共查询到20条相似文献，搜索用时 812 毫秒
1.
Bonnie Pang Valeria Varea Sarah Cavallin Alexia Cupac 《Sport, Education and Society》2013,18(8):801-813
ABSTRACTDigital technologies are now considered important in shaping young people's engagement in and with health and physical activity. Recent discussions show that the use of digital technologies to track health and fitness may over-emphasize the linear understanding of the body and health generally underpinned by Western health ideologies such as healthism. Other studies have shown the increased use of digital technologies in teaching Health and Physical Education (HPE) and as a means to enhance health and increase physical activity. Despite the opportunities and risks apparent in these studies, little is known about how HPE students make choices, negotiate, and resist or embrace the digitalisation of physical activity, exercise, and more broadly health. This study examines HPE students’ meaning making of risk and surveillance associated with the self-digitisation of exercise. The study further investigates how the concept of ‘prosumption’; the production, curation and consumption of self-data within the context of digitised health and physical activity, is understood. Based on the findings, we have constructed a typology of prosumers that can be used as a pedagogical device to illustrate the various kinds of subject positions students take up with digital technology in health and physical activity. This study extends the current understanding of prosumers by identifying the ‘ambivalent prosumer’. The results provide insights that have direct pedagogical implications in HPE teacher education specifically in the areas of knowledge production and consumption of knowledge through digital technology in health and physical activity. 相似文献
2.
Michael Gard 《Sport, Education and Society》2013,18(6):827-845
A grand convergence looms. It seems at least plausible that health and physical education may soon be lived by students in ways that are radically different from the past and sharply at odds with the imaginings of its founders and generations of academic aficionados. Perhaps in some respects, the differences will be superficial and less important than the continuities. Nonetheless, I draw connections between some recent futurist literature, developments in social theory and trends in health education, physical education and school-based health intervention—fields that I collectively call ‘HPE’—in order to imagine their digital futures. I contend that there is much for these fields to consider as developments in digital technology, the commercialisation of education, the spread of surveillance culture and medicalisation reshape how people think about HPE and its reason for being. But rather than an apocalyptic warning, this is an invitation to others to engage with some important questions that, although already urgent, have gone largely unnoticed. For example, what kind of thing will eHPE be if/when it exists primarily to generate profits and monitor and measure the minutiae of everyday life? At the very least, my argument here is that if it is not already the case, questions of pedagogical process and effectiveness may soon struggle for relevance in HPE's digital future. 相似文献
3.
The role that school health and physical education (HPE) plays in the making of physically active and healthy citizens continues to be rearticulated within the field of HPE practice. In Australasia, for example, this is evident in HPE curricula changes that now span almost two decades with ongoing advocacy for greater recognition of socially critical perspectives of physical activity and health. This paper reports on one part of a larger collaborative project that focused on how HPE teachers understand and enact socially critical perspectives in their practice. The paper draws on interview data obtained from 20 secondary school HPE teachers, all of whom graduated from the same physical education teacher education (PETE) programme in New Zealand, a programme that espouses a socially critical orientation. The teaching experience of the study participants ranged from 1 to 22 years of service. The preliminary analysis involved deduction of common themes in relation to the research questions and then, drawing on the theoretical framework of Bourdieu [1990. The logic of practice. Cambridge: Polity Press], these themes were analysed in more detail to gain insight into how and why the graduate teachers’ expressed their particular understanding of HPE and critical pedagogy. The findings suggested that this PETE programme did have some impact on the participant teachers’ perceptions of physical activity and health, and the role of socially critical thinking. However, there was also evidence to suggest that many of them did not have a clear understanding of the transformative agenda of critical pedagogy. We conclude by suggesting that although this PETE programme did plant ‘seeds’ that had an impact on the graduate teachers’ awareness and thinking about socially critical issues in relation to physical activity and health, it did not necessarily turn them into critical pedagogues. 相似文献
4.
Ashley Casey Victoria A. Goodyear Kathleen M. Armour 《Sport, Education and Society》2017,22(2):288-304
This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need to be aware of the risks, we also need to explore the opportunities for digital technologies (DigiTech) to shape HPE in new and positive ways. Specifically, we argue that a focus on pedagogy is largely missing from earlier discussions. In mapping the evidence-base on DigiTech against a three-dimensional categorisation of pedagogy – in the form of learners and learning, teachers and teaching, and knowledge and context [Armour, K. M. (Ed.). (2011). Sport pedagogy: An introduction for coaching and teaching sport. Harlow: Prentice Hall] – we are able to demonstrate the value of a pedagogically informed debate on this topic. The paper concludes by arguing for a ‘profession-wide’ debate to co-construct, trial and evaluate new ways in which we should – and should not – use DigiTech to optimise young people’s learning in HPE. 相似文献
5.
