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1.
体育作为中高考必考科目及中考主科化的改革取向存在诸多理论问题和不足,主要体现为将体育考试(项目)与体育、健康等直接或过多关联,以及忽略体育中高考与受教育权、人才培养-社会价值体系之间的关系。研究认为:(1)体育考试(项目)与体育某种意义相分离,并可能导致学校体育的异化。这主要缘于学校体育相关人文、素养等体育本质和属性并非体育考试所能体现,体育考试的个体-体能化、量化等取向将对学校体育实质造成消解和异化。(2)体育考试(项目)与健康很大程度相分离,并可能悖离健康机理。(3)体育作为中高考必考科目及中考主科化将对受教育权和教育公平构成挑战。其核心问题为学生的受教育权不能因为某些非基本运动能力的不足而受到影响。(4)体育作为中高考必考科目及中考主科化将对学校人才培养体系和社会价值体系形成冲击。以上问题很大程度具有结构性、基本性,难以从操作层面予以解决。 相似文献
2.
Previous research shows that understanding pupils’ emotional affiliations with content in physical education (PE) is important. Findings point out the importance of the teacher signaling that the pupil is seen beyond the skill and knowledge aspects in class. However, the research literature does not offer very many detailed elaborations on the pupil’s own experiences of being seen. Contrasting interview data material from 26 pupils (age 17–18) in upper secondary school has been analysed to categorize the concept of ‘being seen’ by the PE teacher in class. In the analysis we found two main themes from the interviews that highlight a wide range of emotions the pupils might have. The first theme illuminates the positive experience of being seen, and such related aspects as learning-promoting feedback, respect and trust. The second theme demonstrates extremes when it comes to being seen: Not being seen at all or seen too much. Either way, PE classes will be experienced as demanding and in part difficult, albeit in different ways. We found that the feeling of being seen—or, for some pupils, ignored—appears to be a relatively stable feeling once it has taken root, eventually becoming an understanding. Moreover, being ignored means there will be low expectations of being seen in the future, unless the teaching practice is changed, and this emotion gives a poor foundation for well-being and learning. The analysis also shows that even if the sense of being seen is the pupil’s property and indisputable, teachers (and researchers) must have a critical attitude to the pupils’ narratives of being seen, as this feeling may be based on a skewed pre-understanding of the teacher. 相似文献
3.
abstract This paper explores the relationship between the school and the body. It does so by considering the transfer from primary to secondary school. Analysing children's and young adult's stories about transfer reveals that physical education (PE), and more generally the body, are central to pupils’ anticipations and anxieties about the move to secondary school. The paper argues that the fears pupils express about the dangers associated with secondary school PE should be placed within the context of the transition to adulthood. Secondary school PE is an integral part of the status passage to adulthood, during which the recognition of the body as physical, social and sexual is central. 相似文献
4.
This research examines how adolescent males (ages 16–17 years) construct and experience their masculine identities within the context of physical education (PE). A class of 23 boys and 3 girls from a state secondary school in Scotland were observed over a period of 3 months. During the third month, five of the observed pupils volunteered to take part in a conversation with the lead researcher which was guided by their participation in a repertory grid task. The same five participants also took part in a one-to-one semi-structured interview. The analysis of the evidence revealed that the adolescent pupils internalised and performed an orthodox form of masculinity that centred on strength, pain tolerance and the policing of others. More inclusive masculinities appeared to be emerging, however, the hypermasculine and public nature of the PE environment made it very difficult for the pupils to freely adopt or perform these alternative, more inclusive forms of masculinity. Additionally, pupils who did perform traits associated with inclusive masculinity often exhibited a high degree of social and physical capital. In order to facilitate a culture where all individuals feel free to express their gendered identities, teachers are encouraged to recognise, promote and celebrate multiple masculinities. This could create a safer learning environment for pupils and help prevent identities from being ‘destroyed’ in PE. 相似文献
5.
