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1.
Background: There is growing concern surrounding the ‘racialised’ body and the way young people develop dispositions towards physical activity (PA) and sports, and more broadly to physical culture. This paper draws on Bourdieu's social theory in an effort to explore the ways in which the intersectionality of various fields (family, religion and school) and their dimensions (culture and social class) influence young Muslims' physical culture.

Purpose: More specifically the paper examines the ‘racialised’ pedagogic practices in various fields that influence young Muslims' dispositions to physical culture.

Method: The study reports on the voices of 40 participants identifying as young Muslims (12–15 years old; 20 girls and 20 boys) from one secondary school in the South of England, UK. A case study approach was used to explore participants’ understanding, meaning, structural conditions and personal agency with regard to physical culture and ‘racialised’ body pedagogies. Data include semi-structured paired interviews with participants. Data were analysed using thematic analysis. More specifically, thematic analysis based on the notion of ‘fields' informed deductive and inductive procedures.

Findings: Results suggested that religion had limited influence on the participants' agency when intersecting with schooling and social class with regard to embodiment of active physical culture. Economic capital, on the other hand, had a considerable influence on participants’ physical culture as it contributed to young people's access to PA opportunities, agency and body pedagogies. In addition, the study concludes that fields outside the school play a significant role in influencing and enabling young Muslims’ physical culture.

Conclusions: One of the most significant implications of this study is emphasising that young Muslims should not be viewed as a homogenous group as various fields intersect to influence their participation in physical education and their embodiment of physical culture. Identified fields and their markers make dispositions unique, dependent upon characteristics and their relative influence.  相似文献   

2.
This paper examines Chinese migrant young people's lifestyles and physical activity experiences in relation to the values and cultural investments of their families in Australia. The data in this paper were taken from a larger-scale study underpinned by a critical and interpretive ethnographic method conducted in two school sites. The young people's lives were significantly shaped by dominant Chinese cultural norms and traditional notions of gender. Bourdieuian concepts are drawn upon to explain the (re)production of the Chinese young people's habitus cultivated at home. Based on the young people's pursuit of cultural capital as a consequence of familial values, discussion also focuses on the agency of these young people in relation to their lifestyle choices. Dominant discourses in the ‘talk’ of these young people included their notions of excelling, hyper-investment in academic success and, especially for the girls, skin colour and safety. Traditional Chinese family power relations limited the choices these young people had regarding physical activity which was complicated by the cultural and social fluidity of their lived experiences. The inter-generational flow of habitus and capital of these Chinese migrant young people's families tended to privilege a particular set of discourses based on gender, race, social class and hierarchical practices that resonated with traditional Confucian philosophy.  相似文献   

3.
《Sport Management Review》2016,19(3):332-342
This interpretive study sought to critically examine young people's subjective meanings and experiences related to parent volunteerism in community youth sport. Using a constant comparative method of data analysis, the perspectives of 19 participants from 7 different family units (9 sons and 10 daughters) in Ontario, Canada were examined. The findings call attention to the gendered importance of fathers in highly visible volunteer roles (e.g., coach, game announcer) and the lack of recognition or appreciation for mothers’ formal volunteer roles (e.g., assistant coach, league's board of directors) as well as informal volunteer roles (e.g., fundraiser). Moments of conflict in relation to peer groups as well as siblings and the potential for volunteerism to enhance a sense of connection through moments of togetherness and skill development are also emphasized.  相似文献   

4.
Young people with English as an Additional Language/Dialect backgrounds are often identified in public health messages and popular media as ‘bodies at risk’ because they do not conform to the health regimens of contemporary Western societies. With increasing numbers of Chinese students in Australian schools, it is necessary to advance teachers' understandings of the ways in which these young people negotiate notions of ‘health’ and ‘(un)healthy bodies’. This paper explores the ways in which young Chinese Australians' understand health and (un)healthy bodies. The data upon which this paper focuses were drawn from a larger scale study underpinned by critical, interpretive, ethnographic methods. The participants in this study were 12 young Chinese Australians, aged 10–15 years, from two schools. Photographs of a variety of bodies were sourced from popular magazines and used as a means of interview elicitation. The young people were invited to comment on the photographs and discuss what ‘health’ and the notion of a ‘(un)healthy body’ meant to them. Foucault's concepts of discursive practice and normalisation are used alongside Chinese concepts of holistic paradigms and Wen–Wu to unpack the young people's subjectivities on health and (un)healthy bodies. The findings invite us to move beyond Western subjectivities of health and (un)healthy bodies and highlight the multidimensional and diverse perspectives espoused by some of the young Chinese Australians in this study. The research findings can inform future policy and practice relevant to the exploration of health and (un)healthy bodies in health and physical education and health and physical education teacher education.  相似文献   

