01), and the score of the affective component (F=8.04, p <0.001) of the students in Grade one, Grade two, and Grade three. (4) The expectancy-value of physical education of junior high school students can significantly predict their attitudes towards PE class, which is mainly reflected in the predictive effect of perceived task values on the affective component and cognitive component of attitude toward PE class and are moderated by school type (B=0.11, p < 0.01) and grade (B=0.09, p < 0.05). Conclusion: (1) The expectancy-value and attitude toward PE class of junior middle school boys are better than that of girls, the expectancy-value and attitude toward PE class of rural school students are better than those of urban school students, and the expectancy-value and attitude toward PE class of students in grade three are better than those in grade one and grade two; (2) The perceived task values of junior high school students has a predictive effect on the affective and cognitive component of the attitude towards PE class, and are positively moderated by the school type and grade.

Plogging improves environmental awareness in high school physical education students

ABSTRACT Plogging, a practice that combines outdoor exercise with waste collection, is a novel alternative to physical activity; therefore, it has not been extensively studied in the scientific literature yet. The aim of this research is to analyse whether students’ environmental attitudes are affected by a 6-week intervention based on plogging. A total of 143 students (mean age 15.58 ± 3.28) participated in the study. A pre-post design with control and experimental group was carried out. To assess attitudes, a diagnostic questionnaire of attitudes towards the environment in secondary school students was used. The instrument is composed of five factors (motivation, participation, communication, environment and education). To measure the effect of the intervention, the Wilcoxon signed-rank test was performed. The results showed that the experimental group significantly improved in factors such as motivation and environmental awareness. These results contribute to increasing research on the integration of sustainability in Physical Education.

The impact of the comprehensive use of sports games on the physical fitness of high school students

The results of experimental research on the effectiveness of the comprehensive use of sports games (volleyball, football, basketball, and handball) during extracurricular activities for high school students in physical education have been presented. The aim of the research was to determine the effectiveness of the extracurricular program based on the comprehensive use of sports games to improve the physical fitness of high school students. Research methods included analysis and generalization of data from scientific and methodological literature, pedagogical observations, pedagogical experiment, testing of general and special physical fitness, anthropometric methods of research, physiological methods of research, express assessment of physical health, and methods of mathematical statistics.
 The implementation of the experimental extracurricular program with volleyball games in general contributed to the improvement of overall physical fitness, including an increase in physical performance, development of physical qualities, a decrease in blood pressure, improvement of the general peripheral vascular resistance index, Robinson index, hypoxia index, Skibinski index, improvement of the functional state of the cardiovascular and respiratory systems, improvement of physical health indicators, and improvement of special physical fitness indicators. In high school boys in the experimental group, significant improvement in their physical fitness was recorded compared to boys in the control group. Statistically significant improvements were observed in the level of physical performance, general level of physical fitness (speed-strength, strength abilities, level of agility, endurance, and flexibility), special physical fitness indicators, functional state, functional fitness, and physical health indicators. The analysis of the results of the pedagogical experiment suggests a high potential for the proposed approach to improve the system of extracurricular activities in physical education in secondary education institutions.

INVESTIGATION OF SECONDARY SCHOOL STUDENTS' SPORTSMANSHIP BEHAVIORS IN PHYSICAL EDUCATION AND SPORTS LESSON

In this study, it was aimed to examine the sportsmanship behaviors of secondary school students in physical education and sports lessons. The sample of the study consists of 949 students selected by simple random sampling, continuing their education in Hatay in the 2021-2022 academic year. “Physical Education Lesson Sportsmanship Behavior Scale” was used as a data collection tool in the research. Descriptive statistics, t, and ANOVA tests were performed in the analysis of the data. According to the research findings; it has been determined that the students' sportsmanship behaviors, exhibiting positive behaviors, avoiding negative behaviors, and in general in the scale are at a very good level. While there was no significant difference in the display of positive behaviors and overall scale according to gender, a significant difference was found in favor of female students in the dimension of avoiding negative behaviors. In the dimension of exhibiting positive behaviors, the sportsmanship scores of the 7th-grade students were found to be significantly lower than the other grade levels. In the dimension of avoiding negative behaviors, 6th-grade students' scores were higher than other grade levels. In general, the sportsmanship behaviors of the 6th-grade students were found to be higher than the 7th and 8th-grade levels. As a result of the research, it was determined that secondary school students' sportsmanship behaviors were very good, primarily by avoiding negative behaviors in physical education and sports lessons. In-depth research is recommended to determine why middle school students' sportsmanship behaviors differ.

