共查询到20条相似文献，搜索用时 31 毫秒
1.
How gender operates is a key factor in the ways in which physical education is organized, taught and experienced by students and teachers. This essay highlights the gendered contours of the history of physical education development in Hong Kong, its Chinese heritage and its colonial foundations – the persistent influence of British approaches to physical education teacher education and the promotion of sport. The paper is a collaborative work between Chinese-born and Western scholars. It examines the relative influences of Chinese attitudes towards gender roles and the active, sporting body and the continued impact of Western approaches to physical education and sport in a post-colonial society. 相似文献
2.
Matthew Carotenuto 《国际体育史杂志》2013,30(16):1889-1902
This article explores the decline of indigenous forms of wrestling under colonial rule in Kenya as well as contemporary attempts to revive the sport. Highlighting the role the colonial and post-colonial state played in marginalising ‘traditional' sports reveals a long history of hierarchical control of sport in Kenya. Local responses to this top-down approach also show how cultural lobbies and grass-roots organisations have tried to preserve, reinvent and market the sport as a moral symbol of masculine ethnic pride and cultural identity amidst a sometimes tense political landscape. With the current historiography of sport in Africa heavily imbalanced in favour of studies that highlight the adaptation of European sports within the continent, this article also serves as an initial examination of the historical roots and colonial decline of indigenous sporting traditions in Kenya. 相似文献
3.
The main purpose of this paper is to focus attention on educational texts as central conveyers of discourses of sport into physical education teacher education (PETE) and by extension into physical education (PE). A considerable volume of research suggests that sport and games continue to be dominant elements of curriculum and practice in contemporary PE. Given the issues of masculinity, physicality and performativity resulting from such continuing sport-focused PE practice, it is relevant to question how such practices are discursively produced or reproduced. In this regard, one area has received only scant attention, namely the potential influence of educational texts used in PETE. Using the theoretical frameworks provided by Michel Foucault, Basil Bernstein and Norman Fairclough, this paper considers educational texts as important contributors to the discursive construction of knowledge in PETE, and thus also as a central resource for studying—and challenging—those discourses that influence on the PE teachers' perceptions of PE and their choices when it comes to the organisation of the PE class. This paper is based on a thorough examination of Danish PETE course documents listing educational texts prescribed by teacher educators for PETE programmes in Denmark. Several of the prescribed educational texts are published by private organisations with sporting interests, such as Team DK and The Sports Confederation of Denmark. This paper conducts a discourse analysis of these texts in order to illuminate how specific social rules regulate their content and involve specific constructions of the learner, the teacher and the relation between them. The paper's findings underline the need for an increased awareness among those who engage in PE practices of the ways in which discourses shape our thinking, and of the potential dangers that lie in the transfer of particular meanings and values as they are constructed in educational texts. 相似文献
4.
Within the UK and internationally, schools are increasingly being encouraged to call on external agencies and draw on the services of individuals, including sport coaches, to ‘help teach or lead sports within the school setting and out of school time’. This trend arises from and has contributed to a changing policy landscape and relations that characterise ‘physical education and school sport’ (PESS) and the growing use of the terminology of ‘PESS’. Previous research has highlighted that neither PESS considered broadly as a policy space, nor specific initiatives centring on ‘partnership-based’ development of physical education (PE) and/or sport in schools, can be assumed to facilitate greater equity in provision for young people. This study reports on research that has sought to build on past studies revealing gender and ability inequities amidst PESS developments. The research was designed as a small-scale case study investigation to critically explore the equity-related messages being conveyed in and through the hidden curriculum in a context of coaches’ involvement in extra-curricular provision. Utilising observations and interviews with coaches and PE teachers, data collection focused on ways in which ideas of ability, masculinity and femininity were being constructed and reproduced in and through coach's pedagogy, and sought insight into the prospective impact of the particular constructions on girls’ and boys’ involvement in extra-curricular PE. Analysis revealed that the hidden curriculum expressed in and through the organisation of extra-curricular PE and coaches’ pedagogical practices in this context can be seen as reaffirming limited conceptions of ability in PE and gender inequity in relation to girls’ and boys’ respective participation opportunities. Discussion critically addresses the relationship between policy and pedagogy in PESS in pursuing apparently ongoing tendencies for long-standing inequities to be reproduced in and through extra-curricular provision. 相似文献
5.