5.
Young people are increasingly turning to social media for health-related information in areas such as physical activity, diet/nutrition and body image. Yet, there are few robust empirical accounts of the content and form of the health-related material young people access and attend to, or the health-related content they create and share. Furthermore, there is little guidance from research or policy on young people's engagement with health-related social media. This leaves many relevant adults ill-equipped to protect young people from the negative influences of social media and to optimize the potential of social media as a medium for health promotion. This article presents new evidence on young people's engagement with social media and the influences they report on their health-related behaviors. The research was undertaken with 1296 young people (age 13–18) using a participatory mixed methods design. Initially, a public pedagogy [Giroux, 2004. Public pedagogy and the politics of neo-liberalism: Making the political more pedagogical. Policy Futures in Education, 2, 494–503] theoretical framework was used to guide data analysis but this was found to be limiting. An adapted framework was developed, therefore, drawing on Miller et al. [2016. How the world changed social media. London: UCL Press] and Lomborg [2011. Social media as communicative genres. Journal of Media and Communication Research, 51, 55–71] to account for the unique ways in which pedagogy operates in a social media context. Young people accessed and used a range of health-related information on body transformations, diet/nutritional supplements or recipes and workouts/exercises, albeit in different ways. Moreover, young people identified five forms of content that influenced their understandings and behaviours: (i) automatically sourced content; (ii) suggested or recommended content; (iii) peer content; (iv) likes; (v) reputable content. The findings also suggest that relevant adults can reduce risk and realize more of the positive impacts of social media for young people by focusing on content, and the ways in which content is shaped in the interplay between interactive functionalities of social media (e.g. likes and followers) and young people's social uses of social media (e.g. friends, information).  相似文献   

6.
Three issues are put forward with respect to the active participation of young people in leisure-time sports styles. It is considered (a) whether sports participation styles can be detected over the last three decades, (b) whether they have changed in this period of time, and (c) whether traditional parameters understood as structuring and positioning young people's lifestyles are still relevant with respect to their sports participation preferences. Youth sports participation data were retrieved from four large-scale surveys in 1969, 1979, 1989 and 1999 (Ntotal=22,424 high school boys and girls). These data allow for a time trend analysis of youth sports participation styles. Results from component and regression analyses indicate that different participation styles can be distinguished for each period of time and that these styles have been developing and differentiating through a growing responsiveness to wider social trends. Structural and positioning variables such as age, sex and education remain significant determinants for young people's active participation in leisure-time sports styles over the observed period of time. Although these social structures continue to shape youth sports participation styles, it is suggested that there is more variety within social groups than among social groups partially due to processes of individualisation and homogenisation.  相似文献   

7.
Purpose: This study was a 2-phase activist research project aimed at co-creating a prototype pedagogical model for working with youth from socially vulnerable backgrounds in a sport context. This article addresses the learning aspirations (learning outcomes) that emerged when we created spaces for youth to develop strategies to manage the risks they face in their community. Method: This study took place in a socially and economically disadvantaged neighborhood in a Brazilian city where we worked with a group of 17 boys aged 13 to 15 years old, 4 coaches, a pedagogic coordinator, and a social worker. During a 6-month period, we collected multiple sources of data including field journal entries/observations (38) and audio records of youth work sessions (18), coaches' work sessions (16), combined coaches and youth work sessions (3), and meetings between the lead and the 2nd author for debriefing and planning sessions (36). Results: By using an activist approach, 4 learning aspirations emerged: becoming responsible/committed, learning from mistakes, valuing each other's knowledge, and communicating with others. Conclusion: Findings suggest there is a need for more sports programs that start from young people's concrete needs and life situations and look to create places for youth to see alternative possibilities and take action.  相似文献   

