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Abstract
Research in physical education has largely excluded proactive contribution of children. Researchers seeking children's perspectives often restrict possibilities by prescribing content for discussion. Minimising the framework within which children present their experiences facilitates understanding of internalised perspectives. Diaries were chosen as an initial means to build narrative commentary on ‘experience’ as perceived by children, since they offered the prospect of reflecting onevents without thepresence of the researcher and away from the immediate context of the lesson. Children were free to explore the relationship between internalised feelings, existential conditions and thetemporal position of events. Individual, pair and group interviews were used to clarify meaning. Children displayed the analytical acumen to evaluate and present their perspectives, building narrative around intent Unprompted use of ‘metanarrative’ provided a projective means of identifying significant aspects of experience. This approach served both to access experience and as a reflective tool forthe researcher.
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1 Suzanne Groves and Chris Laws, University College, Chichester, England.