Svein Kårhus 《Sport, Education and Society》2019,24(1):13-24
The Norwegian 2006 national curriculum reform introduced elite sport as an upper secondary school subject. The purpose of this innovation was twofold. Firstly, it was a political move to oppose the national growth of private elite sport schools. Secondly, the new elite sport curriculum formalizes opportunities for students taking academic programs in the school system to combine athletic ambitions and schooling. Acknowledging the multi-layered contexts of neoliberal education policy, the paper illuminates how vested interests in elite sport have strongly affected the elite sport pedagogic discourses in local comprehensive schools. The paper problematizes how the introduction of the elite sport national curriculum might have created some fundamental pedagogical and educational dilemmas rather than merely challenge the growth of private sports schools in the marketplace. The paper presents analyses of data collected from a purposeful sample of 3 local upper secondary schools’ website home pages. These schools are of particular interest as they have established partnerships with the national Olympic Committee’s High Performance Center (Olympiatoppen). By using the principle of decontextualization (Bernstein, 1990), my analyses reveal substantial transformations of the national curriculum texts. In contrast to the national curriculum with its emphasis on promoting knowledge, the schools discursively communicate how they provide elite sport opportunities that follow the national Olympic Committee High Performance Center’s philosophy for the development of young athletes.The paper problematizes how collaborations and partnerships with local schools have positioned the prestigious national Olympic Committee's High Performance Center as a recontextualizer of curricular knowledge (Bernstein, 1990. The structuring of pedagogic discourse. Volume IV. Class, codes and control. London: Routledge; 2000. Pedagogy, symbolic control and identity. Theory, research, critique (Rev. ed.). Lanham: Rowman & Littlefield), and thus, affects the schools’ pedagogization (Singh, 2002. Pedagogising knowledge: Bernstein’s theory and pedagogic device. British Journal of Sociology of Education, 23(4), 571–582) of elite sport. Underpinned by the principle of school choice in the neoliberal reform policy, the paper also highlights how vested national elite sport interests and discourses form part of current marketization processes in the school system. 相似文献
6.
Anne Flintoff 《Sport, Education and Society》2013,18(2):231-250
Over the last decade or so, young people have increasingly become a focus of UK sport policy. Fuelled in part by concerns such as the increasing levels of childhood inactivity and obesity, and the lack of international success in sport, a plethora of policy initiatives aimed at young people have been developed. In April 2000, the government published its sport strategy document, A Sporting Future for All, pulling together all the threads of recent policies, and in it, restating its commitment to youth sport, sport in education, excellence and sport in the community. One such policy initiative, the School Sport Co-ordinator programme, is the focus of this paper. The School Sport Co-ordinator programme, currently being introduced into schools in England, is an initiative that involves two government departments (sport and education) and a number of other agencies, reflecting the government's current agenda to ensure 'joined up policy' thinking. It aims to develop opportunities for youth sport through co-ordinated links between PE and sport in schools, both within and outside of the formal curriculum, with those in local community sports settings. The essence of the School Sport Co-ordinator programme is to free up nominated teachers in schools from teaching to allow them time for development activities, specifically to encourage schools and community sports providers to work in partnership. This paper draws on data from an ongoing research project examining the implementation of one School Sport Co-ordinator partnership, 'Northbridge'. Drawing on in-depth interviews, it explores the perceptions of the newly established School Sport Co-ordinators of their changing role. The paper highlights some of the initial tensions and challenges for them in their task of working across different educational and sporting contexts. 相似文献
7.
Ninna With-Nielsen 《Sport, Education and Society》2013,18(5):645-664
In Denmark as in other European countries, many girls, and especially Muslim girls, seem to lose interest in physical activities and sport with increasing age. However, in a Danish context, little is known about the reasons why girls drop out of sport and which role physical education (PE) plays in this process. In this article we present results of a qualitative study on gendered discourses and doing gender in a PE class at a Danish high school. Drawing on constructivist and post-structuralist approaches to gender and ethnicity, we explore the different opportunities of girls in PE based on in-depth interviews and video observations. Three case studies of three girls are the focus of this article: Nanna, the Danish ‘athletic girl’ who found a balance between (en)acting femininity and presenting herself as a competent athlete; Iram, the ‘Muslim girl’ whose position as a Muslim causes her to hide her sporting abilities and Ida, the Danish ‘normal girl’ who re-interprets PE and adapts it to her needs. These three girls act in and react to a discourse that emphasises competitive sport and is orientated towards male sport tastes and sport practices. The results of this study indicate that PE, with its focus on games and performances, meets the requirements and expectations of many boys but contributes to the decrease in sporting interests and activities among numerous girls. 相似文献
8.
