. 2021 Aug 11;3:702922. doi: 10.3389/fspor.2021.702922

Table 7.

Pedagogies for social cohesion.

Observation	Interview
• When grouping the students the teacher seeks a mix between gender and ability and also to avoid the students always being together with their closest friend/s (Charlie, SWE) • The teacher was conscious of the need to ensure that they were mixed up to play with others they do not normally play with. Again, with the ultimate agenda being to enhance social cohesion (Kari, NOR) • The apparent need to teach group cohesion and social behaviors that are respectful and caring of others as well as enable collective thinking, decision-making, and acting for the good of all, seems to be a first step for these students (Charlie, SWE) • Social cohesion and building social responsibility overrode all other content objectives to the point that the nature of the activity (Turbo touch) was just a known and enjoyable medium for teaching the more important “bigger matters” of establishing strong social cohesive values (Candice, NZ) • The teacher introduced the lesson by explicitly showing that the aim was to develop collaboration She used a card with the word collaboration on it so that the students could clearly see that this was the lesson focus (Charlie, SWE)	• “I think the outcome is social integration and feeling confident as part of a group or as an individual and how you can contribute to the environment around you” (John, NZ) • “The groups are mixed gender and I put them into their specific groups on purpose” (Kendall, NZ) • “I do force some processes…they have to work with someone they usually do not communicate much with to build relationships with each other” (Ola, NOR). • “One of the reasons that we have HPE with boys and girls together is because we are supposed to be able to work together and respect each other and respect each other's differences” (Kane, SWE) • “It is having a balance, sometimes you are going to work with your friends and sometimes you are going to collaborate with people who you might not even like, but you need to” (Gary, NZ) • “They have to take part in group processes, and they have to work together, and they have to discuss how they work together as a group and whether this is successful or not” (Gary, NZ) • “When you see the makeup of culture and gender you again come back to the whole society thing and fitting in with people and not discriminating based on them being different” (John, NZ) • “The idea was to have them working in groups, working toward a common goal focusing on interpersonal skills. There were five or six interpersonal skills we looked at as a class, but they only chose three” (Dillon, NZ)

Observation

Interview

• When grouping the students the teacher seeks a mix between gender and ability and also to avoid the students always being together with their closest friend/s (Charlie, SWE)
• The teacher was conscious of the need to ensure that they were mixed up to play with others they do not normally play with. Again, with the ultimate agenda being to enhance social cohesion (Kari, NOR)
• The apparent need to teach group cohesion and social behaviors that are respectful and caring of others as well as enable collective thinking, decision-making, and acting for the good of all, seems to be a first step for these students (Charlie, SWE)
• Social cohesion and building social responsibility overrode all other content objectives to the point that the nature of the activity (Turbo touch) was just a known and enjoyable medium for teaching the more important “bigger matters” of establishing strong social cohesive values (Candice, NZ)
• The teacher introduced the lesson by explicitly showing that the aim was to develop collaboration She used a card with the word collaboration on it so that the students could clearly see that this was the lesson focus (Charlie, SWE)

• “I think the outcome is social integration and feeling confident as part of a group or as an individual and how you can contribute to the environment around you” (John, NZ)
• “The groups are mixed gender and I put them into their specific groups on purpose” (Kendall, NZ)
• “I do force some processes…they have to work with someone they usually do not communicate much with to build relationships with each other” (Ola, NOR).
• “One of the reasons that we have HPE with boys and girls together is because we are supposed to be able to work together and respect each other and respect each other's differences” (Kane, SWE)
• “It is having a balance, sometimes you are going to work with your friends and sometimes you are going to collaborate with people who you might not even like, but you need to” (Gary, NZ)
• “They have to take part in group processes, and they have to work together, and they have to discuss how they work together as a group and whether this is successful or not” (Gary, NZ)
• “When you see the makeup of culture and gender you again come back to the whole society thing and fitting in with people and not discriminating based on them being different” (John, NZ)
• “The idea was to have them working in groups, working toward a common goal focusing on interpersonal skills. There were five or six interpersonal skills we looked at as a class, but they only chose three” (Dillon, NZ)