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1.
This study explores the social and dynamic aspects of the concept ‘exercise identity’. Previous research, mainly in psychology, has documented a link between exercise identity and exercise behaviour. However, the process of identity formation is not straightforward but rather something that can change with time, context and interaction with others. Subsequently, the present work is informed by a social constructivist approach that views exercise identity as a social product and the formation of it as a social process. Our case study of ‘Adrianna’ examined through a biographical narrative analysis how such an identity may be constructed through interaction and over the life course. Three themes were identified; Adrianna's relationship to (1) significant others, (2) her body and (3) sociocultural norms and expectations. Reflecting this fluidity of exercise identities, we suggest the alternative concept ‘vulnerable exercise identity’ to better understand the subtler dynamics of exercise identity formation and development. Adrianna's case is presented as a ‘recognizable story’, representative of the struggle many people face when trying to become more physically active in contemporary western societies. 相似文献
2.
Kirsten Petrie Joel Devcich Hayley Fitzgerald 《Physical Education & Sport Pedagogy》2018,23(4):345-357
Background: In Aotearoa New Zealand, as it is internationally, there is a desire to ensure physical education is inclusive of all students regardless of their abilities. Yet, medical discourses associated with disability continue to position students who are perceived as not having the capacity to participate fully in traditional physical education programmes as the teacher’s ‘helper’, ‘helped’, or ‘helpless’. As a result, these students may have negative experiences of physical education and this can impact on future involvement in movement-related activities within school and community settings.
Methodology: Drawing on the data from a larger critical participatory action research project, we explore how one primary school teacher, Joel, attempted to work more inclusively within physical education. Specifically, we draw from personal journaling, student work and records of dialogical conversations to shed light on Joel’s experiences.
Conclusion: Joel’s experience demonstrates that there is not one singular solution to inclusion within physical education and it is a combination of actions that support this process. In Joel’s case, this included becoming a reflexive practitioner, getting to know his students, being receptive as opposed to respective to difference in positive ways rather than seeing this as limiting, working imaginatively to reconsider what constitutes learning in physical education, and sharing ownership for curriculum design and learning with his students. Working in this way illustrates how a multi-layered approach can make a difference to how all the students in a class experience inclusion, including students positioned as disabled. 相似文献
3.
This study reflects on the effectiveness and delivery of a series of health themed match day events at an English Premier League Football Club which aimed to create awareness and motivate men to adopt recommended health behaviours. A range of marketing techniques and activities were adopted within a targeted space and time to increase men’s exposure to health information. The first author adopted a practitioner-cum-researcher role and was immersed in the planning and delivery of the events utilising the principles of ethnography. Data were predominately collated through observations and personal reflections logged via autobiographical field notes. Data were analysed through abductive reasoning. In general, men were reluctant to engage in health-related behaviours on match days. However, subtle, non-invasive approaches were deemed successful. Positive outcomes and case studies from the latter techniques are presented and suggestions for effective strategies that will better engage men in health information and behaviours are made. 相似文献
4.
This paper explores physical educators’ perspectives on race and racism as a first step towards disrupting whiteness and supporting the development of antiracist practice. With close links to sport, a practice centrally implicated in the creation and maintenance of racialised bodies and hierarchies, Physical Education (PE) offers an important context for a study of whiteness and racism in education. Using collective biography we examine physical educators’ narrative stories for what they reveal about the operation of whiteness and racism in PE. Teachers draw on narratives from curricula texts which uphold and reinforce notions of the racialised other, thereby reasserting normative, universal white knowledge. Their pedagogy is underpinned by a colour blind approach where race is ‘not seen’, yet essentialist and cultural discourses of race are nevertheless deployed to position particular racialised and gendered bodies as ‘problems’ in PE. Engagement with antiracism is limited to professional rhetoric within pedagogical practice. 相似文献
5.
While the career experiences and trajectories of various sports workers have received increased scholarly attention, those of professional coaches have, in comparison, received scant consideration. This paper focuses on the career experiences of Maeve (a pseudonym), a high performance coach, and the critical incidents related to the creation, development, and, ultimately, questioning of her professional identity. Data were collected through a series of narrative-biographical interviews and were subject to a process of iterative data analysis. The results indicated that her significant investment into her coaching self, combined with the vagaries and uncertain nature of work in high performance coaching, led her to experience a biographical disruption that interrupted the narrative coherence of her coaching life. The findings add further credence to recent critiques of only understanding and representing coaching careers in a linear and chronically staged fashion. 相似文献
6.