Svein Kårhus 《Sport, Education and Society》2016,21(6):811-827
In 2006, elite sport was introduced into the Norwegian national curriculum as an elective subject in the pre-tertiary school. Grades achieved in this 5-hours-a-week subject count towards school-leavers' overall attainment grades. Prior to 2006, this subject was only offered as a specially adapted, alternative pedagogy in private schools. The paper analyzes how ideas about elite performance have become mainstream, particularly in light of the seeming lack of public policy supporting such a development. By using Bernstein's conceptual tools, it analyzes the few existing policy statements about elite sport in the pre-tertiary education sector and builds on interview data with key policy players in the Norwegian Parliament in order to shed light on this seemingly market-driven development. It asks which discourses have legitimated the transformation of elite sport skills, knowledge and values from an exclusive private school niche to national curricular knowledge to meet the physically, most-able and ambitious athlete-students in the pre-tertiary schools, and in so doing, include the development of sport athletes as an educational task of the comprehensive school system. Finally, it addresses whether agencies outside education policy circles may have affected the legitimation of elite sport as elective curricular knowledge to a certain group of students. 相似文献
9.
A feature of academic literature on physical education teacher education (PETE) is the expectation that it can and should impact upon student teachers' beliefs and prospective practices in some significant ways. This is despite research over the last 20 years or more alluding to the apparent failure of PETE to ‘shake or stir’ (Evans et al., 1996) what might be termed the (typically conservative and conventional) pre-dispositions of student and early career PE teachers. In this article, we examine the perceptions of PE student teachers in Norway in order to ascertain just what it is that makes them so resistant to change and, for that matter, such infertile ground for sowing the seeds of reflexivity. The study involved semi-structured interviews with 41 PE student teachers from the three routes through teacher education available at Nord University College (Nord UC). Among the main themes identified in the data were the PE students' perceptions of: the purposes (and ostensible benefits) of school PE and PETE as well as the nature of PETE itself (including subsidiary themes of sporting and teaching skills, other ‘competencies’, school placements, mentoring and mentors, PETEs' (physical education teacher educators) teaching styles and the students teachers' relationships with the PETEs). The article concludes that, as far as the students at Nord UC were concerned, the significance of PETE revolved around the programme's efficacy in developing the sporting skills and teaching techniques they viewed as central to their preparation for teaching. The minimal impact of the more theoretical aspects of PETE appeared to be partly attributable to the students' perceptions of PE as synonymous with sport in schools and partly to their particularly pragmatic orientations towards PETE. In this vein, the students viewed experience as the most important, most legitimate ‘evidence’ on which to base their beliefs and practices and were resistant to the ‘theory’ of teacher education, rationalising their tendencies to select the evidence that suited them. 相似文献
10.
Seth Brown 《Sport, Education and Society》2015,20(2):228-240
High-performance sport is a big business, with nations such as Australia and New Zealand dedicating hundreds of millions of dollars in the development of facilities and in creating sporting centres of excellence. Historically, high-performance sport and elite athlete programmes (EAPs) were regulated to an extra-curricular space in schools or local communities, but over the last couple of decades, schools in Australia and New Zealand have introduced EAPs into health and physical education (PE). Recent work has begun to explore the rationale for these programmes and their educational priorities, but little research has explored how the elite athlete body is being constructed within this curriculum space. In this paper, I consider two interrelated problems. The first concerns the conflicting discourses of winning in high-performance sport versus getting everyone healthy and active in health and PE. The second involves an explanation of how the elite athlete body is being constructed in these programmes. I argue the juxtaposition of the elite athlete body as disciplined, attractive and healthy to other bodies as lazy, unattractive and unhealthy renders the other bodies as pathological or resistant to disciplinary institutions of the school. In particular, I focus on the ways in which young people's bodies are conceptualised within EAPs in relation to recreation, health, PE and other curriculum spaces. Throughout this paper, I provide examples to illustrate how EAPs may perpetuate normative ways of thinking that legitimatise elitism in schools. I propose that under radical reform, EAPs may have the potential to provide educational value and opportunities to students. I conclude by offering the cultural studies curriculum model that retains sport and desirable educational outcomes for health and PE as an alternative to elite athlete or talent development models. 相似文献
11.
