The role and effectiveness of learning support assistants in physical education in girls' secondary schools

Abstract

This research investigates the role and effectiveness of Learning Support Assistants (LSAs) during Physical Education (PE) in Girls' Secondary Schools in Malta. It focuses on the perception of PE teachers and LSAs on the effectiveness and level of participation of LSAs during physical education. The study also examines the relationship and communication between the PE teachers and LSAs. In addition, the effectiveness of LSA is examined in relation to the type of the student's individual needs. Eighteen interviews, nine with PE teachers and nine with the respective LSAs, and thirty-six observations, four in each school, were conducted amongst seven state schools and two church schools. Moreover, an interview with an Inclusion Coordinator was carried out in order to have a point of reference given that no local published documents are available. The main conclusions drawn from this study are that the role of LSA depends on the type and level of Individual Educational Needs of the student. The relationship and communication between the PE teacher and LSA determines the effectiveness of LSA during the lesson.