{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/120407"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/120407","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The use of restorative practices in K-12 physical activity settings: a scoping review","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-05-01","abstract_has_math":false,"creators":["Ragab, Sarah Hassan"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Kinesiology","degree_department":null,"school":null,"contributors":["Richards, Kevin A","Khan, Naiman A"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05","date_published":"2023-05","updated_at":"2026-07-22T22:24:57Z","subjects":["Restorative Justice","Physical Activity","Social And Emotional Learning","Transformative Pedagogy"],"languages":["en","eng"],"rights":["Copyright 2023 Sarah Ragab"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/120407","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Richards, Kevin A","Khan, Naiman A"]},{"key":"dc:creator","label":"Author","values":["Ragab, Sarah Hassan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-05","2023-04-24"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Kinesiology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Restorative Justice","Physical Activity","Social And Emotional Learning","Transformative Pedagogy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Sarah Ragab"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/120407"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-05-01","The student, Sarah Ragab, accepted the attached license on 2023-04-21 at 19:49.","The student, Sarah Ragab, submitted this Thesis for approval on 2023-04-21 at 20:11.","This Thesis was approved for publication on 2023-04-24 at 11:00.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19106 on 2023-09-01 at 17:14:38","Background: Although social and emotional learning remains a leading practice in modern education, racial inequity in education remains an issue through punitive disciplinary action. With the increase in school-wide social and emotional learning initiatives, it is evident that we must form a collaborative student-centered approach to discipline as well, to provide an equitable learning experience for all students. This review explores the scope of literature surrounding the use of a transformative approach to social and emotional learning through incorporating social justice practices, i.e. restorative practices, in the Physical Education classroom and or alternative K-12 physical activity setting, to reach prosocial or physical outcomes. Methods: A scoping review was conducted using the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist and guidance of the Population, Intervention, Comparison, Outcomes and Study type (PICOS) tool. All English, peer-reviewed empirical articles published before December 2022 were included in the study. Results: A total of 3,125 articles were identified. After the deletion of duplicate articles, 3,033 articles were left to be screened. Following a 3-step screening process and a backwards search, 21 articles were analyzed for full-text review. 6 of the articles were determined to be explicit to the topic, as the remaining 15 articles conceptualized comparable practices and interventions. Conclusion: The literature surrounding the use of restorative practices in physical activity settings is limited, however, the scope of evidence available promotes the practice as a promising approach in lessening the racial inequity gap in disciplinary practice and demonstrates the ability to apply practices across contexts for positive effects on student empowerment, accountability, and academic success."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The use of restorative practices in K-12 physical activity settings: a scoping review"]}]}],"canonical_facts":{"dc:contributor":["Richards, Kevin A","Khan, Naiman A"],"dc:creator":["Ragab, Sarah Hassan"],"dc:date":["2023-05","2023-04-24"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-05-01","The student, Sarah Ragab, accepted the attached license on 2023-04-21 at 19:49.","The student, Sarah Ragab, submitted this Thesis for approval on 2023-04-21 at 20:11.","This Thesis was approved for publication on 2023-04-24 at 11:00.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19106 on 2023-09-01 at 17:14:38","Background: Although social and emotional learning remains a leading practice in modern education, racial inequity in education remains an issue through punitive disciplinary action. With the increase in school-wide social and emotional learning initiatives, it is evident that we must form a collaborative student-centered approach to discipline as well, to provide an equitable learning experience for all students. This review explores the scope of literature surrounding the use of a transformative approach to social and emotional learning through incorporating social justice practices, i.e. restorative practices, in the Physical Education classroom and or alternative K-12 physical activity setting, to reach prosocial or physical outcomes. Methods: A scoping review was conducted using the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist and guidance of the Population, Intervention, Comparison, Outcomes and Study type (PICOS) tool. All English, peer-reviewed empirical articles published before December 2022 were included in the study. Results: A total of 3,125 articles were identified. After the deletion of duplicate articles, 3,033 articles were left to be screened. Following a 3-step screening process and a backwards search, 21 articles were analyzed for full-text review. 6 of the articles were determined to be explicit to the topic, as the remaining 15 articles conceptualized comparable practices and interventions. Conclusion: The literature surrounding the use of restorative practices in physical activity settings is limited, however, the scope of evidence available promotes the practice as a promising approach in lessening the racial inequity gap in disciplinary practice and demonstrates the ability to apply practices across contexts for positive effects on student empowerment, accountability, and academic success."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/120407"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Sarah Ragab"],"dc:subject":["Restorative Justice","Physical Activity","Social And Emotional Learning","Transformative Pedagogy"],"dc:title":["The use of restorative practices in K-12 physical activity settings: a scoping review"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Kinesiology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:57Z"}