Lee Tucker 《Sport in Society》2015,18(4):410-424
The recent growth of ‘alternative’ football teams has presented politicized amateur footballers with the opportunity to play the game in a safe environment alongside like-minded people. However, for those desiring and pursuing authentic social change, a politicization process needs to be facilitated within mainstream community clubs. This paper will discuss one such club, where the coach has attempted to instil an inclusive culture which tackles sexist, racist and homophobic behaviour and attitudes. Based in the North East of England, in a club strongly committed to developing the qualities of its play, the paper outlines the process of challenging interactions played out within the club and among players. More specifically, it addresses the journey of developing awareness of these social issues. By deploying thoughtful action and more specific work related to sport and politics, the potential for transformational change within the club and the leadership process involved is discussed. Comparisons of these factors are made to an established ‘alternative’ football club. 相似文献
7.
Current concerns about a childhood obesity crisis and children's physical activity levels have combined to justify fitness lessons as a physical education practice in New Zealand primary (elementary) schools. Researchers focused on children's understandings of fitness lessons argue that they construct fitness as a quest for an ‘ideal’ (skinny or muscular) body. The conflation of fitness with thinness, however, is complex and problematic. In this paper, we draw from research conducted with a class of primary school children in New Zealand. Drawing on the theoretical tools of Foucault and utilizing a visual methods approach, we examine how children experience school fitness lessons and construct notions of fitness, health and body. The children's responses illustrated that obesity discourses and body pedagogies ‘collided’ in a way that shaped understandings of fitness lessons in ways inextricably connected with the avoidance of being fat. The children assumed that fitness lessons increased fitness and that being fit was demonstrated by a ‘correct’ corporeal appearance. We argue that body pedagogies inside and outside the school gates shape children's ideas about the body in ways which exclude other understandings of bodies, health, and physical activity. 相似文献
8.
Given that research outside of sport and exercise has found that stigma may cause severe consequences (e.g. depression), it is important to explore the concept in regard to its connection to socio-cultural issues in the development and persistence of stigmatisation in sporting contexts. Analytic autoethnography and Goffman’s theory of stigma was used to explore one female swimmer’s experiences of ‘enacted’ and ‘felt’ competitive performance stigma occurring in elite swimming and a masters swimming context. Competitive performance stigma has not been conceptualised or explored as a stigma type in sport research, however through the presentation and analysis of two vignettes and the use of Goffman, this is achieved. The social agents that contributed to both ‘enacted’ and ‘felt’ competitive performance stigma and the consequences/effects (e.g. withdrawal from sport, feelings of shame) for this swimmer are highlighted. Our analysis further highlights the role of particular cultural insiders (e.g. coaches, team managers and other swimmers) in the reproduction of competitive performance stigma through acts of labelling, discrimination and social isolation. These acts positioned the female swimmer as an ‘outsider’ because of her competitive performance which in turn led to her withdrawal from these two sporting contexts highlighting the implications for recipients of stigmatisation. 相似文献
9.
Simon R. Walters Deborah Payne Philip J. Schluter Rex W. Thomson 《Sport, Education and Society》2015,20(2):241-257
The childhood years are highlighted as a crucial time when ongoing participation in physical activity can be nurtured and maintained. The nurturing of a child's proclivity to participate in organised sport normally falls into the domain of adults. While both parents and coaches have been identified as key influences on children's enjoyment of sport, some negative perceptions exist about their roles. Although children's perspectives are increasingly being acknowledged as valuable, it would appear that young children are still marginalised as active participants in areas of health-related research. The primary objective of this study was to give space to children's views of organised sport and to examine how adult behaviours affected these children's enjoyment of sport. This qualitative study utilised eight focus group interviews with a total of 30 children (aged 6–11 years) in the Greater Auckland area of New Zealand. This paper presents a Foucauldian discourse analysis of children's views relating to their sporting experiences. Children articulated three discursive constructions of sport: sport as competition, sport as fun and sport as fair play. The dominance of sport as competition would appear to serve the needs of coaches and parents more than those of children. Coaches who appear to be firmly positioned within a competitive discourse of sport use their power to support coaching practices that clash with the guidelines provided for them by their sporting bodies. Our analysis shows that many children may be exposed to discursive practices that are not conducive to a child-centred sporting environment. Through the exercise of disciplinary measures, there is pressure on children to conform to the normative behaviours associated with a dominant competitive sport discourse. 相似文献
10.
Corinne Story 《Sport in Society》2017,20(9):1223-1240
Young girls or young women with girlish figures now commonly enter into women’s elite figure skating. This ‘girlification’ can be partly attributed to the structural age rules, the rules that govern the age-specific training advancement in figure skating. The purpose of this research was to explore how the female elite Canadian singles figure skaters experienced the structural age rules during their careers. To examine the skaters’ experiences, 10 former elite Canadian women singles skaters were interviewed. A critical feminist lens was used to interpret the interviewees’ experiences with the structural age rules that might sustain domination of girls in the women’s event. 相似文献
11.
