The use of restorative practices in K-12 physical activity settings: a scoping review

Ragab, Sarah Hassan

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https://hdl.handle.net/2142/120407 Copy

Description

Title

The use of restorative practices in K-12 physical activity settings: a scoping review

Author(s)

Ragab, Sarah Hassan

Issue Date

2023-04-24

Director of Research (if dissertation) or Advisor (if thesis)

• Richards, Kevin A
• Khan, Naiman A

Department of Study

Kinesiology & Community Health

Discipline

Kinesiology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

• Restorative justice
• physical activity
• social and emotional learning
• transformative pedagogy

Abstract

Background: Although social and emotional learning remains a leading practice in modern education, racial inequity in education remains an issue through punitive disciplinary action. With the increase in school-wide social and emotional learning initiatives, it is evident that we must form a collaborative student-centered approach to discipline as well, to provide an equitable learning experience for all students. This review explores the scope of literature surrounding the use of a transformative approach to social and emotional learning through incorporating social justice practices, i.e. restorative practices, in the Physical Education classroom and or alternative K-12 physical activity setting, to reach prosocial or physical outcomes. Methods: A scoping review was conducted using the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist and guidance of the Population, Intervention, Comparison, Outcomes and Study type (PICOS) tool. All English, peer-reviewed empirical articles published before December 2022 were included in the study. Results: A total of 3,125 articles were identified. After the deletion of duplicate articles, 3,033 articles were left to be screened. Following a 3-step screening process and a backwards search, 21 articles were analyzed for full-text review. 6 of the articles were determined to be explicit to the topic, as the remaining 15 articles conceptualized comparable practices and interventions. Conclusion: The literature surrounding the use of restorative practices in physical activity settings is limited, however, the scope of evidence available promotes the practice as a promising approach in lessening the racial inequity gap in disciplinary practice and demonstrates the ability to apply practices across contexts for positive effects on student empowerment, accountability, and academic success.

Graduation Semester

2023-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/120407

Copyright and License Information

Copyright 2023 Sarah Ragab

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