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1.
This paper explores physical educators’ perspectives on race and racism as a first step towards disrupting whiteness and supporting the development of antiracist practice. With close links to sport, a practice centrally implicated in the creation and maintenance of racialised bodies and hierarchies, Physical Education (PE) offers an important context for a study of whiteness and racism in education. Using collective biography we examine physical educators’ narrative stories for what they reveal about the operation of whiteness and racism in PE. Teachers draw on narratives from curricula texts which uphold and reinforce notions of the racialised other, thereby reasserting normative, universal white knowledge. Their pedagogy is underpinned by a colour blind approach where race is ‘not seen’, yet essentialist and cultural discourses of race are nevertheless deployed to position particular racialised and gendered bodies as ‘problems’ in PE. Engagement with antiracism is limited to professional rhetoric within pedagogical practice. 相似文献
2.
This paper analyses two pedagogical case studies (PCS) from a multidisciplinary perspective to highlight the problems of theoretical knowledge in tertiary physical education teacher education (PETE) programmes, school-based physical education (PE) practice and continuous professional learning (CPL) in PE. We argue that a critical view of tertiary PETE and PE teacher educator CPL practice or practices is particularly important if PETE programmes want to develop future PE and current teacher practitioners who are transformative agents. In setting up the pedagogical case study accounts, we recall common conversations about the bodies of knowledge in tertiary PETE programmes that have been positioned as problematic. The accounts highlight the existence of an artificial divide between PE educators as theory generators and both pre-service PE teachers and school-based PE practitioners as theory appliers. We suggest that part of the reason why this divide exists can be attributed to a general misunderstanding of theoretical and practical knowledge that have been wrongly compartmentalised into ‘theory’ and ‘practice’, and hence erroneously taught as isolated entities without any connection or direct link with each other, or the former considered to be less relevant and perhaps even irrelevant in practice. 相似文献
3.
In a significant article from 1993, Crum describes the purpose of physical education (PE) as a ‘planned introduction into movement culture’. In broad terms, this purpose is tantamount to the stated purpose of Swedish PE in national steering documents. Crum contends, however, that physical educators do not prioritise learning, which is largely due to the different ‘movement cultures’ that constitute the PE lessons. This article explores how practice unfolds in movement cultures that are included in Swedish PE and their implications for teaching and learning in the subject. Some 30 (indoor) PE lessons in eight secondary schools in four cities throughout Sweden were video recorded. At ‘first glance’ these lessons indicated the prevalence of four logics of practice: a physical training logic, a sports logic, a sport technique logic and a dance logic. However, further analysis revealed that the teachers' and students' actions were not entirely in line with a logic of practice of training the body, winning the game, learning sporting skills or learning to dance. Instead, the PE practice largely unfolded as a ‘looks-like-practice’, where the purpose of teaching was blurred, and where any ‘planned introduction into movement culture’ was difficult to identify. In the final section, the authors discuss how physical activity logics can be recontextualised in a PE setting in order to emphasise the educational contribution of PE. 相似文献
4.
啦啦操运动对场地、器材要求不高,难易程度和锻炼普及性强,成为大学生锻炼的主要项目之一。随着高等学校素质教育改革的不断深入,体育课程作为素质教育重要组成部分承担着越来越重要的角色。通过文献资料法、观察法、问卷调查法、访谈法研究啦啦操对校园体育文化影响的结果表明把啦啦操列入体育教学课程,不仅丰富体育文化内涵,还促进了整个校园体育文化的发展。 相似文献
5.
The purpose of this study was to investigate how coaches perceived and responded to the content knowledge and assessment processes that they were exposed to during an advanced level soccer coaching award programme. In-depth interviews were conducted with six coaches who had successfully completed the Union of European Football Associations (UEFA) ‘A’ Licence in the UK. Using the concepts of the ‘dialectic of socialisation’, ‘studentship’ and Goffman's (1959) work on ‘the presentation of the self’ as analytical pegs, the discussion highlights how the coaches were far from ‘empty vessels’ waiting to be filled. Rather, the findings reveal the active role that the respondent coaches played in terms of accepting, rejecting and resisting the knowledge, beliefs and methods espoused by the coach educators. Finally, perceiving of coach learning as a negotiated and contested activity is discussed in terms of its implications for existing and future coach education provision. 相似文献
6.
