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1.
Valeria Varea 《Sport, Education and Society》2018,23(3):244-256
This paper explores how a cohort of pre-service Health and Physical Education (HPE) teachers from an Australian university describe and construct their understandings of health and the body. Given that the courses that these undergraduates take in their degree programme present different perspectives on health and the body, a relevant question is to what extent these perspectives adequately equip these future HPE teachers to successfully teach the recently released Australian HPE curriculum. The participants in this study were 14 pre-service teachers, 11 females and 3 males, aged between 18 and 26 at the time of the first interview. The data used for this paper were taken from a larger study and were generated through interviews, the analysis of two undergraduate course profiles and an analysis of the new National HPE curriculum. Results reveal that there are some dominant discourses in health-related courses that may have a significant impact on these students. The purpose of HPE, the role of the HPE teacher and the idea of the HPE teacher as role model are also discussed. The results suggest that pre-service teachers face several challenges and dissonances between what they learn during their undergraduate programme and what the Australian HPE curriculum expects them to teach. How pre-service HPE teachers think about and relate to health and the body is important in terms of how they think about their professional practice and the influence they may have on their future pupils. 相似文献
2.
The field of physical education (PE), as it exists in teacher education, is dynamic as ways of preparing teachers to meet the needs of young people in contemporary times change. Such endeavours are underpinned by concerns about school-based PE, the alienation of students from PE, and responsibility for producing healthy students. Concerns also exist around a perceived propensity amongst pre-service teachers of PE to steadfastly retain initial beliefs and values and resist more socially critical perspectives and pedagogies. An engagement with socially critical discourses in teacher education is critical if PE is to be a site of inclusion rather than marginalisation and exclusion. This paper examines how a group of pre-service teachers of PE, who experienced a teacher education programme, at an Australian university, that was infused with strong social justice discourses constituted subjectivities and pedagogical practices. We explore how, emotional connectivity, and an ‘ethic of care’, instil broadened perspectives and engagement with socially critical pedagogical practices. Whilst emotions and caring are generally perceived as marginal attributes in the field of PE, we suggest that the affective domain is significant to effective pedagogical practices, subjectivities of teachers of PE and the reality of teaching. We seek to trouble ‘truths’ disseminated by hegemonic discourses that construct PE teaching as a technical undertaking, founded on disciplinary knowledge and curricular expertise. We close by providing possibilities for others working with PE pre-service teachers around foregrounding affective dimensions of pedagogical practices and teacher subjectivities and propose that these possibilities might address calls for a new type of PE teacher. 相似文献
3.
Noortje van Amsterdam Annelies Knoppers Marian Jongmans 《Sport, Education and Society》2015,20(2):152-170
In this paper, we explore how physically disabled youth who participate in mainstream education discursively construct and position themselves in relation to dominant discourses about sport and physicality that mark their bodies as ‘abnormal’ and ‘deviant’. We employ a feminist poststructuralist perspective to analyze the narratives about sport, physical education (PE), the body and self of four physically disabled Dutch youngsters. Our results indicate that although dominant societal discourses about sport and physicality construct disabled bodies as deviant, vulnerable and lacking and the disabled as ‘abnormal’, these youth constructed the self as ‘normal’. However, they did so in different ways. One of the interviewees used the alternative discourse ‘everyone is different, everyone is normal’ to position her disabled self as different and normal simultaneously. Hereby she resisted dominant notions about the abled body embedded in discourses about sport and physicality. This act of resistance enabled her to accept her disability as part of her self. Others normalized their disabled bodies by attempting to pass as able-bodied. They tried to minimize and/or hide their disability and in this manner reproduced ableist discourses about sport and physicality. Our interviewees also engaged in various performative acts of resistance. They challenged these dominant discourses by strategically using the possibilities a different/disabled self provided them. Overall the data indicate the important role that visible signifiers of disability played in the exclusionary practices that these disabled youth encountered and the subject positions they could claim. Since alternative constructions and positionings regarding the abled/normal body suggest ways in which the dominance of ableism may be disrupted, we conclude with an emphasis on the need for future research that explores such alternatives. 相似文献
4.