8.
Young people’s experiences of, and (dis)engagement with, physical education has received considerable attention in recent years. Yet one ‘group’, care-experienced young people, remain ‘hidden’ within the prevailing literature. In light of their apparent invisibility within research, this novel, exploratory study seeks to gain some understanding of the factors associated with (dis)engagement from/with physical education among this youth population. In contrast to the few studies that explore the broader physical culture experiences of care-experienced youth that prioritise the voices of adults, this paper combines data from two studies to give voice to the experiences of four care-experienced young men in England, alongside those of key adults, namely residential staff, foster carers and physical education teachers. Data were derived from participatory research methods with the young people and semi-structured interviews with the adults who work with/for them. Drawing upon Bourdieu, principally his notions of field, habitus and capital, the findings suggest that these care-experienced young people are at a pedagogic disadvantage, since they are not as well positioned to access opportunities for learning and participation or develop, maintain and extend those skills and dispositions that are recognised as valued capital in physical education. Moreover, the changing room, as a sub-field of the broader physical education space, where bodies are particularly on display, may present obstacles for care-experienced young people’s engagement due to their prior experiences of physical and/or sexual abuse. This study therefore calls for further research exploring care-experienced young people’s experiences of physical education, teachers’ understandings of care-experienced youth, and how their pedagogic practice might shape (dis)engagement with physical education.  相似文献   

9.
This study examines 12 grade five elementary school students' attitudes and beliefs concerning personal and social responsibility in physical education. Factors used to identify students' attitudes and beliefs were initially divided into the six levels of Hellison's Taking Personal and Social Responsibility Model (TPSR), namely: irresponsibility, respect for the rights and feelings of others, participation and effort, self-direction, helping and caring for others and transfer into real-life situations. Through a variety of data collection techniques such as drawings, narrations, interviews and observations, a representation of the students' attitudes and beliefs regarding personal and social responsibility was identified. Results from the study showed the emergence of the following themes: (1) an emphasis on one on one interactions; (2) a focus on negative actions; (3) responsibility is complying with teachers to avoid punishment; (4) responsibility is determined by the family and not the school; and (5) responsibility and race differences. Further research needs to be conducted to determine how children's entry characteristics can be used to strengthen behavioural change in models such as TPSR.  相似文献   

10.
Reform efforts to improve physical education often rely on facilitators to promote positive change. Although it is becoming more common, little is currently understood about the facilitation role. Our purpose was to examine facilitators' collective knowledge and experience with ongoing physical education professional development (PD), specifically regarding conceptions of their role in the process. Participants included 12 experienced PD facilitators. Data sources included formal semistructured and informal conversational interviews and participants' curriculum vitae. Results indicated that facilitators held common beliefs about teacher learning and self-identified actions aligned with those beliefs. Adhering to constructivist views of learning, facilitators underscored the role of prior knowledge and the active and social nature of learning. Their remarkably similar views emphasized multiple aspects of teacher capacity building.  相似文献   

11.
During an ethnographic research project exploring young people's perceptions of living in a post-industrial semi-rural place, boys aged 13/14 years revealed their semi-clandestine motorbiking activities across mountains trails. It was found that riding motorbikes and fixing engines were potential resources for young boys' transitions into adult working-class masculinity and sources of competence, pride and enjoyment that mimetically referenced the industrial past. The study engages with Deleuze and Guattari's theory to explore relations among rider–machine–territory as dynamic Assemblages that fuse elements from technical, psychological and cultural media to show how motorbiking in different situations afforded boys more or less autonomy. The study argues that an epochal shift in the UK from an industrial to post-industrial base has changed the value attached to motorbike riding on mountain trails creating biking Assemblages that territorialise boys as social nuisances and potential criminals under police surveillance.  相似文献   

12.
The focus of this study was to investigate how an expert teacher implemented constructivist-oriented teaching strategies to engage students'critical thinking skills in learning creative dance. The data were collected through videotaping 16 creative dance lessons taught by an expert teacher to 2 kindergarten, 2 first-grade, and 4 third-grade classes and conducting two formal interviews and several informal interviews with the teacher. In addition, one group interview was conducted with 4 kindergarten students, 4 first-grade students, and 8 third-grade students. The three salient themes were: (a) relating students' knowledge and ideas to lessons to spark dispositions, (b) encouraging and facilitating students' inquiries and creative products, and (c) engaging students' metacognition in refining the quality of dance movement.  相似文献   

13.
To increase young people's physical activity (PA) levels it is important to understand the correlates of PA in children and adolescents. We sought to identify factors associated with children's and adolescents’ PA by reviewing systematic quantitative reviews of non-intervention research. Systematic reviews examining associations between quantitatively measured variables and PA in young people (< 19 years) from 2000–2010 were identified using electronic and manual searches. Nine systematic reviews were identified. Demographic/biological correlates of PA were age and gender. Psychological correlates of PA were positive motivation, positive body image and the existence of barriers to PA. Behavioural correlates of PA were previous PA, sport participation, smoking, and sedentary behaviour. Social/cultural correlates of PA were parental influence and social support, and environmental correlates of PA were access to facilities, distance from home to school, time spent outside, and local crime. The evidence is suggestive of a number of different types of correlates of PA for children and adolescents. Beyond age and gender, though, most are likely to have only small or small-to-moderate effects in isolation and may work best in interaction with other influences. Psychologists must look to social, organisational and community-level correlates in addition to individual correlates.  相似文献   

