The role of reflection in the enactment of student voice pedagogies in primary physical education

Although student voice pedagogies (SVPs) can offer substantive benefits within physical education (PE), a better understanding is needed of how SVPs can be enacted as an everyday pedagogy in PE. The purpose of this research is to offer empirically based examples of how children can be supported to participate in SVPs in primary PE practice. An integrated ethnographic and collaborative self-study approach was employed to explore one teacher's use of SVPs within a Meaningful PE frame. More specifically, the teacher's use of reflection to support children's participation in SVPs was examined. Data sources include the teacher's personal reflections, transcripts of critical friend meetings, transcripts of focus groups with children, and children's written reflections. The findings illustrate how engaging in reflection enhanced children's engagement with SVPs by helping them to make sense of their experiences and recognise their learning preferences. The role of reflective pedagogies in facilitating and informing children's voices in primary PE is highlighted.