<p>Emotional intelligence and resilience in secondary school Physical Education students during the COVID-19 pandemic</p>

Emotional intelligence (EI) and resilience play an important role in the lives of adolescents, and this has been especially so during the coronavirus pandemic, which has affected the mental health of young people. The study objectives were: (i) to analyse the correlations between the EI variables and resilience; (ii) to analyse the differences between the resilience variable and the EI variables according to the sex variable; and (iii) to analyse the predictive relationship between the EI variables and the resilience variable according to sex. A cross-sectional, observational, and descriptive design study was carried out with a convenience sample consisting of 150 students (78 girls; 72 boys) between the ages of 12 and 18 years (M=14.83; SD=1.72). The scales administered were: The Emotional Quotient Inventory and the Resilience Scale. The descriptive statistics were calculated - Student's T test was used to check for differences based on the sex variable, and linear regression analysis was performed to check the prediction ratio of the EI subscales on resilience. The results demonstrated positive and significant relationships between the EI variables and resilience, with EI and resilience being higher in boys than in girls - this differs from previous data, perhaps influenced by the Covid-19 pandemic. The results also reflect that EI positively predicts resilience to a greater extent in boys than in girls.

The Effect of the Motivational Climate on Satisfaction with Physical Education in Secondary School Education: Mediation of Teacher Strategies in Maintaining Discipline.

The objective of this study was to analyze the mediating role of strategies to maintain classroom discipline between the motivational climate generated by the teacher and the students' satisfaction with physical education classes. The research design was observational, descriptive, cross-sectional, and non-randomized. In total, 2147 secondary school physical education students participated (Mage = 15.05; SD = 1.45) (male = 1050; female = 1097). A structural equation model was calculated with latent variables controlled by the teacher's sex and time of service and using the scales of the motivational climate, the teacher's strategies for maintaining classroom discipline, and the students' satisfaction with physical education classes. The results from the model highlight the importance of intrinsic strategies in maintaining discipline; these act as a mediator between the motivational climate towards learning and the students' satisfaction with physical education classes. In addition, the findings reveal the influence of a performance-oriented climate in predicting boredom in a class when the teacher shows an indifference towards maintaining discipline.

Development of interactive websites to increase learning interest in physical education learning

This study aims to produce an interactive website based on Google Sites for fourth-grade elementary school students to increase student interest in physical education learning. This study used the research and development method using the Analyse, Design, Development, Implement, Evaluation model. The results showed that the validation of experts in material includes material practicality at 80% in the excellent category and media expert validation has the quality of design at 96% in the outstanding category. The effectiveness of the learning media used questionnaires related to learning interests distributed to the students. This study concludes that interactive websites based on Google Sites positively impacted learning interest for elementary school students in physical education. The contribution of this study is to help students learn physical education with more fun and accessibility. Keywords: Elementary school, Google Sites, interactive website, physical education learning, student interest.

Nvestigation of Sportsmanship Behaviors Displayed by Secondary School Students in Physical Education and Sports Lessons in Terms of Various Variables

