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1.
Drawing on research conducted in Australian Health' and Physical Education (HPE) and Swedish Physical Education and Health (PEH), this paper demonstrates the analytic possibilities of Foucault's notion of pastoral power to reveal the moral and ethical work conducted by HPE/PEH teachers in producing healthy active citizens. We use the pastoral power analytic to make visible the consequences of caring HPE/PEH teaching practices which appear unassailable as producing a general ‘good’ for all students. In so doing we undertake the challenge posed by Nealon to be attuned to those social practices that appear beyond reproach as ‘power becomes more effective while offering less obvious potential for resistance’. From this Foucauldian perspective we argue that caring HPE/PEH teachers employ a wide range of normalization tools to interpellate young people into a specific model of ‘normal’ healthy living, simultaneously determining those who represent problematic deviations from the norm. We further argue that instead of discarding or ignoring these students, such deviations call upon the HPE/PEH teacher to care more fervently, to employ more intense strategies of individualization such as togetherness, encouragement and familiarity. In conclusion, we highlight the tensions and implications that may result for HPE/PEH teachers and their students. 相似文献
2.
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
3.
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
4.
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
5.
Doune Macdonald 《Sport, Education and Society》2015,20(1):27-41
The concept of brokering is usually aligned with a business model of an intermediary helping the customer/client with their decisions/choices. As knowledge becomes increasingly accessible, and of varied origins, quality and veracity, the number of professionals engaged in knowledge brokering is simultaneously increasing. This paper considers if teachers should also regard themselves and become skilled as knowledge brokers. Set in the context of proliferating websites, blogs, products and services available for access/purchase by health and physical education (HPE) teachers and their students, questions about what is knowledge, where it is generated and how it is filtered and evaluated are raised as a prelude to suggesting that it may be time for HPE teachers to act as effective knowledge brokers consistent with the pressures and practices of neoliberalism. 相似文献
6.
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
7.
Physical education teachers can influence students' self-determination through the motivational strategies that they use. The current study examined how teachers' reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, the teachers' autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student self-determination, and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The last positively predicted the use of all three strategies. Direct positive effects of teachers' psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies toward students. 相似文献
8.
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
9.
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
10.
运用文献资料法与逻辑分析法,探讨体育教师应对新课程挑战之策略：体育教师要适应新体育课程改革的要求,就应转变自身的教育观、学生观、课程观、评价观等,自我塑造成实现课程标准的决策者,学习过程的指导者、促进者,学习活动的设计者、组织者,课程内容资源的开发者,学生未来生活的设计者。 相似文献
11.
C D Ennis M A Solmon B Satina S J Loftus J Mensch M T McCauley 《Research quarterly for exercise and sport》1999,70(3):273-285
Urban students often have difficulty engaging in the learning process and affiliating with others. A three-phase research design was used to examine the effectiveness of a high school physical education curriculum reform initiative entitled "Sport for Peace" to enhance student engagement and willingness to interact positively with others. Ten physical educators in six urban schools taught a traditional soccer unit (Phase I) followed by instruction and mentoring in the Sport for Peace curriculum (Phase II). In the third phase of the research, teachers developed and taught a Sport for Peace unit to their students. Data were collected using observation and interview methods and analyzed with constant comparison. Results suggested that the Sport for Peace curricular structures fostered shared responsibility for learning, trust, respect, and a sense of family. Both high- and low-skilled girls and boys felt successful and responded positively, creating a class community more conducive to engagement and participation. 相似文献
12.
Background: Greater understandings about how progressive pedagogies are interpreted and practiced within schools will be required if international calls to enhance relevance and meaning in Health and Physical Education (HPE) are to be realised. Little is understood about how inquiry-based units of work connected to real-life issues are enacted, engaged with, and generate deeper knowledge within a HPE context.
Purpose: This study explores learner outcomes and perceptions of engagement with an inquiry-based unit of work, Take Action, that aimed to provide young people with an opportunity to critically reflect on movement, investigate an issue important to them, and enhance their capacity to enact positive change for themselves and others.
