Pub Date : 2024-09-25DOI: 10.1177/1356336x241279378
Jeffrey Giles, Dawn Penney, Justen O’Connor
Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004 ) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE teachers had in articulating meanings and representations of ability in PE in their curriculum, pedagogy and assessment practices. Findings illustrated a tendency for many teachers to privilege a performative view of ability and focus on the physical domain in discussing ability in PE. While some teachers made reference to skills and dispositions beyond this domain, data affirmed the dominance of narrow conceptualisations of ability in PE and pointed to limited understandings of how broad, fluid and inclusive notions of ability may be embedded in curriculum design, pedagogy and assessment practices. Summative assessment was the most frequent aspect of practice referred to in teachers’ explanations of how understanding of ability was expressed in their practice. The study points to the importance of professional learning and initial teacher education directing attention to ability as a focus for advancing equitable practices in PE and the need for further research exploring enactments of ability.
{"title":"Ability in physical education – No, I can’t discuss it! Insights from lower secondary physical education teachers in Western Australia","authors":"Jeffrey Giles, Dawn Penney, Justen O’Connor","doi":"10.1177/1356336x241279378","DOIUrl":"https://doi.org/10.1177/1356336x241279378","url":null,"abstract":"Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004 ) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE teachers had in articulating meanings and representations of ability in PE in their curriculum, pedagogy and assessment practices. Findings illustrated a tendency for many teachers to privilege a performative view of ability and focus on the physical domain in discussing ability in PE. While some teachers made reference to skills and dispositions beyond this domain, data affirmed the dominance of narrow conceptualisations of ability in PE and pointed to limited understandings of how broad, fluid and inclusive notions of ability may be embedded in curriculum design, pedagogy and assessment practices. Summative assessment was the most frequent aspect of practice referred to in teachers’ explanations of how understanding of ability was expressed in their practice. The study points to the importance of professional learning and initial teacher education directing attention to ability as a focus for advancing equitable practices in PE and the need for further research exploring enactments of ability.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"24 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142321546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-19DOI: 10.1177/1356336x241279380
Marta Oliver-Álvarez, Víctor Pérez-Samaniego, Carmen Peiró-Velert, Javier Monforte
This article conceptualises narrative pedagogy and surveys the literature investigating its use in sport, physical education teacher education and physical education. A scoping review informed by Arksey and O’Malley’s (2005) five-stage framework resulted in the consideration of 13 relevant studies. The following questions were explored: Who conducted these studies? Where and when were these conducted? Why did the authors choose to use narrative pedagogy? How did they do it? Which topics were addressed in the studies? In answering these questions and discussing the answers, this article contributes to mapping the existing literature and identifying gaps for future pedagogical opportunities. It is highlighted that narrative researchers can maximise the social impact of narrative inquiry by translating their findings into narrative pedagogy interventions. The incorporation of new storytelling strategies is suggested as a means to advance the future of narrative pedagogy.
{"title":"Narrative pedagogy in sport, PETE, and physical education: A scoping review","authors":"Marta Oliver-Álvarez, Víctor Pérez-Samaniego, Carmen Peiró-Velert, Javier Monforte","doi":"10.1177/1356336x241279380","DOIUrl":"https://doi.org/10.1177/1356336x241279380","url":null,"abstract":"This article conceptualises narrative pedagogy and surveys the literature investigating its use in sport, physical education teacher education and physical education. A scoping review informed by Arksey and O’Malley’s (2005) five-stage framework resulted in the consideration of 13 relevant studies. The following questions were explored: Who conducted these studies? Where and when were these conducted? Why did the authors choose to use narrative pedagogy? How did they do it? Which topics were addressed in the studies? In answering these questions and discussing the answers, this article contributes to mapping the existing literature and identifying gaps for future pedagogical opportunities. It is highlighted that narrative researchers can maximise the social impact of narrative inquiry by translating their findings into narrative pedagogy interventions. The incorporation of new storytelling strategies is suggested as a means to advance the future of narrative pedagogy.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"4 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-19DOI: 10.1177/1356336x241280841
Jan Mustell
Teaching approaches in ball games in school physical education (PE) have traditionally focused on technical proficiency. Technical approaches have been criticised for being teacher-centred, exclusive, and lacking meaning. Game-based approaches (GBAs) have been presented as an alternative way to teach ball games. Employing GBAs is, however, not without challenges. Scholars have pointed to teachers’ limited content knowledge of games, their poor understanding of GBAs, and cultural expectations of ball games as factors that constrain teachers’ work with GBAs. The aim of this article is to provide an understanding of how beginning teachers describe ball games as a pedagogic practice in Swedish PE. Semi-structured interviews were conducted with 12 beginning teachers who had graduated from two physical education teacher education (PETE) institutions. Bernstein's concepts of classification and framing were used to analyse the teachers’ descriptions of pedagogic practice. The findings illustrate how the classification of ball games knowledge varies. Some of the beginning teachers aimed to develop pupils’ understanding of games while others instead used ball games as a means for developing general movement capability or cooperation. Ball games teaching was characterised by a combination of GBAs and technical approaches. The influence of competitive sport outside of school was seen as a challenge, and the beginning teachers used strong framing and different teaching strategies combined with assessment to manage this challenge. The findings raise questions about ball games education in PETE in relation to specific national contexts.