Bu çalışma ortaokul öğrencilerinin beden eğitimi ve spor dersinde sergiledikleri sportmenlik davranışlarının çeşitli değişkenler açısından incelenmesi amacıyla yapılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim öğretim Sivas ve Yalova İlindeki Rastgele Seçilmiş Orta Okullar Oluşturmaktadır.
 Çalışmada verilerin toplanması iki bölümden oluşmaktadır. Birinci bölümde araştırmacı tarafından oluşturulan kişisel bilgiler tablosu, ikinci bölümde Koç, (2013) tarafından hazırlanan “Beden Eğitimi Dersi Sportmenlik Davranışı Ölçeği (BEDSDÖ) kullanılmıştır.
 Verilerin analizinde SPSS programı kullanılarak %95 güven aralığında ve 0,05 anlamlılık düzeyinde değerlendirilmiştir. Katılımcıların kişisel bilgilerini belirlemeye yönelik tanımlayıcı istatistikler hesaplanmıştır. Verilerin normal dağılım gösterip göstermediği Kolmogrov Smirnow testine bakılarak olarak karar verilmiştir. İstatistiksel açıdan, Mann Witney U testi, Kruskal Wallis H testi, frekans, yüzde ve güvenirlik katsayısı hesaplamaları yapılmıştır. 
 Araştırma sonucunda katılımcıların sportmenlik davranışı puanlarının yüksek olduğu görülmektedir. Katılımcıların Beden Eğitimi Dersi Sportmenlik Davranışları ile; cinsiyet değişkeni arasında yapılan analizde Negatif Davranışları Sergileme boyutu ve ölçek toplam puanında istatistiksel olarak anlamlı farklılık olduğu, sınıf değişkeninde Pozitif Davranışları Sergileme boyutu ve ölçek toplam puanında istatistiksel olarak anlamlı farklılık olduğu, kulüp sporcusu olma değişkeninde sadece Negatif Davranışları Sergileme boyutunda kulüp sporcusu olmayan katılımcılar lehine istatistiksel olarak anlamlı farklılık olduğu, okul takımına katılma değişkeninde Negatif Davranışları Sergileme boyutunda ve ölçek toplam puanında kulüp sporcusu olmayan katılımcılar lehine istatistiksel olarak anlamlı farklılık olduğu ve spor branşı değişkeninde negatif davranışları sergileme boyutunda istatistiksel olarak anlamlı farklılık olduğu görülmektedir (p

Training Load Prediction in Physical Education Teaching Based on BP Neural Network Model

Appropriate training load in physical education classes is conducive to improving students’ health. In this study, a training model is proposed for the prediction of the training load of middle school students in physical education based on the backpropagation neural network (BPNN). Ninety students in the seventh, eighth, and ninth grades (30 for each grade) are selected, and the training load is divided into type I, type II, and type III and combined with the average heart rate values of students in each grade during physical training. Next, the principal component analysis is used to select the main components whose cumulative contribution rate is greater than 90%. The corresponding score matrix is used for BPNN model training. Results show that, for most students in all grades, the training load intensity belongs to type II, and the training intensity is moderate. The variance contribution rates of the first, second, third, and fourth principal components of the seventh, eighth, and ninth grades reported are about 60%, 15%, 10%, and 5%, respectively, and the cumulative contribution rate of the first four principal components has reached more than 90%. Comparing the predicted value with the actual value, the proposed model showed the highest prediction performance and can accurately predict the training load in physical education.

The effects of gamification on the motivation and basic psychological needs of secondary school physical education students

ABSTRACT Background Gamification is a novel active methodology used in Physical Education to motivate students. Purpose: This study analyzed the impact of this method on the motivation of Compulsory Secondary Education students in Spain during an 8-session Physical Education Didactic Unit. Methods A total of 275 students participated, divided into a gamified group (n = 133) and a control group (n = 142). The participants filled out 2 questionnaires, one aimed at assessing Basic Psychological Needs (BPNs) (Basic Psychological Needs in Exercise Scale) and the other at measuring the motivational component (The Sport Motivation Scale). Results An interaction effect (Time x Treatment) was found, with the gamified group improving in BPNs (autonomy (F(1) 57.97, p = <0.001; η2 p = 0.175); competence (F(1) 37.28, p = <0.001; η2 p = 0.120); relatedness (F(1) 51.49, p = <0.001; η2 p = 0.159), and intrinsic motivation (F(1) 39.65, p = <0.001; η2 p = 0.127), while decreasing in amotivation (F(1) 21.42, p = <0.001; η2 p = 0.073)). Conclusions These data suggest that a gamified intervention enhances the satisfaction of the basic psychological needs, increases intrinsic motivation, while decreases amotivation in secondary education students.

The Effects of Flipped Learning on Learning and Motivation of Upper Secondary School Physical Education Students

New technologies are increasingly linked to the educational world. It is necessary to develop pedagogical approaches such as flipped learning so that education and technology improve the quality of teaching to contribute to quality and sustainable education. Over the years this pedagogical approach has developed quite a bit; however, the scientific literature in physical education is still limited. The objective of the present study was to quantitatively evaluate the effects of the application of flipped learning in the acquisition of the conceptual contents of sport, in the case of the present study through volleyball. A total of 265 upper secondary school students participated in the study (126 boys: 47.9% and 137 girls: 52.1%). The total sample set was divided into two treatment groups. The first experimental treatment group received lessons with the support of flipped learning, through the Edpuzzle platform. The second treatment group or control group received the same content as the first group through traditional methodology. The findings showed that upper secondary students benefited from flipped learning in their cognitive learning about volleyball in physical education, compared to the control group. Further, the findings showed the same results on motivation, although certain differences appeared according to sex, where boys seemed to develop autonomous motivation more than girls.