Participants and setting: Forty-four students and three teachers from two secondary school settings participated in the research. Both schools were located in relatively low socio-economic status areas in southern metropolitan Melbourne, Victoria, Australia.
Data collection and analysis: An exploratory and evaluative study design that employed naturalistic inquiry, using qualitative semi-structured interview data, observational data, and analysis of learner-produced artefacts were used. Analysis drew upon authentic learning frames to explore elements of knowledge construction through disciplined inquiry and real-life application.
Findings: Take Action provided a unique experience of HPE for the students and teachers who engaged with it. It was a collaborative, learner-centred inquiry-based experience that most learners found to be engaging and authentic. Both teachers and learners lacked the foundational knowledge of the discipline and a sound understanding of a critical-inquiry process that would have allowed them to deconstruct and reconstruct new ideas in deep interconnected ways.
Conclusions: More support for teachers and students is needed to legitimate these types of approaches within broader curriculum contexts to support student learning. Specifically, foundational understandings of: socially critical approaches to critical inquiry that serve to enhance knowledge relating to learner-identified topics; learning intentions and authentic assessment and how these might align with inquiry-based learning; forming connections with external experts to support learners early in an inquiry process; and how to extend explorations and elaborations within the constraints of a congested and contested curriculum. 相似文献
13.
This paper aims to explore young Chinese girls’ aspirations and ideal environments for engagement in Health and Physical Education (HPE) and physical activity (PA) in Greater Western Sydney. Interviews are used to elicit these girls’ perceptions of their future and ideal environments in relation to HPEPA. Their data offer insights into key influences regarding what is thinkable, desirable and achievable in their HPEPA environments. Results showed dimensions of environments, such as social and pedagogical aspects, that are conducive to these girls’ aspirations in HPEPA (e.g. social support from parents, and functional built environment for HPE). This paper aligns with a strengths-based approach to understanding and recognising young Chinese girls’ perceived aspirations within their socio-cultural environment. In doing so, we discuss how feminism and femininity are positioned from a Chinese perspective that may provide alternative views to a post-feminist panorama in promoting advancement of all young girls in HPEPA. Results invite us to take into account some of the girls’ ambivalence towards being an ‘autonomous’ and ‘dependent’ modern Chinese young girl. This paper calls for a rethinking of how aspirations that shape young people’s future in HPEPA in much of the contemporary Western world are conceptualised in academic research. 相似文献
14.
In social constructivist educational theory, the classroom is seen as a community of learners. According to social constructivists, learning occurs through peer interactions, student ownership of the curriculum and educational experiences that are authentic for students. The purpose of this study was to investigate how teachers used social constructivist strategies to encourage student construction of knowledge and meanings, and how students constructed knowledge and meanings in two middle school physical education classrooms. A qualitative naturalistic design was used to collect data over a five-month period with two experienced middle school physical education teachers. Data included 11 weeks of observational field notes and interviews with teachers and students. Data were analyzed using cross-case and inductive analysis. Findings indicated that the teachers' strategies created a learning environment in which students actively constructed knowledge and meanings by making connections to their peers and by connecting physical education to their lives, their communities, and the real world. Students shared information, assumed leadership and responsibility, and became decision-makers. By connecting to their peers, students felt supported in their learning. This study offers additional findings in support of social constructivist pedagogy in physical education that encourages individual growth and social awareness in communities of learners. 相似文献
15.
当前大学生受社会、家庭以及自身成长中各种因素影响,都多少存在着不同的心理问题。这也是当今大学生退学、犯罪、自杀等案件不断上升的一个主要原因之一。高校散打教学通过自身项目的特点和教师的合理、有针对性的指引能对当今大学生自身存在的心理问题起到很好的调节作用,能促进大学生心理健康发展。 相似文献
16.
