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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
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Nollaig McEvilly Martine Verheul Matthew Atencio 《British Journal of Sociology of Education》2015,36(6):832-852
This paper focuses on one aspect of a qualitative study concerned with investigating the place and meaning of ‘physical education’ to practitioners and children at three preschools in Scotland. We examine the ways in which the participants engaged with discourses related to physical activity and health in order to construct their subjectivities. Fourteen practitioners and 70 children participated. Research methods employed were observations, interviews with adults, a group drawing and discussion activity with children, and interviews with children. Both the adults’ and children’s talk illustrated the dominance of neoliberal, healthism meanings that position individuals as responsible for their own health. While the children’s talk primarily centred on health as a corporeal notion, the practitioners tended to talk about physical activity and health in both corporeal terms and in relation to the self more holistically. The practitioners also talked about physical activity as a means of regulating children’s behaviour. 相似文献
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This paper reports on one aspect of a study that investigated the place and meaning of ‘physical education’ to practitioners and children at three preschool settings in Scotland. We employed a poststructural type of discourse analysis to examine the developmental discourses the 14 participating practitioners drew on when talking about ‘physical education’ at preschools, during semi-structured interviews. Three main discourses around the notion of developmentalism were identified during analysis of the adults’ interview data: (1) preschool children learn and develop through play; (2) preschool children should have choices and freedom and (3) sometimes more structured activities are needed. The practitioners were heavily invested in developmental ‘truths’ about how preschool children learn and develop. They were in agreement that play is a vital element of preschool education, and that, consequently, children should be provided with opportunities for exploration and making choices. However, they also talked about sometimes ‘needing’ to restrict children's freedom and provide more adult-led activities. Our findings illustrate the strength of developmental discourses at the three settings. We suggest that preschool practitioners, as well as policy-makers and researchers, should critically reflect on the effects of taken-for-granted developmental discourses and move beyond thinking in terms of binaries such as ‘physical education versus play’ or ‘structure versus freedom’. 相似文献
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Ann MacPhail John Halbert Nollaig McEvilly Caroline Hutchinson Ciaran MacDonncha 《Irish Educational Studies》2013,32(1):77-91
Dated and limited research relating to physical education in Ireland has reported that the subject is in crisis, unable to move forward until the fundamental resources of facilities, staffing and time for physical education are significantly improved. As part of a recent national physical education survey carried out in Ireland, data was collected from principals (n=417) and teachers (n=405) to inform discussion on the level of current infrastructure for physical education in post-primary schools. This paper investigates the areas of physical education facilities, time allocation and staffing, as a contribution to the debate on the way forward for physical education at post-primary level, illuminating both issues of policy and practice. 相似文献
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Nollaig McEvilly 《Sport, Education and Society》2015,20(3):340-360
Preschool physical education has not been extensively researched. Furthermore, research in physical activity and physical education rarely seeks young children's perspectives. The current paper focuses on one aspect of a post-structural study concerned with investigating the place and meaning of ‘physical education’ to practitioners and children at three preschool contexts in Scotland. The paper details the research methods employed to investigate the children's perspectives. It aims to encourage and assist other researchers to include young children in qualitative research related to physical education and physical activity. Furthermore, it is proposed that elements of the research approach taken, and methods and resources employed, may be transferable to other contexts, and therefore may assist in engaging other diverse populations in research related to physical education, physical activity and sport. 相似文献
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Nollaig McEvilly Martine Verheul Matthew Atencio Mike Jess 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):278-293
This paper provides an analysis of the discourses associated with physical education in Scotland's Curriculum for Excellence. We implement a poststructural perspective in order to identify the discourses that underpin the physical education sections of the Curriculum for Excellence ‘health and well-being’ documentation. Discourses related to physical activity and health are particularly prominent, along with a related concern with motor skill development. Our focus lies with the ways in which these discourses are likely to be taken up and deployed within Scottish educational establishments. The paper thus explores the ways in which these discourses might ‘work’ to produce specific effects on practitioners and pupils. This involves speculating about how practitioners and students might engage in specific practices relative to these discourses. We conclude that the discourses identified lend themselves to interpretation and negotiation in multiple ways in the context of Scottish physical education, with specific consequences for the experiences and subjectivities of practitioners and children. 相似文献
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