Students’ perceptions of gender mainstreaming implementation in university teaching in Greece

ABSTRACT The purpose of this study was to explore the status of gender mainstreaming implementation in university teaching in Greek higher education institutions by examining the education students receive regarding gender equality. The Sensitive Assessment of Training for Gender Equality index was used to collect data from 1,194 students from nine Greek public universities over four degrees (Teacher Education, Physical Education, Greek Philology, and Science). The students were purposely selected through an online survey. Participants were between 20 and 53 years old, mostly female (79%) and Greek (98.20%). Findings revealed that formal preparation for gender mainstreaming implementation in university teaching is practically nonexistent. While respondents rated positively the need for incorporating a gender perspective into curricula, recognizing its importance in reducing sexism, developing gender competencies and practicing a gender-sensitive pedagogy, their views differed in the emphasis that should be given to gender training. Science students were less demanding than school teaching, physical education and Greek philology students, as well as male than female students. Additionally, the participants rated institutions’ and educators’ commitment to gender equality as neutral and did not recognize existing gender inequalities. This suggests that gender mainstreaming is poorly considered in Greek higher education at institutional, curricular, and relational level.

Physical education students’ usage and perceptions of a supplemental online health-related fitness knowledge curriculum (iPE)

The purpose of this study was to explore high school physical education students’ usage and perceptions of a supplemental online health-related fitness knowledge curriculum through the lens of the Unified Theory of Acceptance and Use of Technology. Individual interviews were conducted with 37 students who were enrolled in a ninth-grade physical education class. The course used an externally provided online curriculum designed to deliver and assess health-related fitness knowledge. Initial themes were generated using open and axial coding compiled into a codebook. The codebook was pilot-tested and finalized following peer debriefing sessions. Four main themes were developed: Home(room), Alone; Easy to Use, Easier to Ignore; Disconnected and Conflicted; and Low Value, Low Priority. Students completed their online work alone, but location and devices varied. Most thought the online platform was easy to navigate, and many completed multiple modules at once. Students sensed that the online content was disconnected from face-to-face physical education and questioned why they were required to engage in sedentary online learning for a physically active course. They also expressed difficulty understanding the value of the online content and assigned a low priority to completing it as a result. Implementing a supplemental online physical education curriculum presents challenges given the relative novelty of the modality within the subject. This study highlights the important role system design plays in the online learning process. It also illustrates the responsibility teachers have in helping students see the value of online learning opportunities by making connections to their own lives.

Psychological needs satisfaction, self-determined motivation, and physical activity of students in physical education: Comparison across gender and school levels

ABSTRACT This study applies self-determination theory (SDT) to test the hypothesised relationships amongst three basic psychological needs, level of self-determined motivation (i.e. self-determination index, SDI) and moderate-to-vigorous physical activity (MVPA) of Chinese elementary and secondary school students during their physical education (PE) in Shanghai, China. Gender and school-level differences in these relationships are also explored. The participants comprise 1829 students from three elementary and secondary schools in Shanghai, China. Accelerometers are used to measure the MVPA duration of the participants in PE. The Self-regulation Questionnaire and the Psychological Needs Satisfaction Scale are completed by the participants to assess PE motivation and the three psychological needs of students. The structural equation modelling (SEM) results show that the hypothesised model has a good fit with our data. Autonomy, competence, and relatedness are positively associated with SDI for MVPA. The SDI is positively related to the time spent by students in MVPA in PE. The multi-group path analysis results reveal that the relationship between SDI and MVPA is stronger for secondary school students than elementary students. Overall, our findings support the applicability of SDT in understanding and promoting the physical activities amongst Chinese school students in PE. Accordingly, intervention should be conducted to develop autonomy, competence and social relatedness of elementary and secondary school students. Additional efforts are required to encourage elementary school students to be more self-determinant in PE classes. Highlights Findings support the applicability of SDT in understanding and promoting the physical activities amongst Chinese school students in PE SDI was positively related to school students’ MVPA level. The satisfaction of autonomy, competence and relatedness towards PE was positively associated with students’ SDI. The proposed motivational sequence for adolescent MVPA in PE were similar for male and female students. The relationship between SDI and MVPA of secondary school students was significantly stronger than elementary school students