Terje Dalen Rolf Petter Ingvaldsen Truls Valland Roaas Arve Vorland Pedersen Ingebrigt Steen Tore Kristian Aune 《European Journal of Sport Science》2017,17(4):482-487
Physical education (PE) is perhaps the school subject most likely to produce relative age effects (RAE). Like in sports, physical maturity gives students an advantage in PE, which might well be mistaken for superior ability. The aim of the present study is to investigate the extent to which physical growth, measured as height, and RAE reflect the assessment in Norwegian PE. Furthermore, we wanted to examine whether there is any gender differences in the assessment in PE as a function of physical growth and RAE. The participants (n?=?2978) were pupils in the last three years of secondary school (13–16 years old). A custom-made questionnaire was designed to collect the necessary data. The correlations between height and mark in PE for boys in 8th, 9th, and 10th grades are respectively r?=?0.14, r?=?0.32, and r?=?0.29. For girls, the correlations are r?=?0.11, r?=?0.33, and r?=?0.21. All correlations are significant (p?<?.05). The number of pupils achieving top marks was 114 in the first half of the year, whereas it was 65 in the second half of the year. The present study showed that physical growth has an impact on the pupils’ PE attainment. The physical growth is of course also mediated by the pupils’ age. RAEs were found in PE attainments also in the Norwegian school system for both genders, despite all the intentions expressed in the PE curriculum. 相似文献
6.
This research analyzed the activities and events that enabled the establishment of an education and training system for physical education (PE) teachers in Croatia. The beginning of professional PE education in Croatia is related to its introduction as an obligatory subject in the elementary school curriculum of the Kingdom of Croatia-Slavonia in 1874. Most elementary school teachers did not have the knowledge needed to conduct PE classes. We recognized two parallel systems of training introduced in 1875: the first consisted of short training courses, and the second was the introduction of gymnastics as an obligatory course at teacher-training colleges. Twenty years after these obligatory PE classes were introduced to Croatian schools, Franjo Bu?ar organized and managed a two-year course for secondary school gymnastics teachers (1894–1896) after his return from a two-year educational programme at the Royal Central Gymnastic College in Stockholm (Sweden). This high school was the first for PE training not only in Croatia but also this region of Europe. In 1959, the first Croatian institution for PE education was established: the High School for Physical Culture in Zagreb. 相似文献
7.
Anthony John Maher 《Sport, Education and Society》2018,23(2):149-161
There is a propensity for academics and policy makers in Britain to use the terms integration and inclusion synonymously, possibly resulting in diverse interpretations of the inclusion principles laid out in the new National Curriculum. Much of the research available relating to conceptualisations of inclusion in physical education (PE) is from the perspective of teachers. Moreover, PE as a relatively unique learning environment is often neglected in much of the research that does analyse educational inclusion. In this paper, the key theoretical tools of cultural studies, in particular the concept of cultural hegemony, are used to analyse how special educational needs coordinators (SENCOs) and learning support assistants (LSAs) conceptualise inclusion in mainstream secondary school PE in Britain. Semi-structured, individual interviews explored SENCO (n?=?12) and LSA (n?=?12) educational ideologies and experiences of SEN and inclusion in PE. Open, axial and selective coding was undertaken to systematically analyse (textual) data. The research found that most conceptualisations reflected a social ideology because they focused on how educational arrangements can be made to ensure that pupils with SEN have comparable learning experiences to their age peers. Emphasis was placed on the power and influence of PE teachers, and the importance of identifying the specific needs and capabilities of pupils with SEN, as ways of ensuring that an inclusive culture can develop and is maintained in PE. The paper concludes by arguing that PE teachers and LSAs need access to PE-specific and up-to-date guidance and learning targets so that they can use the influence they have over the norms and values of PE to cultivate an inclusive culture in that subject. 相似文献
8.
Anthony John Maher 《Sport, Education and Society》2016,21(2):262-278
Learning support assistants (LSAs) gained more political and academic attention in Britain after Estelle Morris announced that schools of the future would include more trained staff to support learning to higher standards. LSAs, thus, should form an integral part of the culture of all school departments in Britain, including physical education (PE). The paper uses Antonio Gramsci's concept of hegemony to explore the processes and practices that shape the views and experiences of LSAs and ultimately the extent to which they facilitate an inclusive culture in PE. A web survey gathered the views and experiences of LSAs vis-à-vis the inclusion of pupils with special educational needs (SEN) in mainstream secondary school PE in North-West England. A modified version of the tailored design method participant contact strategy resulted in 343 LSAs starting the web survey, with 154 (45%) following it through to completion. All quantitative data were analysed using Microsoft Excel whilst qualitative data were subjected to thematic analysis. This entailed the identification of recurring themes and patterns present in the data. The findings highlight the hegemonic status of English, maths and science when it comes to the allocation of SEN resources, which most LSAs support and often reinforce. PE is particularly disadvantaged in this hierarchy of subject priority. The majority of LSAs have not received PE-specific training, which brings into question their ability to facilitate inclusion in PE. Moreover, many schools do not appear to value the involvement of LSAs in the planning of differentiated lessons, which could have a negative impact on the PE experiences of some pupils with SEN given that LSAs are perhaps most aware of the specific learning needs of the pupils they support. 相似文献
9.
