Student discourse on physical activity and sport among Irish young people

Abstract

This article explores accounts of student discourse related to the role of physical activity and sport in the lives of Irish children and youth. The data source is a purposeful sample of student narratives based upon age of student, type of school and gender, and sought representation from both rural and urban settings. Data were derived from an original, random sample of approximately 4,100 texts written by Irish young people (ages 10–12 and 14–17). Data suggest sport plays a pervasive role in the lives of Irish primary children as they enjoy and participate in a variety of sports and physical activities. Gendered and age-related patterns emerged in their preferences of activities and in the way in which they represented their sporting selves. These findings have implications for the value of student voice in the delivery and design of models of participation that expand opportunities for physical activity within schools and beyond.

Notes

1. Acknowledgements are extended to Pat O'Connor, Dean of College of Humanities at University of Limerick, for her generosity in sharing access to this rich data set on student discourse. She obtained permission to use this data from the Department of Education and Science, which was responsible for the original data collection.

2. Young people were asked by their teachers to write a one-page account about themselves, their hopes for the future and their vision of Ireland in the new millennium. The project was initiated by the Department of Education and Science; however a detailed protocol was not available.

3. Social class was not a factor clearly defined in the original sample; therefore, it is impossible to use it as a criterion in this purposeful sample. The authors recognise that this omission limits the depth of the interpretations of the student discourse.

4. Post-primary education consists of a three-year junior cycle (12 to 15 years of age) followed by a two- or three-year senior cycle that caters to the 16–19-year-olds. Students may opt to take a non-examinable Transition Year after the Junior Certificate examination and before proceeding to senior cycle.