The Effect of Sport Education on the Learning Motivation of Junior High School Students in Physical Education

In the learning process in physical education, motivation has a very important roles, because motivation determines student effort in the learning process in physical education. A learning model that can be felt to motivating is Sport Education. The purpose of this study was to examine the effect of Sport Education on student learning motivation in physical education. The research method uses a pre-experimental method using a intact-group design of 15 lessons. Participants in this study were 40 people who were drawn using the technique systematic sampling. The instrument uses a student learning motivation questionnaire in physical education. Data analysis techniques using descriptive statistics and independent samples t-test. The results of the study concluded that there were differences in the effect of Sport Education and traditional learning on the learning motivation of junior high school students in physical education. In order to carry out further research using the complete role in using Sport Education as an indication that Sport Education can be used as a new alternative in the 2013 curriculum that still on-going and can be adapted to project-based learning.

Emotional intelligence and learning outcomes: Study in physical education

The correlation between emotional intelligence and learning outcomes of elementary school students in physical education is still minimal. Therefore, a deeper exploration in this study is carried out to reveal it. This study aims to analyze the correlation between emotional intelligence and students' physical education learning outcomes in elementary schools. This correlational study aims to analyze the relationship between emotional intelligence and elementary school students' learning outcomes in physical education. The ANOVA correlation between emotional intelligence and physical education learning outcomes shows a significance value of 0.224, greater than alpha 0.05. It means that there is no correlation between emotional intelligence and students’ cognitive learning outcomes in physical education subjects. Factors that contribute to the absence of a relationship between emotional intelligence and learning outcomes include implementing online learning that is less than optimal because it is not supported by adequate facilities and learning participation by all students. The other factors are reduced or limited interaction between students and the learning environment, the economic burden that causes parents’ emotional problem that impacts children's emotions. The contribution of emotional intelligence to the achievement of learning outcomes, especially in physical education subjects, is as much as 2%, and other factors contribute as much as 98%.

Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

BackgroundOn the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE).MethodsParticipants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship.ResultsSEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons.ConclusionThese findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

Analysis of Motivational Profiles on Sportspersonship Orientations in Secondary School Physical Education Students: A Self-Determination Theory-Based Perspective

Purpose: This research aimed to examine the possible difference of secondary school students’ motivational profiles on their sportsmanship orientation in physical education. Methods: The participants were 707 (53.61% men; Mage = 14.97, SDage = 1.58) secondary school students, who completed measures on their perception of behavioral regulation and sportsmanship orientation in physical education. A two-step cluster analysis was performed to explore the motivational profiles, and multivariate analysis of variance tests was conducted to examine differences on sportsmanship orientation among motivational profiles. Results: The cluster analysis identified four motivational profiles (controlled, amotivated, high motivational regulation, and autonomous). The multivariate analysis of variance tests found that the students in the four motivational profiles reported different levels in respect for social conventions, respect for rules and teachers, full commitment, and respect for classmates. Discussion/Conclusions: The motivational profiles provided a more comprehensive understanding of the motivational processes for each sportsmanship orientation in secondary school students in physical education.

A tematização do sertanejo nas aulas de Educação Física: o círculo de cultura como inspiração para a prática pedagógica

O objetivo desse estudo foi relatar uma experiência pedagógica produzida em uma escola pública, localizada no município de São Bernardo do Campo – SP, realizada nas séries iniciais do Ensino Fundamental. O trabalho foi desenvolvido no segundo trimestre de 2019 e teve como tema as dança, onde foram organizadas 15 vivências permeadas pelo ritmo musical sertanejo. Durante o projeto educativo, os estudantes vivenciaram os gestos dessa prática corporal, refletiram sobre aspectos históricos, sociais e políticos relacionados com o ritmo sertanejo, organizaram apresentações para a comunidade escolar e refletiram sobre todas essas experiências no círculo de cultura. Concluímos que as danças podem ser tematizadas nas aulas de Educação Física Escolar e os estudantes devem ser colocados em evidência na construção das experiências educativas, possibilitando a participação democrática desses discentes no cotidiano escolar.