14.
The aim of this paper was to critically review existing literature relating to, and critically analyse current conceptualisations of, ‘coaching philosophy’. The review reveals a bewildering approach to definitions, terms and frameworks that have limited explanation and reveal a lack of conceptual clarity. It is argued that rather than provide clarification and understanding the existing literature conflates coaching rhetoric and ideology with coaching philosophy and serves to reproduce existing coaching discourse rather than explain coaching practice. The paper problematises the unquestioned assumptions currently underpinning ‘coaching philosophy’; namely the overemphasis of coaches' agency and reflexivity, the downplaying of the significance of social structure on coaches' dispositions and the acceptance that coaching practice is an entirely conscious activity. The paper argues for an alternative philosophy of coaching that uses philosophic thinking to help coaches question existing ideology, and critically evaluate the assumptions and beliefs underpinning their practice.  相似文献   

15.
This paper explores the physical education (PE) and physical activity experiences of a group of South Asian, Muslim girls, a group typically marginalised in PE and physical activity research. The study responds to ongoing calls for research to explore across different spaces in young people's lives. Specifically, I draw on a ‘middle-ground’ approach, using Hill Collins' matrix of domination and the notion of intersectionality. These concepts offer the possibility to explore the kinds of settings (physical, social and cultural) in which girls undertake PE and physical activity, how these spaces influence experience and how the girls navigate these spaces. The study is based in a large, urban, co-educational, secondary school in Yorkshire, England (95% of the students are from minority ethnic communities, 91% are Muslim and 63% live in the top 10% most deprived neighbourhoods in the country). Data generation involved three phases: observations, creating research artefacts in focus groups and in-depth interviews. The findings reveal the diverse ways the girls are physically active. They also demonstrate a complexity to their involvement which is contingent upon space, discourses and people. For example, discourses of competition, ability and peers are more significant within PE; whilst family, religion and culture feature beyond this context. The paper concludes by acknowledging the girls' heterogeneity and agency in the ways they strategically navigate spaces in their quest to be physically active on their terms.  相似文献   

16.
Since 1999, concerns about Scotland's future health and economic performance have profoundly impacted on the new Scottish Executive. Research highlighting an obesity crisis facing young Scots has, together with the work of Scotland's Physical Activity Task Force and Physical Education Review Group, encouraged the education of all young Scots to be more physically active. One vehicle for this is the Active Schools programme that seeks to engage all school-aged children in an active lifestyle to improve current and future health. To do this, a network of 293 primary-school co-ordinators and 343 secondary-school co-ordinators seek to integrate sport and physical activities into young people's lives before, during and after school. However, using case study material from a Scottish local authority, policy as discourse theory and Foucault's writings on governmentality, I argue that official rhetoric championing increased activity sessions ignores how the programme's generalised inclusive discourse discouraged the targeting of inactive groups, and how the initial decision to fund people not young people's preferred activities encouraged an emphasis on delivery not co-ordination. Much stems from the Scottish Executive's use of sport for public relations purposes and (relatedly) sportscotland's limited evaluations, which discouraged the injection of expertise and attention to detail necessary to reach the inactive.  相似文献   

17.
The School Sport Partnership Programme (SSPP) is one strand of the national strategy for physical education and school sport in England, the physical education and school sport Club Links Strategy (PESSCL). The SSPP aims to make links between school physical education (PE) and out of school sports participation, and has a particular remit to raise the participation levels of several identified under-represented groups, of which girls and young women are one. National evaluations of the SSPP show that it is beginning to have positive impacts on young people's activity levels by increasing the range and provision of extra curricular activities (Office for Standards in Education (OFSTED), 2003, 2004, 2005; Loughborough Partnership, 2005, 2006). This paper contributes to the developing picture of the phased implementation of the programme by providing qualitative insights into the work of one school sport partnership with a particular focus on gender equity. The paper explores the ways in which gender equity issues have been explicitly addressed within the ‘official texts’ of the SSPP; how these have shifted over time and how teachers are responding to and making sense of these in their daily practice. Using participation observation, interview and questionnaire data, the paper explores how the coordinators are addressing the challenge of increasing the participation of girls and young women. The paper draws on Walby's (2000) conceptualisation of different kinds of feminist praxis to highlight the limitations of the coordinators’ work. Two key themes from the data and their implications are addressed: the dominance of competitive sport practices and the PE professionals’ views of targeting as a strategy for increasing the participation of under-represented groups. The paper concludes that coordinators work within an equality or difference discourse with little evidence of the transformative praxis needed for the programme to be truly inclusive.  相似文献   