Gustavo González-Calvo Valeria Varea Lucio Martínez-Álvarez 《Sport, Education and Society》2019,24(2):158-167
The importance of the Physical Education (PE) teacher’s body, particularly for teaching PE, has been highlighted in literature. PE teachers are expected to be clear role models to students through their acts, behaviours and bodies. However, their strong embodied subjectivities, particularly those related to their teaching practices, may be problematised. This paper explores the ways in which a group of 15 pre-service PE teachers from a Spanish university constructed perspectives about the body and health in relation to their professional practices. Body journals were used to collect data, which were analysed using a Deleuze-Guattarian approach. The findings reveal the significant emphasis participants placed on their own bodies while teaching PE and the pressure they felt to conform to certain expectations of their professional roles. In response, we propose critical reflection on the content of Physical Education Teacher Education (PETE) programmes and incorporation of alternative pedagogical approaches to alleviate the heavy reliance on pre-service teachers’ bodies. 相似文献
5.
Physical education is a socially constructed activity that forms one component of a wider physical culture that includes sport and health/physical activity . The terms sport and physical education are often used interchangeably in school contexts, where sport and health continue to shape what is understood by the term physical education. This study explores discourses shaping pre-service primary teachers' understandings of the nature and purposes of physical education within an Irish context and the relationship between these understandings. A 10-minute writing task prompted by the question ‘what is physical education?’ was completed by a sample of pre-service teachers (n=544, age range 18–46, 8.8% male) from two colleges of education, prior to the physical education component of their teacher education programme. Content analysis involved an initial text frequency search to create categories which were collapsed into three broad areas of students' understandings of physical education—sport, health and physical education. The research design allowed access to pre-service teachers' understandings of physical education. Participants' understandings reflected their own school experiences and were framed within health and sport ideologies of physical education. Although acknowledged as an important part of school life physical education was perceived as a break from academic subjects where the purpose of learning was to learn sports and activities to stay fit and healthy. While the overwhelmingly positive nature of participants' experiences and the changing discourses around competition and team games are encouraging the dominant discourses of physical education continue to reflect the dominant aspects of wider physical culture in Ireland. The capacity of physical education to move beyond reproducing dominant sport and health ideologies provides a significant challenge to teacher education contexts, to challenge dominant discourses and recreate understandings of physical education for future action. 相似文献
6.
Göran Gerdin 《Sport, Education and Society》2017,22(8):890-904
Despite clear messages from current physical education (PE) curricula about the importance of adopting socially critical perspectives, dominant discourses of gender relating to physical activity, bodies and health are being reproduced within this school subject. By drawing on interview data from a larger ethnographic account of boys’ PE, this paper aims to contribute to our understanding of boys’ experiences of gendered discourses in PE, particularly by acknowledging boys not only as docile or disciplined bodies but also as active subjects in negotiating power relations. In the analysis of the data, particular emphasis is placed on whether the boys recognise the influence of gendered discourses and power relations in PE, how they act upon this knowledge and how they understand themselves as gendered subjects through these particular discourses/power relations. Using Foucault's (1985. The use of pleasure: The history of sexuality, vol. 2. London: Penguin Books) framework related to the ‘modes of subjectivation’, this paper explores boys’ problematisation of dominant discourses of gender and power relations in PE. In summary, these boys perform gendered selves within the context of PE, via negotiation of gendered discourses and power relations that contribute to an alternative discourse of PE which creates spaces and opportunities for the production of more ethical and diverse masculinities. 相似文献
7.
In physical education, bodies are not only moved but made. There are perceived expectations for bodies in physical education to be ‘healthy bodies’—for teachers to be ‘appropriate’ physical, fit, healthy and skilful ‘role models’ and for students to display a slim body that is equated with fitness and health. In teachers’ monitoring of students with the intention of regulating health behaviour, however, the surveillance of students’ bodies and associated assumptions about health practices are implicated in the (re)production of the ‘cult of the body’. In this paper, we consider issues of embodiment and power in a subject area where the visual and active body is central and we use data from Australian and Swedish schools to analyse the discourses of health and embodiment in physical education. In both Swedish and Australian physical education there were discourses related to a fit healthy body and an at risk healthy body. These discourses also acted through a range of techniques of power, particularly regulation and normalisation. 相似文献
8.