Guillaume Escalié Nicolas Recoules Sébastien Chaliès Pascal Legrain 《Sport, Education and Society》2019,24(4):390-403
In the French education system, the current curriculum for students from the primary to the end of secondary school is structured around the notion of key competence. A competence can be defined as an integrated and stable network of knowledge and know-how, with normative behaviors, procedures and types of reasoning. However, without a theoretical conceptualization of building and mobilization processes, the components of a competence are considered as isolated and not interconnected. In the health and physical education (HPE) setting, too few empirical studies have analyzed how teachers would contribute to the development of student’s competence. The aim of this forward-looking article grounded on an experiential and cultural framework consists in clarifying and illustrating a conceptualization of the dynamics of development of competences among students considering the teacher activity. This theoretical framework seems to offer heuristic possibilities for the examination of teaching and learning practices which contribute to the development of the key competences, particularly when a competence is read as an experience that integrates multiple dimensions. Based on audio-video recording of PE lessons and self-confrontation interviews with the teacher and a student, the results of the present study strengthen the criticism of the definition of competence emphasizing the relevance to adopt a holistic approach corresponding to the articulation of intertwined resources (i.e. motor, methodological and social) students allocate to act in PE groups. Furthermore, the results show that the competence building depends on various roles students have the opportunity to play in PE (i.e. observer, tutor). Finally, our results underline the importance of identifying the specific characteristics of the teacher activity designed to structure the learning environment to train students to acquire new competences transferable in society. 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.
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
19.
Background: Critical inquiry approaches have been presented as one way of enhancing relevance in school-based education, and there have been calls from academia for its systematic use within health and physical education (HPE).
Purpose: This research explored how three Secondary HPE teachers co-constructed and enacted a unit of work (Take Action) that was underpinned by critical inquiry approaches. Drawing on the work of Stephen Ball we focus here on the different ways in which the three teachers interpreted, translated and enacted ‘Take Action’, and negotiated a shift away from the performative pedagogies of traditional HPE. Take Action is a co-constructed, inquiry-based unit of work that sought to provide an alternative to traditional and often exclusive HPE.
Data collection and analysis: A participatory action research approach was undertaken. Data were uncovered from qualitative interviews, classroom observations and field notes before, during and after the enactment of Take Action. Data were analysed using the qualitative data analysis software ‘Dedoose’ which facilitated coding. Data were analysed inductively across all sources utilising a constant comparative method. Analyses consisted of three phases of coding: open, axial and selective. Open coding involved the categorisation of data into themes and axial coding considered connections across the themes. Selective coding involved a refining and development of the previously identified themes, and then bringing the themes/codes together to tell a story about the teachers and their perspectives on the enactment of Take Action.
Findings: Three teachers co-constructed, translated and enacted Take Action, and whilst some challenges were universal, the process and outcomes unfolded quite differently for each. The two contextual factors that emerged as most influential were: (i) the structural support available for teachers and learners and (ii) the time available for the unit to be enacted, and for the teachers’ philosophies to be challenged and transformed. Take Action was one way of supporting teachers in responding to calls from policy-makers for more critical inquiry in HPE. Interpreting, translating and enacting Take Action challenged how teachers viewed their role in the learning process, the nature of HPE, and the breadth of their pedagogical repertoire.
Conclusions: The findings confirm that curriculum and policy are volatile and rarely mobilised as the creator/s intended. They highlight that the ‘fluidity’ of curriculum mobilisation persists, irrespective of whether the teachers have mental ownership over the process and/or are involved in its co-creation. The complexity that accompanies a shift towards ‘alternative’ ways of understanding and teaching HPE, however, means that calls from academia and policy-makers are unlikely to be fruitful unless: (i) there is an appreciation for each teacher's philosophies; (ii) each school culture is fully understood; (iii) the inevitable challenges are viewed as spaces to learn, reflect and move forward; and (iv) support comes in many forms depending on the teacher and the school. The findings confirm that whilst policy creates a particular context, it is the ideologies and histories that permeate teachers’ philosophies and school context that will ultimately dictate the policy process. This is not a problem to be solved but a process which we can learn in, through and about. 相似文献
20.
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