18.
The aim of the present study was to assess the influence of self-efficacy and past behaviour on young people's physical activity intentions using an augmented version of Ajzen's Theory of Planned Behaviour. We hypothesized that self-efficacy would exhibit discriminant validity with perceived behavioural control and explain unique variance in young people's intentions to participate in physical activity. We also expected that past physical activity behaviour would attenuate the influence of attitude, subjective norms, perceived behavioural control and self-efficacy on intention. The sample comprised 1152 young people aged 13.5 - 0.6 years (mean - s ) who completed inventories assessing their physical activity intentions, attitudes, subjective norms, perceived behavioural control, self-efficacy and past physical activity behaviour. A confirmatory factor analysis demonstrated that the constructs of the Theory of Planned Behaviour achieved discriminant validity. Furthermore, the measures of attitudes, subjective norms, perceived behavioural control and self-efficacy were significantly related to their respective belief-based measures, supporting the concurrent validity of the measures of the Theory of Planned Behaviour. A non-standard structural equation model demonstrated that attitude and self-efficacy were strong predictors of physical activity intention, but perceived behavioural control and subjective norms were not. Self-efficacy attenuated the influence of attitudes and perceived behavioural control on intention. Past behaviour predicted intention directly and indirectly through self-efficacy and attitude. The present findings demonstrate that young people with positive attitudes and high self-efficacy are more likely to form intentions to participate in physical activity. Furthermore, controlling for past physical activity behaviour revealed that the unique effects of self-efficacy and attitudes on young people's physical activity intentions were unaltered.  相似文献   

19.
Large-scale coach education programmes have been developed in many countries, and are presented as playing a key role in the development of coaches and the promotion of high standards. Unfortunately, however, coaches often perceive that the current system of formal coach education fails to meet their needs. Perhaps as a result, the majority of their development is personally perceived to take place via informal and non-formal means. Appropriately, therefore, there has been an increasing focus within the coaching literature on the social aspects of learning, with social constructivist perspectives receiving particular attention. Reflecting this appropriate focus, this article explores some of the potential opportunities and threats that social learning methods, such as Communities of Practice (CoP), present for coach developers. In tandem, we outline how all coaches are influenced by a set of pre-existing beliefs, attitudes and dispositions, which are largely tempered by their experiences and interactions both with and within their social ‘milieu’. We argue that, at the very least, we need to begin to understand these constructs and, if we do, the potential for coach developers to manipulate and exploit them is obvious. In conclusion, it is highlighted that whilst offering inherent challenges, CoPs and other social learning methods provide coach developers with a great opportunity and legitimate tool to change coach behaviour and raise coaching standards. Perhaps paradoxically, we also propose that formal coach education may still have a vital role to play in this process.  相似文献   

20.
The youth learning re-engagement program known as the Titans Learning Centre (or TLC) is an approved alternative schooling program, developed in partnership with state education and a local National Rugby League (NRL) club, the ‘Titans’. Students typically in Grade Three or Four complete a 10 week program, interacting with professional A grade NRL players on a weekly basis during classroom learning time and lunch time ‘handball’ sessions. The project sought to understand the pedagogic practices of the TLC, using Bernstein’s social construction of pedagogic discourse, with its underlying instructional and regulative discourses, particularly the contribution by the players to what and how the students were learning. The ethical consent of recruiting children to the study was achieved via acceptance of a position in the program for classroom observations, with further consent sought for accessing students’ school performance data, student and parent surveys and interviews. Using case study methodology, Productive Pedagogies classroom audits (n?=?26) were adapted for classroom observation. Interviews with relevant program stakeholders were conducted, including players (n?=?12), NRL game development staff (n?=?1) and teachers and teacher aides (n?=?4). The findings revealed the pedagogic approaches of teachers and NRL players emphasised making regulative discourses visible to these young learners, developing supportive classroom environments and building students’ sense of connectedness to learning. The players articulated a genuine sense of contribution to the lives of the young learners and saw themselves as role models. The use of high profile athletes in youth re-engagement programs has been questioned in recent times, particularly their effectiveness in terms of student learning outcomes over time. However, we conclude that the depth of involvement in pedagogic action connected to student learning indeed enabled the NRL players to be considered role models for youth re-engagement in learning.  相似文献   

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