This paper identifies ‘quality’ as an internationally relevant concept to be problematised in contemporary debates about physical education (PE). Drawing on the conceptualisation of curriculum by B. Bernstein in 1977, pedagogy and assessment as three inter-related message systems of schooling, the paper presents and explores curriculum, pedagogy and assessment as three fundamental dimensions of ‘quality PE’. Discussion addresses what quality in each dimension may mean in PE, and demand in practice. Contemporary initiatives in Australia and New Zealand provide a reference point for exploring the prospective application of quality conceptualised in terms of the three inter-related dimensions. Attention is drawn to frameworks in mainstream education that may be utilised in endeavours to critically review current practices, and inform developments directed towards achieving quality in PE. It is argued that achieving quality in PE requires that quality is pursued and demonstrated within and across curriculum, pedagogy and assessment, and that meanings of quality always need to be contextualised in cultural, social and institutional terms. 相似文献
7.
Sheryl Clark 《Sport, Education and Society》2015,20(8):1012-1028
This paper considers girls' participation in running and other outdoor physical activities in their local areas in London, UK. The paper is concerned with the operation of risk discourses in and around this participation and looks at the way that such discourses impacted on girls' opportunities to take part in physical activities that required outdoor space. Drawing on data from longitudinal research into girls' participation in sport and physical activity, the findings suggested that girls, in particular, were subject to risk discourses around their participation in physical activities which constructed the girls as ‘weak’, and ‘vulnerable’. I look at the ways in which girls understood these messages and how they came to define certain spaces and activities as either ‘safe’ or ‘unsafe’. I look in particular at how girls were able to resist certain constructions of their embodied physical capacities and also at the ways in which this was constrained by specific incidences of sexual harassment. 相似文献
8.
Laura Azzarito 《Sport, Education and Society》2013,18(3):261-275
Media provides a material site for girls' identity formation and presents conflicting images of femininity, which challenge young women's self-expression and physicality development. The ‘problem’ with girls' physicality has not been resolved, but rather complicated by discourses of new femininities in sport, fitness and health promoted by the new economies. Girls' conscious and unconscious consumption of messages of new powerful femininities might be troubling for some girls, especially ‘Other’ girls and/or girls ‘at risk,’ whose physicality collides with the emerging image of the new girls. Therefore, in this paper, I contend that an investment in the third-wave feminist agenda is still necessary to engage scholars, educators and girls in critical conversations about media, genders, the body and identity. To this end, first I discuss the feminist reappraisal of Foucault's analysis of the body as an emancipatory socio-educational and political project for (en)gendering research on the feminine ‘docile body’ in society. Second, I highlight emerging contemporary monocultural discourses of the ‘Alpha Girl’ and the ‘Future Girl,’ powerful sporty, fit and healthy femininities that contradict discourses of the traditional feminine docile body, and I analyze the ways these new images subsume race, class, religion and disability. Finally, I conclude this article by advocating the adoption of critical media pedagogies as a potential strategy for schooling girls' hybrid bodies. 相似文献
9.
技巧啦啦操在国内快速的普及,大大小小的比赛也越来越多,从幼儿园到大学各种各样的技巧啦啦操队伍也应运而生,参与比赛的人说也是逐年增加,但运动员的技巧水平还有待提高,身体素质也有待加强。鉴于这些薄弱方面,本文主要运用文献资料法、访谈法、逻辑分析法等对技巧啦啦操运动员的核心力量训练内容及其方法进行研究,旨从理论中指导实践,从实践中总结经验,推动我国的技巧啦啦操水平向世界先进水平迈进,从而走得更远。 相似文献
10.
11.
Acknowledging the performative sporting discourses which continue to dominate physical education, and the emerging focus on disease prevention within this context, this paper presents a socio-ecological framework for physical education that aims to shift the focus towards more multidimensional understandings of what it means to be ‘physically educated’. In doing so, we hope to prompt physical educators in schools and undergraduate programmes to more confidently employ intra-personal, inter-personal and environmental lenses through which to view and understand physical education, and therefore extend the gaze beyond activity-driven practice and ‘downstream’ exercise for health. The proposed framework draws upon established socio-ecological models and encompasses functional, recreational, health-related and performance-related physical activities. The multi-layered complexity associated with the field of physical education is reflected within the proposed socio-ecological framework. Through embracing complexity, particularly the interactions between layers of influence, the framework encourages exploration of the ‘physical’ beyond its subordinate components like fitness, body mass index, tactical awareness or motor skills. The framework is inclusive of games and sports but questions how these activities can be connected in the everyday lives of the learners. Importantly, the framework provided is not an approach to teaching and learning and, on its own, will do little to address the ongoing critique about the privileging of performative and health discourses within physical education. As they have in other fields, socio-ecological frames can provide a useful reference for the teaching and learning of physical education. To produce physically educated citizens in the broadest sense, teachers need to be supported, across multiple levels, to reposition their field to that of a connected specialism contributing to the whole curriculum and the communities within which they are located. It is our contention that socio-ecological frames can serve as useful tools to facilitate such a repositioning. 相似文献
12.