This paper strives to provide an insight into the multifaceted relationships that young people have, examining the social, cultural and institutional discourses, which shape their lives. We set out to discuss, from an empirical poststructuralist perspective, the way in which Irish adolescents write about the reality of their lives and privilege certain practices and forms of subjectivity. We are particularly interested in the role and significance of physical activity in the lives of young people, asking what institutional and cultural discourses are brought into play to construct particular identities and social practices associated with leisure and sporting interests. This paper focuses on a purposeful sample of 168 written narratives of Irish post-primary students (14–17 years of age), chosen to represent the gender of students, a range of rural and urban school locales from different geographic locations and single sex and co-educational schools. We focus on the inter-relationships between (1) family and friends; (2) community-localism and tradition; (3) commodification and globalisation; (4) popular culture; and (5) gendered patterns of leisure and sporting interests. The family is a strong focal point for these young people as are their friends and being part of a community. The young people (boys in particular) are significant consumers of ‘media sport’ and both girls and boys were knowledgeable of national and international politics. We also comment on the extent to which female and male adolescents negotiate, similarly or differently, culturally dominant discourses within physical activity and sport, with significantly more boys choosing to write about physical activity and sport in their narratives. 相似文献
9.
Girls’ identity constructions are influenced by the dominant sport, health and beauty discourses in their society. Recent research indicates that sport and health discourses embedded in physical education (PE) compete for influence. Some of these studies have illustrated how these discourses inform girls’ social construction of body ideals and femininities, as well as their choices among physical activities. Our purpose in posing the question, ‘How are girls’ identity construction in PE influenced by current fitness and sport discourses?’ is to explore their identity construction and how they negotiate within the PE discourse as embodied subjects, as well as how they use their body as an object of display. This study is based on fieldwork among 10th grade students (15-year-olds) in a school in Oslo, Norway. The methods used include participant observation, informal conversations with the students and two group interviews. We hope that our findings concerning how sport and fitness discourses influence the students’ concepts of both the ideal body and their choices among bodily activities in PE will contribute to the debate on the future of PE. In particular, the girls’ embrace of the fitness discourse in PE is relevant to a question of great current concern: How should schools and PE teachers meet and relate to the fitness discourse in contemporary society? We believe that if left unchallenged and permitted to deepen its influence on PE, this discourse may well ensure that body modification becomes the primary purpose of PE. 相似文献
10.
Socio-cultural theorists have argued that having a diverse understanding of subjectivities of normal/ideal bodies is important for Health and Physical Education (HPE) teachers. When teachers hold a single understanding and perception of normal/ideal bodies, such as a thin body as normal or ideal body, which are usually informed by dominant discourses, they may (re)produce narrow understandings of bodies among their students. This paper focuses on how a group of pre-service HPE specialist teachers (11 females and 3 males, aged between 18 and 26 at the time of the first interview) from an Australian university, discuss issues related to subjectivities of bodies. It draws on visual methodologies and semi-structured interviews to understand how these pre-service HPE specialist teachers construct discourses of bodies. Foucault’s concepts of normalisation, surveillance and biopedagogies are used to explore discursive constructions of bodies, with a particular focus on how some discourses are normalised via surveillance techniques. The results of the study invite us to reflect on how images may promote certain ways of thinking about and considering the body among pre-service HPE specialist teachers. In light of contradictions which were found across the comments of two participants who constructed different discourses during the interviews, we posit that making sense of subjectivities of bodies is complex and often contradictory. Furthermore, the results suggest that photo elicitation is a useful visual method for theorising issues related to bodies. Results can inform teacher education and policy in how to better prepare pre-service HPE teachers to teach about bodies. 相似文献
11.
This paper contributes to sport, sociology and the body literature by exploring the ‘exposure and effect’ of culture, in particular bodily practices placed on three adolescent swimmers immersed in the Australian swimming culture using an ethnographic framework. The research reported is particularly notable as it addresses two distinct time points in the swimmers’ lives. The first section explores the adolescent experiences of three female swimmers within the cultural context of Australian swimming by articulating some of the specific body practices and ‘memes’ (ideas, symbols and practices) that they were exposed to and/or engaged within relation to the body. The second section of this paper focuses on the same three swimmers in the ‘present day’, some 10–30 years after being immersed in the Australian swimming culture as adolescents. It excavates their body practices and the relationships they now have with their body, and thus pursues the sustained impact of the body practices and ‘memes’ they were exposed to as adolescents. Analysis employs concepts drawn mainly from Foucault, particularly his thesis in regard to ‘disciplinary power’, ‘regulation’ ‘classification’ and ‘surveillance’. At a club (amateur) and National level, Australian swimming is revealed as an institution, a site and culture where particular techniques of power have become concentrated and have been brought to bear on individuals in systematic ways, with sometimes damaging effects arising for athletes’ long-term health and well-being, particularly if the individuals concerned continue to engage with cultural practices in regard to the body post-career. 相似文献
12.
