Abstract:
This article explores how action research practice is used to empower teachers in
critical constructivist teaching in Sri Lanka. The study that informs the article
aimed to provide a broader understanding of how to empower teachers by providing
opportunities to create their own teaching methods, and to disseminate the findings
of teaching good sportsmanship through Olympism education. This study combined
the Year Five primary teacher and the physical education teacher in the same school
for the purpose of teaching good sportsmanship through Olympism for primary
students. The study population comprised a representative sample of five primary
and five physical education teachers. The intervention was carried out for a six-month
period. Three action cycles were planned throughout the program and later modified
with various strategies, according to teachers’ self and interaction assessments. Data
were collected through a base line survey, teachers’ reflective diaries, and focus group
discussions. Results revealed that once the action based Olympism education teacher
training was introduced, there was a dramatic increase in the outcome of teachers’
knowledge, attitudes and skills required for teaching good sportsmanship through the
concept of Olympism at primary schools. Teachers were also able to reflect on their
own practice and come up with useful strategies to overcome their problems. This
research concluded that strategically designed and carefully managed action research
programs are useful for developing and enhancing competencies in teachers in order
to teach concepts of Olympism effectively.