This paper aims to understand how pupils and teachers actions-in-context constitute being-a-pupil and being-a-teacher within a primary school physical education (PE) movement culture. Dewey and Bentley's theory of transaction, which views organism-in-environment-as-a-whole, enables the researcher to explore how actions-in-ongoing activities constitute and negotiate PE movement culture. Video footage from seven primary school PE lessons from a school in the West Midlands in the UK was analysed by focusing upon the ends-in-view of actions as they appeared through the educational content (what) and pedagogy (how) of the recorded PE experiences. Findings indicated that the movement culture within the school was a monoculture of looks-like-sport characterised by the privileging of the functional coordination of cooperative action. Three themes of pupils' and teachers' negotiation of the movement culture emerged U-turning, Knowing the game and Moving into and out of games. This movement culture required teachers to ensure pupils looked busy and reproduced cooperative looks-like-sport actions. In fulfilling this role, they struggled to negotiate between their knowledge of sport-for-real and directing pupils towards educational ends-in-view within games activities. Simply being good at sports was not a prerequisite for pupils' success in this movement culture. In order to re-actualise their knowledge of sport, pupils were required to negotiate the teacher's ‘how’ and ‘what’ by exploring what constituted cooperative actions within the spatial and social dimensions of the activities they were set. These findings suggest that if PE is to be more than just the reproduction of codified sport, careful adjustment and consideration of ends-in-view is of great importance. Without regard for the latter there is potential to create significant complexity for both teachers and pupils beyond that required by learning and performing sport. 相似文献
10.
Idar Lyngstad 《Sport, Education and Society》2017,22(8):932-942
Physical Education (PE) in school aims to help pupils experience the joy of movement through various forms of physical activity and to acquire a positive attitude to physical activity and exercise. The teacher's task is to mediate the joy of movement and instil a positive attitude to exercise in the pupils. Drawing on the methodology of van Manen [(2002). Writing in the dark: Phenomenological studies in interpretic inquiry. London: The Althouse Press], this article takes a closer look at mediating the joy of movement and conveying attitudes through legitimate, expert and referent power [French, J. R. P., & Raven, B. (1959). The bases of social power. In D. Cartwright (Ed.), Studies in social power (pp. 150–167). Ann Arbor: The University of Michigan] as narrated by an experienced Norwegian PE teacher. The teacher's narrative is interpreted within a framework where these typologies of power refer to the teacher's formal position in PE classes and the teacher's athletic skills and teaching qualities. The teacher's narrative indicates that legitimate, expert and referent power influence pupils’ views on PE, attitudes and effort in class. Referent power provides the potential to instil attitudes in the pupils, even to the point of getting them to enjoy taking exercise to the limit. It even embraces teachers’ potential to influence pupils by displaying their own active lifestyle, which goes beyond teaching itself. However, some problematic and unresolved issues are pointed out within this approach. A didactic approach, where the teachers use their own lifestyle as a pedagogical tool, may prompt a negative rather than a positive reaction from pupils, because they may be (mis)construed as being too eager and physically active to the extreme. Referent power depends on establishing credibility with the pupils, and conveying attitudes through referent power implies a didactic instability. On the other hand, the approach may be a good strategy for achieving what teachers should be trying to achieve, which is to convey and instil the joy of movement and a positive attitude to physical exercise in the pupils. 相似文献
11.
中学体育教学中的“拔河现象”是指在体育教学中师生间的一种矛盾现象。它的产生主要有大纲、教材对体育教学的制约;师生对体育教学所追求的目标的差距;体育教学改革的力度不大等原因。因而解决“拔河现象”必须要在体育教学中牢固树立以人为本的思想,充分发挥学生在体育教学中的主体作用;体育教学大纲、教材宜多纲多本;要更新观念,改变教法,加大体育教学改革的力度;初中体育教学游戏化,高中体育教学选项化,是一种可供选择的体育教学模式。 相似文献
12.