Background: Much research and practice in the field of physical activity and physical education for girls has been trapped in a reproductive cycle of telling the ‘same old story’ as if it is news over and over again, since at least the 1980s. A thread running through this narrative is that despite all of this research and related interventions, we have yet to find the ‘solution’ to the ‘problem’ of girls and physical education. As a result, little progress appears to have been made in terms of changing things for the better for the majority of girls.Purpose: We offer an activist approach to work with girls in physical education as one possible means of breaking the reproductive cycle of research and media reporting that we suggest has worked against improving the situation for girls. We take a pragmatist stance to ask ‘can we make the situation for girls better than it is currently?’ and ‘how might we go about this task?’ We propose an activist approach not as ‘the solution’ to the ‘problem’ of girls in physical education, but as one worthy of testing in practice.Process: We begin by outlining the broad features of an activist approach to working with girls in physical education. We then overview the findings of a growing body of activist studies in physical education and identify four critical elements that we believe need to be present in order to assist girls to identify, name and negotiate barriers to their engagements with physical education and their participation in physically active lifestyles. We highlight one example of an activist study that shows how the four critical elements interact in their work with girls.Discussion: We argue for the need for a consensus around improving the current situation of girls in physical education, for a scaling up of this activist work as it is tested in practice, and for the coincidental development of a pedagogical model for working with girls in physical education. 相似文献
13.
The 2010 Quinnipiac cheerleading case raises interesting questions about the nature of both cheerleading and sport, as well as about the moral character of each. In this paper we explore some of those questions, and argue that no form of college cheerleading currently in existence deserves, from a moral point of view, to be recognized as a sport for Title IX purposes. To reach that conclusion, we evaluate cheerleading using a quasi-legal argument based on the NCAA’s definition of sport and conclude that cheerleading fails to qualify as a legitimate sport. A philosophical argument leads to the same conclusion, primarily because of the essential entertainment-aspect of cheerleading. We then examine a consequentialist moral case for making cheerleading an intercollegiate sport and argue that the balance of moral reasons is against doing so. Finally, we look at cheerleading’s newest offspring – Acrobatics and Tumbling, and STUNT – and express our moral reservations about their current claims to be worthy of Title IX recognition. While we would not claim that any single one of our arguments is decisive, we are convinced that the cumulative weight of the arguments against granting intercollegiate sport status to any of the forms of cheerleading or its derivatives is, at present, irresistible. 相似文献
14.
吴洁琼 《体育科技文献通报》2012,20(3):7-8,61
为加强啦啦队教练队伍建设,推动啦啦队运动在河南省高校的快速发展,在查阅大量文献资料的基础上,考察了河南省的31所高校,综合运用多种研究方法,全面分析了目前河南省高校啦啦队教练队伍的现状。调查结果表明：啦啦队项目还未正式纳入河南省各普通院校作为体育教学课程,其教练队伍呈年轻化,男女配置不合理,具有高学历、高职称的教练所占比例较低。外出培训交流次数少,其专业技能、评判等级和科研能力有待提高。 相似文献
15.
This paper explores the physical activity experiences of a group of women based in England, and who are over the age of 30. This particular age group represent a ‘forgotten’ age, that is, they are largely ignored in academic scholarship, policy and physical activity provision. The paper explores how this group of women ‘re/engaged’ in physical activity after a sustained period of inactivity. The study is situated in a weekly football initiative (Monday Night Footy) based in the north of England, managed and organised by a group of women for women to train and play five-a-side football. Data were generated through semi-structured interviews and the use of photo-biographical boards with 11 women, all of whom are regular participants to the football sessions. We use a middle ground feminist lens and Archer's notion of ‘fr/agility’ to help make sense of the women's experiences. From these women's stories three key findings emerge: (a) Biographies of (in)activity – the ways in which relationships with physical activity can be characterised by fractures and fissures despite seemingly positive early physical activity experiences; (b) Pathways of re/engagement – the motives and enablers to these women once again participating in physical activity after a sustained absence; and (c) Monday Night Footy as a space for re/engagement – the ways in which this context contributes to these women's continued involvement in football and broader physical activity. The paper concludes by offering policy makers and physical activity providers with some recommendations alongside considerations for future research. 相似文献
16.
鲁娟 《体育科技文献通报》2013,(11):16-17,20
以文献资料法、问卷调查法、统计分析法为主要研究手段,对湖南地区11所高校公共体育课舞蹈啦啦操的开展现状进行了调查研究与分析。结果表明：湖南11所高校公共体育课大部分都没有开设舞蹈啦啦操这项课程;一部分学校开展了舞蹈啦啦操这项运动,但开展的时间过短,普及程度不高;缺少专业的教练人才,很多教练都是健美操教练或体操教练,导致学校公共体育课舞蹈啦啦操没有真正普及开来;舞蹈啦啦操是湖南高校公共体育课普及发展的重点内容．该研究旨在解决制约湖南高校公共体育课舞蹈啦啦操运动发展的根本问题,以期对舞蹈啦啦操运动的普及发展起到一定的促进作用。 相似文献
17.
