Background: Previous research on physical education (PE) teaching practice indicates that an exercise physiology discourse has assumed a dominant position within the field. Research shows that PE teachers are likely to emphasise physical fitness training in their teaching, and PE teachers seem to appreciate pupils who show high levels of physical exertion.
Purposes: Our aim is to examine how vigorous activity/exercise is represented in the practice of PE teaching. We will also examine teaching as a discursive practice, and thereby contribute to a critical perspective on PE pedagogy.
Research design: This study was conducted in four upper secondary schools in Oslo, Norway. Data material was produced through fieldwork, during which we observed 92 PE lessons. Additionally, we conducted qualitative interviews with the eight teachers who participated in the study. Our methodological framework was discourse analysis.
Findings: Our material shows that vigorous activity plays a complex role in PE class: it can be beneficial, but it can also be punitive. The PE teachers we observed drew on an exercise physiology discourse to portray vigorous activity/exercise as beneficial and valuable to the promotion of pupils’ physical fitness and health. However, the teachers also drew on a military discourse when assigning vigorous activity to rebuke a disobedient pupil. The teachers also introduced vigorous activity in the form of additional exercise ‘punishment’, which they assigned to losers in competitive activities. In these instances, the teachers drew on exercise physiology and sports discourses. Thus, we identified how vigorous activity changed value according to context, and discuss how teachers’ use of vigorous activity as punishment can seem paradoxical in a PE setting.
Conclusion and recommendation: Our study indicates that, rather than adhering to modern educational practices, PE is rooted in ideas and practices derived from military, sports and exercise physiology discourses. PE teachers inculcated with these discourses have limited ability to discern the paradox of assigning vigorous exercise to their pupils as both a high-value activity and a punishment. PE Teacher Education should therefore problematise how teaching practice is influenced by these discourses, and facilitate discussions on how such discourses constitute PE. 相似文献
Various authors have stressed the need for an adequate archiving and preservation policy of audiovisual material, given its cultural, historical, juridical, social and economic value. In view of the sustainable preservation of audiovisual material, the opening up of the archive is seen as a real challenge. Various aspects, such as requirements concerning formats, metadata standards and legal implications, need to be taken into account. Furthermore, different types of users should be able to consult the archive in a user-friendly way, a factor which should not be neglected. This article studies and discusses the current situation in Flanders regarding the digitisation and disclosure of the Flemish audiovisual cultural heritage, comprising the audiovisual material in the archives of different Flemish institutions, including broadcasters, (post-) production companies, government institutions and cultural organizations. Based on 45 qualitative interviews, a SWOT analysis is created to assess the strengths, weaknesses, opportunities and threats concerning the digitisation and disclosure of the audiovisual archive. Moreover, this environmental analysis includes some recommendations concerning the future preservation of this audiovisual cultural heritage. 相似文献
Promoting social interaction among students with severe disabilities and their general education peers has long been a prominent focus of research and policy efforts. We asked 81 educators to evaluate the effectiveness, feasibility, and actual use of 12 intervention strategies for increasing social interaction among high school students with and without severe disabilities. Although considerable variability was evident across individual strategies, general educators, special educators, and paraprofessionals generally shared similar views regarding the acceptability of these strategies. Recommendations for developing socially valid interventions for transition-aged youth are discussed. 相似文献
Reading performance data from 254 pairs of identical (MZ) and 420 pairs of fraternal (DZ) twins, 8.0 to 20.0 years of age, were subjected to multiple regression analyses. An extension of the DeFries-Fulker (DF) analysis (DeFries & Fulker, 1985, 1988) that facilitated inclusion of data from 303 of their nontwin siblings was employed. In addition to providing estimates of heritability, this analysis yields a test of the difference between shared environmental influences for twins versus siblings (Astrom et al., 2011). Results suggest that proband reading deficits are due substantially to genetic factors (.67 ± .07, p < .001), and that shared environmental influences are significantly higher for members of twin pairs than for those of twins and their nontwin siblings (viz., .25 versus .17, p = .02). 相似文献
Individual behaviour change is fast becoming a kind of ‘holy grail’ to tackle climate change, in environmental policy, the environmental movement and academic literature. This is contested by those who claim that social structures are the main problem and who advocate collective social action. The objective of the research presented in this paper is to better understand why environmentally concerned citizens choose one of these two types of engagement. Our focus is on the role of experiences of and/or convictions about power in shaping this choice. Within the framework of an explorative qualitative study, we engaged in in-depth interviews with 12 young environmentally concerned citizens. On this basis, five main findings are elaborated. Firstly, powerlessness is shown to be a crucial experience, whatever the respondents’ engagement. Secondly, ‘strategy scepticism’ seems to be a more important obstacle for engagement than ‘climate scepticism’. Thirdly, many respondents express significant resistance towards being ‘conditioned’ by awareness-raising campaigns. Fourthly, a ‘gap’ is observed between respondents’ analysis and their strategy proposals. Finally, we underscore another important gap between concrete and abstract levels in respondents’ discourses. All these findings disclose paradoxical aspects of the role of power in shaping the concerned citizens’ engaged choices. 相似文献
Abstract With an increasing prevalence of virtual high school programs in the United States, a better understanding of evaluative tools available for distance educators and administrators is needed. These evaluative tools would provide opportunities for assessment and a determination of success within virtual schools. This article seeks to provide an analysis and classification of instrumentation currently available. It addresses issues regarding the limited arsenal of assessments and evaluation instrumentation for virtual schools. 相似文献
Using six years of data chronicling the experiences of 50 academically resilient college students, this article focuses on the seldom-researched area of the psychology of academic resilience. Ubiquitous stressors such as subpar public schooling and the lack of social and cultural capital; psychosocial issues that arise during the resilience journey; and the compensatory psychological responses necessary to cope with the stress and, ultimately, thrive within the academic environment are explored in this article. 相似文献
With the goal of assisting predominantly low‐socio‐economic status and minority undergraduate education majors to achieve necessary competence in the use of oral and written Standard English, an innovative action research initiative was incorporated into an introductory education class at a comprehensive urban university in the northeastern part of the United States. The project integrated written and oral Standard English exercises into the course’s curriculum as a means of bolstering students’ skills while still helping them master the course content. Preliminary results demonstrate students’ improved competence in both written and oral Standard English, and an increased awareness of how and when to use various forms of English. 相似文献