The main aim of this study was to examine whether goal orientations of male and female adolescents involved in an optional post-16 physical education (PE) programme were related in a conceptually consistent manner with their beliefs about the causes of success in PE. We also determined relationships between these achievement goal-belief dimensions and reported enjoyment and boredom within PE classes. Participants (n = 171) in a sixth-form college PE programme completed an inventory assessing their task and ego goal orientations, beliefs about the determinants of success in PE, and emotion in PE activities at college. Separate factor analyses of goal orientations and beliefs for male and female students revealed two goal-belief dimensions. The first dimension showed ego orientation was linked to the view that ability and deceptive tactics lead to success. The second dimension suggested task orientation was associated with the belief that success is the result of hard work and effort. This task goal-belief factor was found to be more strongly correlated with enjoyment in PE among female students than among males. For boys, the task goal-belief factor was correlated significantly and negatively with boredom in PE, but this was not the case for girls. No significant relationships emerged between the ego goal-belief factor and reported emotion in PE among the male and female participants. Facilitating task involvement and beliefs about causes of success that are fundamentally under personal control may, therefore, promote positive affective experiences in sixth-form PE, especially among female students. 相似文献
13.
Nollaig McEvilly Matthew Atencio Martine Verheul Mike Jess 《Sport, Education and Society》2013,18(6):731-748
This paper provides an overview of selected academic research literature that underpins contemporary preschool physical education. We highlight and interrogate diverse rationales and beliefs that serve to influence and structure preschool physical education in various forms. We speculate as to how preschool practitioners and children might engage in specific practices relative to these discourses. Our consideration of preschool physical education discourses relies upon a Foucaultian analysis of the major techniques of power and also raises possibilities of conceptualising subjectivity formation through his concept of the ‘technologies of the self’. Discourses related to motor skill development, play and physical activity, in particular, appear to be prevalent in the selected literature, along with a related pedagogical discourse concerning ‘structure and freedom’. These sometimes competing discourses arguably underpin competing agendas reflecting those who advocate supporting children's free play and those who propose more structured and interventionist practices in relation to young children's physical activity. We conclude that these diverse approaches lend themselves to interpretation and negotiation in the context of preschool physical education, with specific consequences for the embodied experiences and subjectivities of preschool practitioners and children. 相似文献
14.
This paper critically examines the assumptions about 'childhood' and 'child development' that inform curriculum construction in school physical education. Drawing on insights from poststructuralist social theory and critical psychological perspectives, the paper argues that developmental discourses have a material life embodied in the institutional practices of school physical education. A New Zealand physical education syllabus is used as an illustrative exemplar of the ways in which developmental imperatives shape the construction of learning goals, design of curriculum experiences and teachers' observations of their students. It is argued that the construction of a normative, hierarchical trajectory for child development categorises, classifies and marginalises groups of children whose developmental patterns differ from those mapped out in the syllabus. The paper concludes by examining the conditions of possibility present in more contemporary physical education syllabi and theory that afford opportunities for thinking about physically educated children differently. 相似文献
15.
《Sport, Education and Society》2013,18(2):177-193
There has been much criticism of how teachers are prepared to teach and physical education has not been immune from this criticism. Despite numerous efforts to improve the content and focus of teacher education programmes there is still a paucity of programme evaluation research on the efficacy of these teacher education programmes (Metzler & Tjeerdsma, 1998). This paper reports on part of a yearlong investigation on the efficacy of a graduate physical education teacher education programme to prepare teachers. The focus of this aspect of the study was to identify what attracted graduate students to pursue a teaching career and what beliefs they held about physical education teachers and teaching. This was a qualitative case study and multiple data sources were gathered to address the research questions. The data sources included interviews, analyses of the students' autobiographical statements, and observations of their teaching, critical incidents from their teaching and peer responses to critical incidents. Findings indicate that this cohort of graduate students, many embarking on a major career change, was more committed to teaching and their love for teaching children than coaching. While their own success and love of sport was a factor in their career choice, their experiences in helping young people engage in and enjoy physical activity was more significant than their desire to gain a teaching credential. They believed their role as a physical education teacher was to be a physically active role model and help students appreciate the importance of physical activity, to contribute to the development of student self-esteem, especially those sometimes marginalized in physical education classes, and to plan and teach lessons that would motivate all students to participate in class. This work is grounded in the occupational socialization literature and the findings are discussed in terms of what we know about how to maximize the impact of teacher education programmes especially when students' beliefs may not be aligned with those of the programme. 相似文献
16.
