Everyone is welcome under the big top: a multiple case study on circus arts instruction in physical education
Marco Antônio Coelho Bortoleto, J. J. Ross, Natalie Houser, Dean Kriellaars
Abstract
Purpose This study aimed to explore the implementation and impact of circus arts instruction in physical education (PE) classes through a multiple case study design.Data Collection/Analysis This multi-site case study explored the implementation and impact of circus arts instruction in PE. Participant observation took place over the course of 16 hours of PE class time in a two-week period. Themes were created by collapsing common observations, following Braun and Clarke’s six-step thematic analysis process.Findings Circus implementation in elementary schools revealed a wide array of benefits to both teaching practices and student experience based on four themes. The themes included: (1) Circus in action: a shift in pedagogy; (2) Teacher training in circus; (3) Facilities and circus equipment; and (4) Pedagogical strategies.Conclusions With the integration of physical literacy enriched pedagogical practices, circus arts instruction created a gymnasium space inclusive to all students by addressing a number of barriers often observed in PE related to sex/gender equity, and inclusion of different levels of ability (physical and cognitive). Our findings suggest that circus arts is one of the best known examples of a physical literacy enriched experience, with inclusion at its foundation.