Michael Gard 《Sport, Education and Society》2015,20(1):107-121
As the discussant of this special issue, I focus on two related ideas: choice and self-interest. First, I explore the idea of choice and its relevance within research that concerns itself with a heavily loaded concept like ‘social justice’. My proposal here is that future scholarship that explores the consequences of privatised health and physical education (HPE) might at least factor in choice as one from a list of competing priorities. For example, does greater choice trump concerns about equity? Is it possible that increasing choice is one of the ways in which important social policy outcomes might be achieved? Second, like a number of the papers in this special issue, I argue that the privatisation of HPE portends significant changes in the way knowledge is produced, consumed and evaluated. Through all of this, old ideas about the role of the academic are increasingly salient. But rather than limiting our critical gaze to the purveyors of privatised HPE, I suggest that financial self-interest is only one kind of self-interest amongst many others, each of which deserve our attention. 相似文献
6.
Katie Fitzpatrick 《Sport, Education and Society》2018,23(2):123-134
This article uses poetry to show how we might reimagine the body and movement in ways that speak back to and subvert dominant and neoliberal conceptions of health and physical education (HPE). Drawing on the notion of poiesis and Arnold's conceptualisation of physical education as ‘in through and about movement’, I explore possibilities for poetic responses to the body and movement. These responses aim to unearth the emotional and political elements of movement experiences and highlight how much we lose in positioning movement as transactional, and HPE as only justifiable through extrinsic outcomes. 相似文献
7.
This paper centres on research that investigated the contemporary policy, curriculum and pedagogical landscape of Health and Physical Education (HPE) in Aotearoa New Zealand, in the light of increasing impressions that provision was moving to an ‘open market’ situation. Publicly available information sourced via the Internet was used to examine the public and privately funded initiatives, programmes and resources targeted towards the provision of HPE across all phases of education. The data arising revealed an array of government and non-governmental agencies and organisations acting as producers of resources and deliverers of HPE-related programmes in schools. It also clearly pointed to structural convergence between government and non-government sectors. This paper locates the findings from the research amidst developments in policy relations and networks spanning education, health and sport, and presents a theoretically oriented critical re-examination of the structural reconfiguration of contemporary HPE in Aotearoa New Zealand. Analysis brings together insights from Ball and Junemann's work on policy networks and Bernstein's theorising of the social construction of discourse to explore linkages between policy and pedagogic relations, and the discourses and practices in HPE. Attention is directed to the significance of changes in the nature of both the Official Recontextualizing Field and Pedagogic Recontextualizing field, and the connections between the two fields. Changes in the recontextualizing fields are discussed in relation to official pedagogic discourse of HPE and the pedagogic discourse of reproduction. This analysis brings to the fore prospective curriculum and pedagogic implications of new policy networks and new networks of providers associated with provision of HPE in schools. Discussion acknowledges potentially varied readings of contemporary developments and addresses the opportunities and challenges for teachers and teacher educators in Aotearoa New Zealand and internationally. 相似文献
8.
Ken Cliff 《Sport, Education and Society》2013,18(3):293-311
As a lens through which to read and understand a subject area and its curriculum content and issues, a sociocultural perspective is a recent and arguably significant change for the Health and Physical Education (HPE) Key Learning Area (KLA) in Australia. Its significance lies, first, in the fact that it seems to represent a notable departure from the predominantly medico-scientific, bio-physical and even psychological foundations of the learning area as it stood throughout the second half of the twentieth century, and second, because its attention to social and cultural influences on health put it in direct opposition to notions which locate health almost solely in the individual and his or her decisions. Despite the potential ramifications of these shifts for practitioners, to date there has been little research that has examined this change within the context of the classroom. This paper reports on a research project conducted in two classrooms in the Australian state of New South Wales, which began with the question ‘what happens when you introduce a unit of work planned with the aim of developing a sociocultural perspective into the HPE classroom?’ I respond to this question by drawing on teacher and student interviews, planning sessions, and classroom observations and recordings to discuss the most prominent discursive tensions and organisational constraints that stand as impediments to a sociocultural perspective as a practiced curriculum change. 相似文献
9.
