‘Just let them have a say!’ Students’ perspective of student voice pedagogies in primary physical education

Abstract

ABSTRACT While student voice pedagogies have been cited as a powerful educational tool in engaging children in the learning process, the perspectives of primary-aged children on using these pedagogies as part of everyday practice need to be considered. Within this research, student voice pedagogies were implemented as part of one teacher’s regular primary physical education (PE) practice and children’s perspectives of these pedagogies were explored. Qualitative data were collected from two consecutive cohorts of children (n = 39) over a 6-month and 9-month period respectively. Data sources included the children’s written entries in their PE scrapbooks, along with transcripts from focus group interviews (n = 4, with 16 total participants) and a teacher-led classroom discussion (n = 1). Findings show that providing children with space to share their input, along with the appropriate information to inform their voices is important to the children. Offering choices and opportunities for the children to direct their learning experiences greatly mattered to how they experienced PE. These findings illustrate the value of student voice pedagogies as everyday practice to the quality of children’s experiences in physical education. The merits of listening to student perspectives on student voice to ensure these pedagogies add value is highlighted.