学校体育（PE）中的球类教学方法历来侧重于技术熟练程度。技术教学法因以教师为中心、排他性和缺乏意义而受到批评。以游戏为基础的教学法（GBAs）被认为是球类教学的另一种方法。然而，采用游戏教学法并非没有挑战。有学者指出，教师对游戏内容的了解有限，对游戏教学法的理解不深，以及文化上对球类游戏的期望，都是制约教师使用游戏教学法的因素。本文旨在了解初任教师是如何将球类游戏描述为瑞典体育教学实践的。我们对 12 名毕业于两所体育师范教育（PETE）院校的新教师进行了半结构式访谈。伯恩斯坦的分类和框架概念被用来分析教师们对教学实践的描述。研究结果表明，对球类运动知识的分类各有不同。一些初任教师旨在培养学生对游戏的理解，而另一些教师则将球类游戏作为培养一般运动能力或合作能力的一种手段。球类教学的特点是综合运用一般能力培养和技术方法。校外竞技体育的影响被视为一种挑战，初任教师采用了强有力的框架和不同的教学策略，并结合评估来应对这一挑战。研究结果提出了与具体国情有关的 PETE 球类运动教育问题。
{"title":"Beginning teachers’ descriptions of ball games as pedagogic practice in Swedish physical education","authors":"Jan Mustell","doi":"10.1177/1356336x241280841","DOIUrl":"https://doi.org/10.1177/1356336x241280841","url":null,"abstract":"Teaching approaches in ball games in school physical education (PE) have traditionally focused on technical proficiency. Technical approaches have been criticised for being teacher-centred, exclusive, and lacking meaning. Game-based approaches (GBAs) have been presented as an alternative way to teach ball games. Employing GBAs is, however, not without challenges. Scholars have pointed to teachers’ limited content knowledge of games, their poor understanding of GBAs, and cultural expectations of ball games as factors that constrain teachers’ work with GBAs. The aim of this article is to provide an understanding of how beginning teachers describe ball games as a pedagogic practice in Swedish PE. Semi-structured interviews were conducted with 12 beginning teachers who had graduated from two physical education teacher education (PETE) institutions. Bernstein's concepts of classification and framing were used to analyse the teachers’ descriptions of pedagogic practice. The findings illustrate how the classification of ball games knowledge varies. Some of the beginning teachers aimed to develop pupils’ understanding of games while others instead used ball games as a means for developing general movement capability or cooperation. Ball games teaching was characterised by a combination of GBAs and technical approaches. The influence of competitive sport outside of school was seen as a challenge, and the beginning teachers used strong framing and different teaching strategies combined with assessment to manage this challenge. The findings raise questions about ball games education in PETE in relation to specific national contexts.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"21 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142306439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-26DOI: 10.1177/1356336x241269654
Natalia Organista, Zuzanna Mazur, Tim Fletcher
Many studies indicate that the teaching profession is influenced by social, cultural, economic, and political forces. In this article, we used Standing's theory of precarity to explore economic, social, and political challenges experienced by Polish physical education (PE) teachers. The purpose of this research was to explore the working conditions and perceptions of the profession among Polish upper-secondary school PE teachers. Data were collected using in-depth interviews with 37 participants and analyzed using a blended approach (i.e. inductive–deductive). The findings showed that PE teachers experienced difficulties associated with the marginalization of their work and manifestations of precarity typical for all teachers in Poland, namely poor working arrangements. PE teachers declared feelings of anomie and alienation as a result of uncertainty and, at times, anger, mainly due to the political factors affecting their work. Thus, this research also presented the direct entanglement of PE teachers in national-level politics. Participants expressed feeling powerless, out of control, and not prepared for the ongoing changes resulting from the political context in which they found themselves. The utilization of Standing's theory highlighted how neoliberal practices concerning the labour market reinforced the challenges faced by PE teachers, diminished the prestige of the teaching profession as a whole, and impacted the attitudes of PE teachers towards their work. Further, this research confirmed that the experience of precarity can be highly heterogeneous, underscoring the importance of examining local contexts to understand the complexity of the precarization process in education.