Growing pressure on parents to equip their children with the skills required for future success, coupled with an increased focus on providing quality learning experiences in the early years, has contributed to an upsurge in the enrolment of young children in formal (often privatised) activities. Moreover, in response to growing societal concerns over the perceived risks of obesity and sedentary lifestyles, parents are often acutely aware of the importance of providing plentiful physical activity opportunities for their children within this enrichment context. In this paper, the tendency for parents to provide copious developmental opportunities is referred to as ‘intensive mothering’ and is explored through the theoretical lens of Bourdieu, specifically his concepts of habitus and capital. This paper reports on a small-scale study undertaken within the UK, which sought to explore the impact of social class on access to early years' provision as well as parental attitudes towards physical activity and the provision of preschool physical development opportunities. Data were generated through a questionnaire (disseminated via early years settings) as well as three in-depth interviews with ‘middle-class’ parents and were analysed to draw out key themes relating to the cultivation and consolidation of (physical) capital. The data indicate that many parents perceive a ‘responsibility’ to aid their children's physical development and demonstrate a willingness to facilitate the acquisition of physical capital via the provision of play equipment, privatised classes and additional (informal) physical activity opportunities. Moreover, they suggest that ‘middle-class’ parents, in particular, articulate the need to invest heavily in enrichment activities, influenced by their own experiences, tastes and values. It is argued that ‘intensive mothering’ is illustrative of the reproduction of a class-based habitus and can be perceived as an attempt to maintain or improve social position through the cultivation, consolidation and, ultimately, conversion, of appropriate capital. 相似文献
18.
目的:为全面地认识团体啦啦操练习对身体自尊的影响。方法:本研究采用实验法对湖州师范学院17名在校女大学生进行身体自尊研究。结果:短期内团体啦啦操练习对身体自尊的影响不存在显著差异,但对身体自尊中的身体吸引力和身体自尊总分有明显的影响。结论:通过啦啦操练习,对女大学生的身体形态、表现力和自信心全面提升。 相似文献
19.
An increased interest in health, diet, and physical activity exist among young people, in this study termed ‘fitness hype’. Viewing the body and health as commodities can be understood as part of a healthism discourse. In this study, we explored how Swedish high school students perceive and negotiate the trend regarding exercise, diet and body ideals. Semi-structured interviews were conducted with ten high school students, aged 16–18 years, from various educational programs and with varying levels of physical activity. Using qualitative content analysis, we developd one overarching theme navigating life satisfaction in the face of an ‘unhealthy fitness hype’. Four additional, interrelated categories showed how the young people negotiated this developing trend through: (1) the quest for social recognition and value, (2) social media sets the standards, (3) the paradox of strong and skinny as the new standard, and (4) the need for new safety nets. Our results highlight the young people’s perceptions of an excessive and influential focus on health and exercise in contemporary society. They described a fitness hype as exorbitant and unhealthy ideals of body and exercise, and understood this as problematic. Social media was seen as contributing to this hype as a powerful arena for ‘the quest for social recognition and value’. While not all the young people felt negatively affected by the fitness hype, they perceived its influence on their lives. Further, body and fitness ideals were gendered. Teenage girls faced the paradox of shaping themselves as ‘strong and skinny’. Social ties were recognized as an important safety net, particularly classmates, sports mates, and coaches. Knowledge of these problems from the perspective of young people is crucially needed among health professionals and educators. Further research should explore additional support strategies, and young people’s experiences of fitness hype among additional youth groups. 相似文献
20.
Anders Ottosson 《国际体育史杂志》2013,30(11):1892-1919
The kinesiology concept is used worldwide and by many different professional groups with scientific aspirations. Yet nobody seems to know much about where it comes from and why it came into existence. This article traces the origins of the concept back to one of Sweden's greatest cultural exports of the nineteenth century – Swedish gymnastics – and the efforts of especially Swedish physiotherapists and physical educators to spread its scientific doctrines throughout the world. Primarily their goal was to convert the representatives of conventional medicine (pharmacology) into a more mechanical mode of understanding and curing illness (physiotherapy). While following in the footsteps of one physiotherapist/physical educator –‘the father of kinesiology’– and examining the ideological and historical conditions his so-called ‘mission’ was ruled by, the social construction of knowledge and science is made visible in a way seldom highlighted in the history of medicine and physical education. 相似文献