Implementing Proactive Circles to Increase Student Voice in Physical Education

Abstract

Many students are hesitant to provide class input while others are eager to elaborate on their thoughts and feelings about physical education. As a result, some attempts to provide students with a voice risk overlooking students who are already reluctant to express themselves. Systematic approaches to provide voice to all students may help promote inclusion in empowerment-based practices like student voice. Restorative justice practices in education commonly employ “circle processes” that provide voice to all students. The purpose of this article is to introduce proactive circles as a strategy that physical educators can use to provide voice to all students.

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Notes on contributors

Michael A. Hemphill

Michael A. Hemphill ([email protected]) is an associate professor in the Department of Kinesiology at the University of North Carolina at Greensboro in Greensboro, NC.