The purpose of this study was to determine the influence of beliefs about gender appropriateness and conceptions of ability on perceived and actual competene and patterns of behavior during practice of the hockey wrist shot. Sixty-eight undergraduate women formed four treatment conditions based on their beliefs about gender appropriateness and conceptions of ability. Four teachers taught across the treatment conditions for a total of 16 learning groups. Data were collected through a three-part questionnaire and from audio-video taping of the entire episode to ascertain the paticipants' competency beliefs, effort, and performance. Gender appropriateness impacted the participants' perceptions of competence and actual performance in the study, while beliefs about conceptions of ability did not produce a significant difference. This study reaffirms that educators must work diligently to combat the stereotypical beliefs many hold with respect to the gender appropriateness of physical activities. 相似文献
17.
Pre-service teachers of physical education (PE) bring understandings about gender and bodies to their university studies. These understandings are partially informed by biographies and experiences and bear potential to mediate learning and processes of becoming teachers. In this paper we explore technologies of power/knowledge and technologies of self that inform understandings of gender and the constitution of PE teacher subjectivities. Data were drawn from semi-structured interviews conducted with pre-service teachers studying at an Australian university. Foucault's theoretical perspectives around the constitution of subjects were drawn on to analyse data. Findings reveal that discursive practices frame particular ‘truths’ around gender and, hence, possibilities for being teachers of PE. Discourses of sport were significant in establishing a male norm for bodies and subjectivities. This was problematic for female participants who also turned to discourses of nurturing in constituting their subjectivities. Implications are raised for PE teacher educators with regard to disrupting hegemonic discourses as means for developing pedagogies for greater justice. 相似文献
18.
There is currently a distinct dearth of research into how sports students' career aspirations are formed during their post-compulsory education. This article, based on an ethnographic study of sport students in tertiary education, draws on data collected from two first-year cohorts (n = 34) on two different courses at a further education college in England. The study draws on ethnographic observations, and semi-structured group interviews, to examine in-depth the contrasting occupational perspectives emergent within these two groups of mainly working-class students, and how specific cultural practices affect students' career aspirations. Utilising a Bourdieusian framework, the paper analyses the internalised, often latent cultural practices that impact upon these students' diverse career aspirations. The hitherto under-researched dimension of inter-habitus interaction and also the application of doxa are outlined. The article reveals how the two student cohorts are situated within a complex field of relations, where struggles for legitimisation, academic accomplishment and numerous forms of lucrative capital become habituated. The study offers salient Bourdieusian-inspired insights into the career aspirations of these predominantly working-class students and the ways in which certain educational practices contribute to the production and reproduction of class inequalities. 相似文献
19.
Families are increasingly recognised as informal sites of learning, especially with regard to healthy eating. Through the use of Bourdieu's conceptual tools, this paper explores the role of family meals within different family structures and the informal pedagogic encounters that take place. How they help to construct young people's healthy eating beliefs, values and dispositions, together with what influences their ability to conduct healthy lifestyle practices within different social and material conditions, is also considered. This study draws from semi-structured interviews with students (n =62) from three inner city comprehensive schools in the Midlands, UK, who were invited to interview with a friend from the same family structure. The interview protocol sought to uncover how often young people ate with their family and elicit their subjective views of family meals as a social context (pedagogical field) in which health messages were conveyed. Corresponding interview data were analysed using thematic analysis which revealed two main themes: (1) the importance of family meals as a pedagogic context for the (re)production of health-related beliefs, values and dispositions and (2) the influence of family structure on individual agency. The narratives illustrate the varying role of family meals for young people in different fields and suggest that family (as a primary field) with its particular practices can act as a site of informal pedagogy, but crucially, only for those whose social and material conditions allow. We should therefore not assume that family meals are ‘normative’ for all families and may serve different functions for different families. Hence, in a period of economic depression and prolonged austerity, encouraging family units of any structure to invest in family meals from an early age will help to enhance young people's healthy dispositions. 相似文献
20.
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