Alison Wrench 《Sport, Education and Society》2019,24(5):455-467
Within the Australian context physical education (PE) and more recently health and physical education (HPE) have long been ascribed utilitarian value for producing healthy citizens. Whilst this has not been a linear progression over time, traces from the past do inform current assumptions about this utilitarian role. Of consequence are historical contingencies and responses to societal problems around health-related conduct and capabilities of the nations’ citizens. In this paper a genealogical approach is adopted to explore discourses and power relations that have framed the contribution of PE and HPE in shaping students for healthy citizenship. Disciplinary technologies associated with military-style physical training, civilising technologies of game play and responsibilising governmental technologies of contemporary policies will be explored. I conclude in arguing that if HPE is to prepare all students for equitable, inclusive citizenship what is required is the adoption of curricula and pedagogies that counteract hegemonic notions of individual responsibility for healthy citizenship. 相似文献
10.
LeAnne Petherick 《Sport, Education and Society》2013,18(6):711-730
Given that the health of the nation is often interpreted in and through the health of the nation's youth, the threat of the ‘childhood obesity epidemic’ garners much attention and it is hardly surprising that physical education has been recruited in the ‘war on [childhood] obesity'. This paper explores how students aged 13–15 years, at a secondary school in Toronto, Canada, make sense of, negotiate and embody the health messages embedded within the obesity-informed Health and Physical Education (HPE) curricula. A post-structural analysis of student narratives reveals the ways in which notions of biocitizenry constitute a visibly ‘healthy’, gendered, engaged, normalized body. The ‘good’ HPE student negotiates health discourse in productive and responsive ways, constructing a virtuous subjectivity and alienating the unruly or undisciplined, unhealthy body in HPE. 相似文献
11.
Katarina Schenker 《Sport, Education and Society》2018,23(3):229-243
Teachers in the school subject Health and Physical Education (HPE) need to be able both to teach health and to do so in a healthy (equitable) way. The health field has, however, met with difficulties in finding its form within the subject. Research indicates that HPE can be excluding, meaning that it may give more favours to some pupils (bodies) than to others [cf. Webb, L. A., Quennerstedt, M., & Öhman, M. (2008). Healthy bodies: Construction of the body and health in physical education. Sport, Education and Society, 13(4), 353–372.; Webb, L., & Quennerstedt, M. (2010). Risky bodies: Health surveillance and teachers’ embodiment of health. QSE. International Journal of Qualitative Studies in Education, 23(7), 785–802; Williamson, B. (2015). Algorithmic skin: Health-tracking technologies, personal analytics and the biopedagogies of digitized health and physical education. Sport, Education and Society, 20(1), 133–151], and thereby being unhealthy for unfavoured pupils. The purpose of this study is therefore to investigate how HPE teacher education students in Sweden interpret health in HPE and discuss possible implications for future education in the school subject. The study involves 81 Bachelor/Master theses, connected to the HPE school subject and examined at six different Swedish universities. All the student theses were examined in 2012. Of the identified theses, 30 can be related more or less directly to health in physical education. These are the ones further scrutinized here. The contents of the selected essays may be categorized on the basis of tests as tools to measure health/ill health/performance, the knowledge required to teach health and also health as part of pedagogy. In sum, the theses display a reproductive approach to the subject, which involves the risk that the subject will subsequently function as disciplining, standardizing and excluding for some pupils, especially for those who do not engage in sports in their leisure time. In order to develop HPE’s potential into becoming healthier and more equal, researchers, teacher education and teachers do not primarily need to perceive health from the activity and individual perspectives, but rather from a power relations and equity perspective aiming towards equality. 相似文献
12.
lisahunter 《Sport, Education and Society》2019,24(1):1-12
Physical education, or HPE, is arguably a very queer space not only in the daily practices between students and teachers in schools but also in the broader field. This paper explores theoretical interactions with the HPE field in terms of the development and employment of queer theory, and links between associated sexualities and pedagogy research in HPE. I begin by (not) defining queer theory, its emergence and development. In short, I argue that the absence of queerness in HPE is very queer indeed! I address some of the significant fields of (non)influence dominating or marginalized in HPE research before identifying potential shifts to imagine what a queer pedagogy of movement or physical culture might look like in HPE as a point for further debate. 相似文献
13.
