Bridging preservice teacher practice with general university student health and wellbeing through 'I Can Resist'

Murray, A., Murray, Pamela ORCID: https://orcid.org/0000-0001-8009-6900 and Howells, K. (2024) Bridging preservice teacher practice with general university student health and wellbeing through 'I Can Resist'. In: NAKHE Annual Conference: Expanding Beyond Our Borders, January 3 - 5, 2024, Pheonix, Arizona. (Unpublished)

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Abstract

The 'I Can Resist' progression body resistance spiral (Murray, Murray and Howells, 2023) shares a progressive, accessible framework for building movement literacy alongside personal efficacy.

Progress competence and confidence in managing movement in a variety of ways is depicted to solve movement challenges.
The programme aims to build both physical and emotional strength through collaborative movement problem solving
Collaborations across elementary, middle and high schools in the US and UK into higher education (2014-2023) are realised in the work.
Rationale uses a curriculum spiral (Bruner, 1960).
Rests upon tenets of metacognition (Murray and Napper-Owen, 2021), developmentally appropriate movement practice (Graham et al., 2020), Constraints (Newell, 1986), Intersectionality (Crenshaw, 1989), culturally appropriate wellbeing (Tov & Deiner, 2007).
Other constructs referred to are sense of belonging: starting with identity, incorporating awareness of constraints  (Newell, 1976); and an affective pedagogical strand to the movement progression spiral explicitly engages the concept of emotional resilience.

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