Stefan Lund 《Sport, Education and Society》2013,18(3):241-257
During the 1990s, neoliberal reforms in Sweden increased local school actors' possibilities to develop school profiles regarding both organization and content. This restructuring has increased the total number of school sports programs as well as the possibilities for upper secondary schools and sports clubs to develop elite and amateur sports on a local level. In a new educational reform, the Swedish Government criticizes parts of the Swedish school sports system. The Government believes that the majority of local school sports programs and courses obstruct the maintenance of national equivalence, that upper secondary schools use school sports to attract pupils for economic reasons and that some pupils involved in school sports may fail to reach the academic or vocational goals of regular upper secondary education. Using critical discourse analysis, the present paper illustrates how educational policies are linked to wider symbolic meaning systems in an attempt to legitimize, define and organize upper secondary schools and to characterize pupils as either eligible or ineligible to participate in school sports. The analyses are based on various types of empirical data: policy documents, official letters from the sports movement on the government bill and in-depth interviews. The results indicate that the reform represents a shift in the policy rhetoric: from a normative rhetoric highlighting pupils' social and emotional reasons for choosing school sports, to a rational rhetoric emphasizing efficiency, standardization and regulation of pupils' educational choices. Using school sports as an example, the paper shows how the main aim of the reform—to raise educational standards and maintain national equivalence—is achieved through social differentiation, meaning that pupils with the right performance indicators are selected for participation in programs to which they are suited. 相似文献
13.
Prof. Dr. André Gogoll 《Sportwissenschaft》2010,40(1):31-38
At latest in the upper school, physical education (PE) offers opportunities to deal with games and sport not only in a motor but also in a cognitive manner. The present paper asks if and under what conditions an instructional design integrating theory and practice in PE promotes meaningful learning and knowledge construction. It brings out the less considered cognitive learning potential of upper school PE and advances hypotheses about their occurrence. The results of the empirical study show that pupils in upper school PE already use learning activities that promote meaningful learning. It also shows that meaningful learning activities are restricted to a self-regulated and intrinsic learning motivation. Intrinsic learning motivation itself is highly dependent on the pupils’ academic self-concept in PE. 相似文献
14.
Frequently an unquestioned belief is held in British schools in the value of ‘normalized’ ability in physical education (PE). Consequently inclusion of disabled students can be problematic. Negative perceptions of disability are rarely challenged. This study investigated the embodied experiences of 49 non-disabled secondary school pupils during a programme designed to introduce disability sport to non-disabled school children entitled ‘The Wheelchair Sports Project’. Funded by a County Sports Partnership, Wheelchair Basketball sessions were delivered by trained coaches during PE for a 12-week period. Forty-nine pupils aged between 10 and 12 years took part in the study. Non-participant observations were completed during the programme, and semi-structured group interviews were completed with 24 participants pre- and post-project. Bourdieu's theoretical framework guided data analysis. The impact of the project on pupils' perceptions of physical disability was investigated. Prior to the project, pupils emphasized the ‘otherness’ of disabled bodies and described disability sport as inferior and not ‘real’. Observations highlighted how pupils experienced physical challenges adapting to wheelchair basketball. Pupils struggled to control wheelchairs and frequently diverged from acceptable behaviour by using their lower limbs to ‘cheat’. Post-programme group interviews demonstrated that, due to their own embodied experiences, pupils began to question their perceptions of the potential ability of participants with physical impairments. Pupils described high physical demands of wheelchair basketball and began to focus upon similarities between themselves and physically disabled individuals. However, participants made no reference to impairments other than physical disability, emphasizing the specificity of the effects of pupils' embodied experiences on their embodied habitus, which, although difficult to assess over the long term, appeared to have an impact on self-perceptions over the short term. 相似文献
15.
运用文献资料法、问卷调查法、访谈法等,对怀化市城区中学体育伤害事故的现状进行研究。结果显示：怀化市城区中学体育伤害事故发生频数较高约占20%,其中初中生发生体育伤害事故的频率要比高中生高,尤其是初一年级学生;体育课堂教学是高发区,其次是体育竞赛;篮球场是体育伤害事故的高发地点。提出对策：建立健全学校体育安全保障制度;加强体育教师的责任心和安全意识的培养;加强对学生安全意识的培养;医务监督的制度化和日常化;建立健全校方责任险和学生意外伤害保险制度。 相似文献
16.
In the fields of both education and sport, the possession of capital and habitus influences an individual’s lifestyles and choices, which in turn affects the social selection within these fields. In this article, we will study the Swedish system of school sports as an overlap between the fields of education and sport, and thus viewed as a double dominated field. From a cultural sociological perspective, the purpose of this article is to analyse and explain how the organisational conditions and pupils’ social characteristics interact with upper secondary pupils’ choices of different school sports programmes in Sweden. Based on registry data on secondary school sports pupils, the results show that the supply of school sports requires specific forms of social dispositions that have an impact on which categories of pupils choose to participate. Among the students participating in school sports, there is a higher proportion of pupils who: are of Swedish origin (p?p?p?p?相似文献
17.