Susanne Johansson 《Sport, Education and Society》2018,23(4):311-323
Elite-athlete Karin was 17 years old when the considerably older team coach Selma became her girlfriend. Responding to calls to prevent harm and sexual abuse in sport, this study represents Karin’s story, investigates how she makes sense of her coach–athlete sexual relationship, and analyses what can be learnt about consent. Although sexual consent is often the defining criterion of sexual abuse, consent is rarely explicitly defined or its social implications examined. Moreover, there are no studies on coach–athlete lesbian or gay relationships despite sexual minority vulnerability. The interview with Karin was analysed using narrative case study methods; represented as a short story and discussed in reference to sexual consent theory. The analysis outlines contextual factors conditioning the negotiation of consent and problematises heteronormative, gendered perpetrator and victim stereotypes. Secrecy, alienation and isolation is recognised, extending into additional vulnerability inflicted on socially problematic and atypical coach–athlete relationships. In conclusion, social implications of consent are more complex than yes/no to sex or inherent incapability to consent. Consent is multi-layered, alternately absent and present; an ongoing process that includes compromises, contradictions and (re)negotiations influenced by structure and agency. Further research examining a diversity of sexual experiences among majorities and minorities is proposed. 相似文献
12.
In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis of James' radical empiricism, Dewey's transactional understanding of experience and learning and Marcel Mauss' concept of ‘body techniques’ and the notion of education embedded in it. Against the background of this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB), we then show how we can analytically come to terms with different dualistic problems that research into ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to create knowledge about what we learn when learning embodied knowledge, and how this learning takes place. We argue that experience is an important concept for understanding the acting knowing human being, describing how experience is organized and developed and outlining how this organization can be understood as learning. We hold that situations where someone learns to embody certain knowledge are cases of overt actions, in which we can see what kinds of relations are created and how these relations become meaningful for further action. 相似文献
13.
从1995年7月21日KONAMI公司发布第一款实况游戏作品—《J．League实况Winning Eleven》(J联盟实况胜利十一人)开始到现在,实况游戏已经走过了将近12年的岁月。而伴随着广大玩家走过这些岁月的实况足球,也已经经历了将近30次的游戏更新。这在游戏发展史上绝对算的上是一个里程碑式的游戏。另外,纵横跨越SFC,PS, PS2,Xbox,Xbox360,GBA,NDS,PSP和PC平台,也可以算是游戏平台发展的活化石了。游戏引擎也由一开始的2D发展到3D,PS平台到PS2平台的转换更是让实况足球更佳的名符其实。出色的操控感,真实的实况转播画面,身临其境的激情解说和丰富至极的球员数据,这些要素都紧紧的牵动着每一位实况玩家的心。 相似文献
14.
alo石日丫扭d 一甲e哪姗冲。w goe戴r. and!洲alka!one 招时irS叨me协牌赐卒娜ng 如m咖ngto肉ht ou宝OflUek 燃燕等 youf白一elf i口y加rdream台.inyour钓or火Never give up——just for you@Jack~~ 相似文献
15.
This paper examines the micro-political experiences of Adam (a pseudonym), a newly appointed fitness coach at a Football Association Premier League club, in his search for acceptance by senior colleagues. Data were collected through a series of in-depth, semi-structured interviews, before being subject to a process of inductive analysis. Goffman's writings on impression management and stigma, Kelchtermans's micro-political perspective and Garfinkel's notion of status degradation are primarily utilised to make the sense of Adam's perceptions and actions. The findings point to the value of developing coaches’ micro-political understandings, and of including their formal facilitation within given professional preparation programmes. Doing so, it is argued, would better equip coaches for the problematic realities of their practice. 相似文献
16.
Melissa Parker Kevin Patton Christina Sinclair 《Physical Education & Sport Pedagogy》2016,21(3):328-346
Background: Achieving teacher change and the lofty goals of educational reform initiatives necessitates professional development (PD) designed to help teachers rethink their practice. A key implication for physical education, therefore, is that PD must be organized in ways that utilize teachers' voice, providing opportunities for teachers to build or extend their own capacity to engage in ongoing learning. Yet, while the desired outcome of PD is capacity-building resulting in teacher change, teachers' needs and interests remain largely ignored.
Purpose: The purpose of this study was to explore the potential of using participatory visual methods as a pedagogical and methodological tool to facilitate teacher articulation of change. Specifically, we sought to understand teachers' depictions of their own change.
Theoretical framework: The project was grounded in constructivist learning theory as the pedagogical use of visual methods provided teachers a way to understand, interpret, and think about the curriculum change and their teaching.
Participants and setting: Four physical education teachers, all female, were the participants.
Data sources: Data sources included (a) participants' digital photographs, (b) photo-elicitation interviews, and (c) field notes from observations of all PD sessions, conference presentations, and multiple lessons taught by the teachers.