Bonnie Pang 《Sport, Education and Society》2018,23(6):607-618
Research that delves into the sociocultural perspectives of health and physical education and physical activity (HPEPA) in the lives of ethnic minority students in Westernised countries is often conducted by investigators who are Westerners, native English speakers and racially different from the study participants. Limited research is conducted by researchers who have racial and/or linguistic identities similar to those of study participants, and even fewer reports include the reflexivity data of the research process. This paper draws upon my own experience, as a young Hong Kong-Chinese female Australian, of conducting research with Chinese students and their White HPE teachers in Australia. I discuss a number of aspects of the epistemological dilemmas of being an insider and outsider as a researcher, and the practical and methodological issues in recruiting participants and conducting research with them. In addition, reversing the ethnic gaze by focusing on the teachers (i.e. a young Chinese female conducting research with White teachers) can help to illuminate new perspectives on the construction of otherness and positionalities within research. The reflections add to current discourse on problematising HPEPA research in general, particularly when researching the Other. This paper concludes that an intersection of racial, ethnic, class, gender and age identity can and does have some effect on the research process, as the Chinese students raised particular questions to a young, female Chinese researcher, and they were more willing to talk about racial and cultural issues they felt I could relate to. 相似文献
14.
The health and physical education (HPE) profession needs to find alternatives to its individualistic and performative focus if it is to remain relevant and meaningful for all learners. This paper presents a way of framing HPE that helps to shift the focus from the individual as autonomous decision-maker, and goes beyond sport and fitness testing as the main contexts for learning. To do this we present the socio-ecological action research (SEAR) frame for unit development that was co-created and enacted over a six-month period involving dialogue between teachers, students, parents, researchers and community. This paper presents findings from semi-structured interviews, student artefacts and field notes collected as one component of a broader three-phase study which spanned three years. The data describe how generalist primary teachers (n=4) from a small Victorian community and their students (aged 8–10 years) tackled a unit of work that positioned centrally the everyday physical experiences of active school travel (AST). Teachers supported students in exploring barriers to their AST, and developing strategies that would counteract some of the negative perceptions that had limited their AST in the past. The findings suggest that the unit of work evolved from an exploration of AST into a much broader exploration of the whole community. This paper does not provide evidence for an alternative way to view HPE, rather it represents an embryonic exploration of how a SEAR frame might support teachers in applying inquiry-based pedagogies that extend beyond the individual as autonomous decision-maker, and promote opportunities for exploration and understanding of environmental, social and personal factors that influence our health and everyday physically active lives. Despite students being positioned as central actors within the SEAR frame, obtaining genuine student voice throughout the process proved challenging. 相似文献
15.
The progressively global, neoliberal, privatised, and digital education environment poses new methodological challenges for educational researchers, prompting a need to innovate. It has been suggested, however, that better commentary and reflection on methodological innovation in education is required. This paper considers the benefits and challenges associated with the use of network ethnography, one methodological approach that has emerged to address new social complexities. We explain the rationale for, and process of, this methodology through reference to an illustrative case: a network ethnography of the outsourcing of Health and Physical Education (HPE) curricular work to external providers. In doing this we map and critique three interrelated activities (i.e. Internet searches, interviews, and network diagram construction) that constituted our network ethnography. The discussion turns to how network ethnography allowed us to access new knowledge about the outsourcing of HPE curricular work to external providers by, for example, facilitating us in asking different questions, and foregrounding various stakeholders, networks and relationships that we may not have discovered had we relied on other approaches. This illustrative case demonstrates the capacity of network ethnography to generate rich data and offers a provocation for educational researchers to consider expanding their methodological repertoire. 相似文献
16.
Outsourcing is a complex, controversial and pervasive practice that is increasingly becoming a matter of concern for educational researchers. This article contributes to this literature by examining outsourcing practices related to health, sport and physical education (HSPE). Specifically, it reports data on specialist health and physical education (HPE) teachers', principals' and external providers' reasons for participating in outsourcing arrangements. These data were obtained from a collective case study of six schools and the external providers that they outsourced HSPE to over a 12-month period, using semi-structured interviews and overt participant observations. The findings illustrate the ways in which the informants explained their outsourcing practices using a variety of educationally and organisationally oriented reasons. Educational value, human resources (e.g. expertise), physical resources (e.g. facilities) and symbolic resources (e.g. status) were reasons for outsourcing HSPE that were commonly cited by principals and specialist HPE teachers. Among external providers, educational value, income generation and promotion/advertising were frequently cited to explain their work with and for schools. These findings illustrate the ways in which outsourcing practices in HSPE articulate with, and are implicated in, broader educational privatisations. They also highlight the boundaries that outsourcing practices trouble or reinforce, such as those marking the purview of markets, membership of the HPE profession and the constitution of expertise. 相似文献
17.
