The use of restorative practices in K-12 physical activity settings: a scoping review
Ragab, Sarah Hassan
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Permalink
https://hdl.handle.net/2142/120407
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.
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