Reducing social exclusion through interventions designed to sustain school engagement is a key aim of the education and social policy of any government. This paper is a response to the call for there to be more focused empirical sports coaching research through examining the transformative potential of community-based sports coaches to support schools in arresting school disengagement. By embracing an understanding that challenges the definitional core of sports coaching as simply improving the sporting performance of an individual or team, and, drawing theoretically on the work of Carlisle et al. and Shields, the role of ‘coach as transformative leader’ is articulated. Analysis of data collected by means of semi-structured interviews with a group of community-based sports coaches (n = 8) revealed three factors salient to our understanding of re-engaging young people with formal education through sport. These were the impact of the community sport programme; the relationship between schools and community sports groups; and the implementation of transformative leadership qualities by sport coaching practitioners. Importantly, this paper explicates the pivotal function that coaching practice which embraces transformative leadership principles can have on reorienting young people from disadvantaged backgrounds towards more optimistic futures and educational objectives. 相似文献
12.
In this article, the authors borrow from anti-oppressive education theory for its potential to disrupt how students visually conceive sporting bodies and to problematize the teaching and learning of these bodies within undergraduate physical education (PE) programs. Fourteen photo stories produced by students enrolled in PE programs at two universities were analysed using a semiotic approach to excavate the emergent themes of sporting bodies from the narratives. Relying on Kumashiro's anti-oppressive educational theoretical framework, the authors found that most of stories reified discursive practices that (re)produce gender oppression in sport. Despite these findings, the authors also discovered anti-oppressive pedagogies are useful for teaching against the body oppressions conveyed in the photo stories. How anti-oppressive education informs other areas of PE should be examined in the future. 相似文献
13.
为推动我国体育课程实施理论与实践的发展，采用文献资料法等研究方法，对体育课程实施中的“异变”问题进行初步探讨。研究认为：对体育课程实施问题的研究尚未引起体育学界的足够重视；体育课程在实施中发生“异变”有其必然性，根据其正负效应可分为超越性异变与衰退性异变两种类型：导致体育课程实施产生“异变”的因素是多方而的；住体育课程的实施中应采取措施趋利避害，以促进超越性异变。 相似文献
14.
The ‘Curriculum for Excellence’ (CfE) guidelines and associated learning experiences and outcomes have been developed following a national debate on the purposes of education in Scotland. The recent development shifts physical education's (PE) role in Scottish education, changing from contributing to the ‘Expressive Arts’ area of the curriculum, to one central to the newly created curriculum area of ‘Health and wellbeing’ in the CfE. This paper provides an analysis of the broader policy context at national and global levels examining the policy developments for PE in Scotland situating them within a globalised discourse emphasising concerns about ill-health and obesity within society. Drawing on the work of Bowe et al., the paper examines the context of production and the context of influence that has contributed to the recent development of ‘Health and wellbeing’ within the CfE. It is argued that the role for PE and the focus on schools promoting daily physical activity within the CfE masks the complexity of addressing the issues of health and well-being. In conclusion it is highlighted that in the interpretation and implementation of policy there will be further issues for PE and as yet unknown consequences for the context of practice and pupils' experiences of PE in Scotland. 相似文献
15.
学校体育引入拓展训练的意义与可行性分析 总被引：13，自引：0，他引：13
拓展训练是一种全新的教育方式,本文探讨了拓展训练进入学校体育对于推动素质教育和深化体育课程改革的重要意义,并从学生需要、拓展训练自身优势、政策依据、师资保障与实践经验等方面分析了其进入学校体育的可行性,以期为学校体育引进拓展训练,为学校体育改革提供参考和借鉴。 相似文献
16.
胡俊琪 《体育科技文献通报》2014,(3):80-80,131
在新课程标准实施以来,高校公体课的教学方法的研究一直是很多体育教师关心的问题。高校公体课教学作为高校教学的重要组成部分,它和其他任何课程教学方法一样,本身就具备教育的意义,立足于学校的教学目标和教学任务,对课程的整体进程进行调控,让教学活动顺利的进行。 相似文献
17.
