Impacts of climate change and ways of adapting physical education teaching at various school levels

• In Event: Adapting Education and Teachers in the Face of the Environmental and Climate Crises

Proposal

The 2025 CIES conference will address crucial global challenges, including climate change (CC), with a focus on how education can respond. One key study examines how physical education (PE) in Francophony can contribute to preparing students to address the impacts of climate change. The research explores the role of PE teachers in raising awareness, fostering environmental stewardship, and equipping students with skills to mitigate climate-related challenges. The study is timely, given the urgency of climate action and the growing recognition of education as a platform for promoting sustainability.
Context and Problem Statement
The devastating effects of climate change are well-documented in reports from the Intergovernmental Panel on Climate Change (IPCC) from 2007 to 2022. The reports confirm that most of these effects are driven by human activity and that climate change will have irreversible consequences if not addressed immediately. Education, including physical education, must adapt to these environmental realities.
Physical education in Francophony often takes place in various outdoor and natural settings, including parks, forests, pools, and skating rinks. These diverse environments make PE an ideal subject for teaching students about environmental issues, such as climate change, biodiversity, and sustainability. Given the increasing relevance of climate education, the research seeks to explore two key areas: (1) How are PE teachers adapting their curriculum and teaching practices to prepare students for climate change? (2) How are PE teachers adjusting to the challenges posed by specific climate events such as heatwaves, floods, and ice storms?
Research Objectives and Questions
The primary research question guiding this study is: How does climate change influence physical education, and how are teachers adapting to these changes? The study focuses on four key objectives:
Document the impact of climate change on physical education across different educational levels, from preschool to university. The study will identify past, present, and future challenges posed by climate change to PE programs.
Understand how PE teachers are adapting their teaching practices to address the realities of climate change, both in terms of content and pedagogical strategies. The study will document the various adaptations teachers have made in response to specific climate events.
Identify initiatives led by PE teachers aimed at raising climate awareness among students. These initiatives may include teaching sustainability practices, promoting environmentally friendly behaviors, and helping students build resilience in the face of climate-related challenges.
Enhance teacher training programs in physical education and kinesiology. The findings from the study will inform both initial and ongoing teacher education, helping future educators incorporate climate change education into their teaching practices.
The overall aim of the research is to bridge the gap in the literature regarding the role of physical education in environmental education. It seeks to provide valuable insights into how PE can contribute to developing environmentally responsible students and create a more sustainable future.
Methodology
The research employs a mixed-methods approach, combining both quantitative and qualitative data collection to address the research questions. Data will be gathered from PE teachers and students across various educational levels, from preschool to university. The study will involve the following methods:
Quantitative Data Collection:
The quantitative component will involve distributing four different questionnaires to participants. These surveys will focus on topics such as eco-anxiety, students' connection to nature, pro-environmental behaviors, and the relationship between PE and environmental awareness. The aim is to quantitatively assess the extent to which climate change is already addressed in PE curricula and how this affects students' attitudes and behaviors toward the environment.
Qualitative Data Collection:
The qualitative component will involve group discussions and semi-structured interviews with PE teachers. Four focus groups, each with 5 to 10 participants, will be conducted to gather in-depth insights from PE teachers. These discussions will explore their experiences, strategies, and challenges in integrating climate change education into their teaching. Additionally, 10 individual interviews will be conducted to further investigate the themes emerging from the focus groups. Teachers will also be asked to provide lesson plans and pedagogical materials related to climate education for further qualitative analysis.
Participants
The study will include PE teachers with varying levels of experience, from newly certified teachers to those nearing retirement, as well as university students in their final years of PE training. Participants will be recruited through professional networks, such as provincial PE associations, school boards, and university program administrators.
Participation in the study will be voluntary. A general email will be sent to potential participants, along with an informed consent form outlining the goals and structure of the study. Participants will be invited to complete one or more questionnaires, join focus group discussions, or participate in individual interviews. They will have the option to take part in one or multiple phases of the study, and all participation will be based on informed consent.
Data Analysis
The data collected through both the quantitative and qualitative methods will be thoroughly analyzed to draw meaningful conclusions.
Quantitative Analysis:
The quantitative data, collected through the surveys, will be analyzed using descriptive statistics, multivariate analysis of variance (MANOVA), and linear regression models. These analyses will help identify trends and relationships between variables such as climate awareness, environmental behaviors, and PE teaching practices. The statistical software R will be used for this analysis.
Qualitative Analysis:
The qualitative data from the focus groups and interviews will be analyzed using thematic analysis. The interviews and group discussions will be transcribed, and NVivo software will be used to code and categorize the data into themes. The coding process will be conducted by multiple researchers to ensure reliability and consistency in the analysis. Content analysis will also be performed on the teaching materials provided by participants to assess how environmental topics are integrated into PE curricula.

Author

• Tegwen Gadais, UQAM