Data analysis: Data were analyzed using two distinct yet overlapping processes derived from grounded theory: open and axial coding.
Findings: Visual methods allowed participants to articulate three distinct changes as a result of the curriculum development PD process: (a) changes in practice, (b) changes to interpersonal working relationships, and (c) intrapersonal changes. First, the use of visual methods allowed these teachers to identify four multidimensional student learning-focused changes to their teaching practice: outcomes based instruction, increased and differentiated practice, deliberate focus on the affective domain, and assessment to document learning. Second, changes to interpersonal working relations as a result of the curriculum development were documented. These changes provided the initial forum for collaboration as well as solidarity among the teachers to complete a defined task. Third, empowered by their increased skills and knowledge, these teachers experienced intrapersonal changes as they embraced their roles as teachers, professionals, and leaders. All four teachers expressed increased sense of self as a result of their changes in curriculum, assessment, and approach to teaching.
Conclusions: These teachers accomplished a great deal as they departed from what they knew well to try new practices and strategies. The use of visual methods documented this complex process. This study has several implications for the use of visual methods. The first is their value as a way for teachers to discuss their own learning and reflect on their practice. Second, the use of photographs and associated photo-elicitation interviews served as a valid research tool which successfully accessed teachers' implicit learning. Finally, a combination of methodologies provided different, yet complimentary information about teachers' depictions of change. 相似文献
17.
In recent years, there has been a significant increase in the provision of formal coach education. However, research has repeatedly demonstrated how coach education has had a limited impact on the learning and development of coach practitioners. To date however, these investigations have avoided female coach populations. Ten women football coaches who had recently completed various association football coach education courses participated in this study. Following the interpretive analysis of 10 semi-structured interviews the findings revealed high levels of gender discrimination and inappropriate cultural practice. The women's experiences are discussed in line with the Bourdieuian notions of social acceptance, symbolic language and power. The women coaches provided a number of recommendations for future coach education provision, which in turn, may help to improve the experiences for those women who participate in the coach education process. 相似文献
18.
《当代体育》2007,(16)
你爱生活吗?如果你的回答是“YES”——那么你就大声地回答我:“你爱运动吗?”如果你的回答还是“YES”——那么你就喊出来回答我:“你爱篮球吗?如果你的回答依旧是“YES”——那么就应该对着镜子冷静地说我爱这一切,所以我爱《当代体育·篮球频道》。俱乐部是我们与读者明友们互动的栏目,不管是篮球频道也好还是篮球也好,都缺少不了这个重要要组成部分,所以在本期篮球频道改版之前,作为俱乐部的首席大编辑(嘿嘿,有点自不量力!),小包我有责任通知大家:“篮球频道本期开始正式改版。我们将会一改往日沉闷的什么这个报道,那个报道,增添了新鲜的时尚元素在里面。多了更多大家知道和不知道的事情。关于具体的事宜小包已经在卷首回答了读者的疑问,大家看了就明白了。”我们在很用心地做这本杂志,也希望它在给大家带来你们想知道的消息的同时,更能够让体们心情愉快。总之一句话,喜欢不喜欢就看你们的来信了,你是投稿也好,提问也好,漫画、诗歌、散文我们是来者不拒。只要你们喜欢,小包可以代表全体同事向你们正式宣誓:“我们会本着恪尽职守的原则,努力奋斗,争取冲到娱乐、体育等新闻的第一线,为大家报导出及明、准确、客观、愉快、时尚……的消息!并且用尽全部力气,绞尽所有脑汁,写出你们最喜欢看的杂志。最重要的还有一点,就是珍惜你们的每一封来信,将其永远地铭记于心!”谢谢啊! 相似文献
19.
《当代体育》2007,(29):34-36
尽管已是烈日炎炎的夏日,我的同事仍然喜欢三三两两相约着去球场过瘾。想像不出他们是如何在火辣的太阳底下奋力奔跑,并且乐此不疲的。他们说这是给自己换换脑筋。有时候,再愉快的事情,把它当作工作也会感觉枯燥,再枯燥的事情,如果是忙里偷闲,也会富有激情。假如我的同事是职业球员,每周至少参加一次激烈比赛,每天要进行大运动量训练,相信他们早就疯掉了。刨除技术的层面,单单是职业球员所面临的巨大压力,就足够人受的。我们所熟悉的那些球星们,都会或多或少地受到类似的困扰,也都慢慢总结了一些自我解压的方法。他们在忙碌的训练和比赛之余,学会了用其他工作来分散注意力。我们可以说那是业余的小爱好,或者可以说是癖好。在这些小爱好中,我们可以窥见球星们在足球之外鲜为人知的另一面。 相似文献