Dean Allen 《国际体育史杂志》2016,33(15):1717-1729
AbstractFew can deny the significance of sport in today’s South Africa. The sporting structures upon which this is based were first introduced to the country by the British in the late nineteenth century. In line with policies of cultural imperialism, sports such as cricket were promoted at this time as part of a wider political agenda that encouraged the adoption of an ‘English’ way of life in the region. Sports tours, most notably cricket, were a fundamental part of this cultural transfer between the ‘Mother Country’ and her colonies in Southern Africa. To underpin the study of transnational linkages and transfer in African sports, this paper will offer an historical overview of how ‘British-styled’ sport arrived in South Africa and how the early cricket tours between England and South Africa were constructed to promote distinct political and cultural connections. This paper will explore the early development of cricket in South Africa and investigate its symbiotic link to British imperialism and colonialism via the first tours and sporting exchanges that took place. The origins of the game in South Africa will be examined as well as its development up to 1910 (the date of Union in South Africa) as the site of a constructed transnational 'brotherhood' between Britain and its most coveted African colonies. 相似文献
18.
Joanne Hill 《Sport, Education and Society》2015,20(6):762-779
Connections have been drawn between masculinity, muscularity and physical or social status in sport. Not only are sporting bodies often related to masculinity but also to whiteness, leading to the devaluing of Asian boys' bodies and sporting experiences. This paper draws on three British Asian teenage boys' visual and verbal narratives to enquire how they negotiate these connections in their physical education and recreational sport experiences. Bourdieu's notion of capital is used to make sense of boys' ways of investing in their bodies to manage their status in school. Drawing from focus-group interviews which used participant-driven photography and photo elicitation techniques, the research indicates how three boys invested in their bodies by doing particular types of physical activity that would enable them to develop muscularity, fitness and/or motor competence, to attain or retain physical and social capital in school. Along the way, they add pertinent comments on the intersections of masculinity and ethnicity in constructing and performing a sporting body. 相似文献
19.
Peter Horton 《国际体育史杂志》2015,32(10):1238-1261
For Australia and most of its people, international sporting contests have long been a marker of the nation’s identity, psyche and international standing. Now in the era of global mediasport, the geopolitical role and the economic impact of elite sport has assumed far wider implications. As a consequence, the need for strong, effective and appropriate governance of all sport, particularly at the elite level has become of critical importance. This paper presents an overview and an analysis of the policy shifts that impacted the development of the Australian Sport Commission, its structure and administration from its colonial roots up to the period leading to the Sydney Olympics in 2000. This discussion will look at the development of the centralized governance of elite and community sport in Australia and will be reflected upon through a consideration of the sportization–globalization processes, with sport in the first instance being established as an element of the cultural diffusion of British imperialism to its significant geopolitical role in late twentieth-century Australia. 相似文献
20.
Post-apartheid South Africa manifests poor social indicators with over half the population living below the poverty line and the worst levels of inequality in the world, with much work needed to overcome the skewed legacy of apartheid. Sport suffered in this system resulting in unequal access to sporting facilities and opportunities, meaning many South Africans cannot exercise their right to play. Despite this legacy, sport can fulfil a vital developmental role in alleviating some of these issues. The state has a major role to play but it must be supported by civil society and non-governmental organisations (NGOs) who have the ability to deliver in situations where government has struggled. This article researches the opportunities and challenges NGOs encounter when using sport for development within the education system, in post-apartheid South Africa. This study used a qualitative approach to collect data on the opportunities and challenges encountered by two NGOs based in Cape Town that use sport as a means of development, but in markedly different ways. The study suggests that NGOs face a variety of conceptual, technical, logistical and organisational challenges using sport in schools and should enact certain measures to reduce resistance from educators and ensure successful programmes. The interaction between NGOs, schools and the state Department of Education is a complicated process that presents obstacles and opportunities. Nevertheless, despite these challenges it is clear NGOs can support schools in South Africa to optimise their physical activity programmes in the backdrop of a stagnating education system and a lack of sporting support from the government. NGOs in an educational setting such as schools operate in what Houlihan has identified as a crowded policy space. Yet, the observations in this study suggest that, particularly in the context of education, a partnership policy model of NGO work is preferred. 相似文献