Canaries in the Coal Mine: Responding to Disengaged Students Using Theme-Based Curricula

Abstract

Disengaged students do not find the physical education curriculum interesting or meaningful and are unwilling to expend effort or participate in physical education activities. Like canaries kept in the coal mines, disengaged students warn us of the danger of continuing with current policies that fail to meet current students' needs. In this paper I examine the context of contemporary sport-based physical education that I believe contributes to student disengagement. I then argue that thematic interventions using a social constructivist perspective on curriculum development, such as “Sport for Peace,” can he used to enhance physical education experiences for disengaged students. I conclude by summarizing characteristics of a social constructivist approach to theme-based curricula that appear to hold promise for reconnecting disengaged students with sport-based physical education.