针对我国当下中考体育逐渐提高分值(乃至与主科同分)以及将体育作为高考必考科目这一改革取向的操作和实践问题而展开，涉及考试设项、平时成绩及“减负”“双减”等相关理论假定的困境或误区，旨在为体育中高考改革议题和决策提供理论参考及警示。认为：(1)体育中高考的设项难以与体育(及健康)关联，并存在操作性偏差。考试项目难以体现体育的实质及其多维目标，考试设项数量确立及选项、抽考等举措存在理论缺失和缺陷，“考什么”(考试项目)对“教(练)什么”导向失当及评价失灵。(2)体育中高考的平时成绩难以与过程性评价及体育锻炼关联，并衍生相关问题。这主要缘于平时成绩偏离常规体育教学过程性评价的真实功能且缺乏公平性；同时，平时成绩的可能构成中，“平时表现”难以培养学生的锻炼意识、习惯及其他内在相关品质，“体育竞赛”和“体育素养”也均存在较大的弊端或局限。(3)体育中高考改革取向难以对冲文化应试教育及推进“减负”或“双减”。其中的认识误区为将一般性、适度的体育锻炼等同于高区分性升学考试压力下的功利性、极限式训练。提出：体育中高考应与体育相分离的根本原因为考试设项所具有的个体化、体能化、简单-片段化、标准化等特征，难以体现体育项目、体育教学所应有的内容及相关素养，甚至难以反映真正的体育运动能力；体育课程不能“教什么，考什么”，是制约这门课程应试化及纳入中高考的结构性因素。 相似文献
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19.
Kristin Walseth 《Sport, Education and Society》2015,20(3):304-322
Recent years have seen an increase in scholarly attention to minority pupils and their experience of physical education (PE). UK research identifies specific challenges related to Muslim pupils' participation in PE. In Norway, little research has been undertaken on Muslim pupils' experiences in PE, something this paper hopes to redress in part. In particular, it addresses the role and significance of religiosity to their experience of PE. The work is positioned within third-wave feminism; as such it aims to be sensitive to issues of cultural and religious diversity. The study is based on life-history interviews with 21 Muslim girls aged between 16 and 25. All the girls had attended PE lessons at school, mostly in mixed-gender classes, but with some gender-segregated PE as well. In terms of religious affiliation, the girls describe themselves as Muslim, though their degree of religiosity varies. Five wear the hijab. The general picture drawn by the data shows that the Muslim girls enjoy their PE lessons and the majority preferred gender-mixed PE. Religiosity seems to have little influence on Muslim girls' experience of PE, with the exception of swimming lessons and showering facilities. We can understand the objections of some of the girls to gender-mixed PE by looking at the dominance of the male gender, and, as such, their experiences are similar to those of non-Muslim girls. However, objections to gender-mixed swimming classes are best explained by the girls' gendered religious identities and embodied faith. In term of intersectionality, the study shows that different categories dominate in different PE contexts. As such, what Muslim girls make of PE is not always dictated by religiosity. 相似文献
20.
探讨教师因素对体育课中小学和初中学生身体活动水平影响的差异。以上海市284节体育课中小学和初中学生身体活动水平及其任课教师为调查对象,通过测量法、观察法和调查法等分析不同学段体育课中学生身体活动水平、教师教学行为现状及教师因素(包括性别、教龄和教学行为)与体育课中学生身体活动水平的关系。结果显示:小学和初中学生体育课中MVPA时间百分比均未达到50%的课堂时间标准,且两者间无显著差异;小学和初中体育课中教师在教学指导和课堂管理行为上的用时均为最高,小学教师的课堂管理行为和动作示范行为用时显著高于初中教师,而初中教师的教学指导行为和观察行为用时显著高于小学教师;小学和初中体育课中男教师执教班级的MVPA时间百分比均高于女教师,而教龄仅与小学生体育课MVPA时间百分比有显著负相关关系。教师的促进健康行为对小学和初中体育课MVPA时间百分比均有显著正向影响,而观察行为仅对初中生体育课中MVPA时间百分比有显著正向影响。研究表明:教师因素对小学和初中体育课学生身体活动水平影响存在较大差异,今后应针对不同学段学生采取有针对性的干预措施。 相似文献