ABSTRACTDespite the importance of interactions with natural environments for personal and social well-being, there is only limited evidence of the relationship between the environment and health as an idea or area of study in school education in Australia. Logically, the place for such a study, at least in Australia, would be within the Health & Physical Education (HPE) key learning area. However, in HPE, alternative ways of considering health beyond the dominant ‘healthism’ discourses which privilege physical activity, fitness, food and nutrition struggle for any kind of existence. Gruenewald (2004. A Foucauldian analysis of environmental education: Toward the socioecological challenge of the earth charter. Curriculum Inquiry, 34(1), 71–107) suggests looking to the margins of a field to see what knowledge is silenced or subjugated in order to open up new conditions of possibility. This challenged us to look beyond taken for granted ways of thinking about health to identify other resources, perhaps unrecognised as yet, that teachers might draw on to constitute their knowledge of health. To do this, we look to interview data collected when teachers were asked to talk about their personal experiences of the relationship between the environment and health. The analysis of the interviews demonstrated how the teachers conceptualised the relationship between the environment and health by drawing on embodied experiences and affective encounters with more-than-human nature. By theorising these encounters through a post-human, new-materialist lens, we demonstrate how their corporeal knowledge, developed through embodied experiences, has the potential to assist teachers in formulating less institutionalised health understandings. We argue that these encounters with more-than-human nature can serve as alternatives to those dominant healthism discourses that invoke problematic risk, fear and crisis responses. 相似文献
18.
Timothy Lynch 《Sport, Education and Society》2017,22(3):355-376
The purpose of this study is to explore what the role of a health and physical education (HPE) specialist teacher in the primary school entails. The new Australian Curriculum: HPE Framework requires schools and teachers to implement the HPE key learning area. Many self-perceived physical education (PE) teachers have voiced concern about not knowing how they go about this. This research investigates ‘How PE teachers best become HPE teachers?’ We are reminded by Kirk that this is not the first time teachers have implemented this very change in Australia. Many similarities can be drawn between the recent national Australian Curriculum: HPE and the 1994 HPE National Statement and Profile, which provided a foundation for the construction of the 1999 Queensland HPE (P-10) Syllabus. As recommended by Kirk this study ‘look[s] to the past for lessons about the present and where we might be heading in the future’, by investigating school responses to the 1999 Queensland HPE (P-10) syllabus and curriculum documents. Within the constructionist paradigm, an interpretivist study was conducted. The methodology chosen to construct meanings through capturing the context of each school was ‘evaluative’ and ‘multiple’ case study. The sites for the three case studies involved: one small; one medium; and one large-sized Brisbane Catholic Education primary school. The three case studies were selected as representative of different demographics and the methods engaged so as to enable precision of details were semi-structured interviews, reflective journal, observations and document analysis. Data gathered suggest that enacting the HPE key learning area is very achievable. Implementation is enhanced by HPE leadership, underpinned by clear communication. More so, barriers can be overcome through professional development and support. This study is significant nationally, and the findings may be of wider international interest. It models how school leaders can optimise the health opportunities within their context and models how PE teachers can become HPE teachers. 相似文献
19.
The positioning of physical education in the school curriculum continues to reflect external discourses circulating in political and social milieu. As increasing austerity measures influence and restrict educational priorities, we consider that there is an urgent need for physical educationalists to articulate a rationale for an educational contribution which is worthy of investment and which avoids the pitfalls of conceptual ambiguity and/or reliance on narrowly drawn health evidence. We, therefore, write as teacher educators, working within a critical framework, who are concerned by the disconnection between competing visions of physical education, when examined from contemporary sociological and philosophical perspectives. With reference to the policy opportunities available in Scotland, we identify how cultivating salutogenic approaches, where a broad, but nevertheless coherent perspective on health and well-being is advanced could offer enhanced prospects for the centrality of physical education in education and schooling. However, apart from the contribution of Quennerstedt, quite how such approaches can be modelled in curriculum has received little critical attention. We see the potential in applying Tiberius's philosophical and social psychological ideas on developing reflective wisdom and of nurturing in education productive experiences which can help pupils deepen their understanding of the health and well-being decisions they make and of the lives they choose to live. After reviewing the contextual influences on policy, we have begun to consider in embryonic terms the methodological possibilities for teachers as insightful and active curriculum decision makers in years to come. We conclude by summarising the benefits of re-conceptualising experiences in physical education in order to help pupils' make informed decisions which are based on enhanced self-awareness and a perspective on the world that views physical education as an essentially optimistic and good endeavour which is worthy of sustained commitment. 相似文献