{"title":"Towards precarity? The occupational situation of physical education teachers in Poland","authors":"Natalia Organista, Zuzanna Mazur, Tim Fletcher","doi":"10.1177/1356336x241269654","DOIUrl":"https://doi.org/10.1177/1356336x241269654","url":null,"abstract":"Many studies indicate that the teaching profession is influenced by social, cultural, economic, and political forces. In this article, we used Standing's theory of precarity to explore economic, social, and political challenges experienced by Polish physical education (PE) teachers. The purpose of this research was to explore the working conditions and perceptions of the profession among Polish upper-secondary school PE teachers. Data were collected using in-depth interviews with 37 participants and analyzed using a blended approach (i.e. inductive–deductive). The findings showed that PE teachers experienced difficulties associated with the marginalization of their work and manifestations of precarity typical for all teachers in Poland, namely poor working arrangements. PE teachers declared feelings of anomie and alienation as a result of uncertainty and, at times, anger, mainly due to the political factors affecting their work. Thus, this research also presented the direct entanglement of PE teachers in national-level politics. Participants expressed feeling powerless, out of control, and not prepared for the ongoing changes resulting from the political context in which they found themselves. The utilization of Standing's theory highlighted how neoliberal practices concerning the labour market reinforced the challenges faced by PE teachers, diminished the prestige of the teaching profession as a whole, and impacted the attitudes of PE teachers towards their work. Further, this research confirmed that the experience of precarity can be highly heterogeneous, underscoring the importance of examining local contexts to understand the complexity of the precarization process in education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"4 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-21DOI: 10.1177/1356336x241269612
Sanga Yun, Timo Jaakkola, Mikko Huhtiniemi, Arto Gråstén, Junhyuk Park, Sami Yli-Piipari
Self-determination theory (SDT) is a compelling framework for understanding the psychological environment and explaining human motivation. This is especially crucial in school physical education (PE), given that the psychological environment within PE has been demonstrated to be closely related to the formation of physical activity motivation and behaviors. Advancing current knowledge and implementing a longitudinal approach, the aim of this study was, first, to investigate longitudinal changes in psychological needs and motivational regulation, and second, to examine the role of needs in the development of motivational regulation among PE students. A sample of 1148 Finnish adolescents (583 girls, 565 boys, Mage= 11.27 ± 0.32) participated in annual assessments three times. A latent growth model analysis was used to examine the longitudinal associations between the outcome variables, namely psychological needs and motivational regulation. The results indicated that needs satisfaction (α2 range −0.20[0.03] to −0.06[0.02]), intrinsic motivation (α2 = −0.38[0.03]), and identified regulation (α2 = −0.19[0.03]) declined, whereas external regulation (α2 = 0.16[0.02]) and amotivation (α2 = 0.09[0.02]) increased. Furthermore, the results demonstrated that psychological needs significantly predicted autonomous forms of motivational regulation (intrinsic motivation R2 = 0.72[0.13]; identified regulation R2 = 0.69[0.20]). Conversely, positive changes in autonomy (β = −0.29[0.13]) and relatedness (β = −0.45[0.22]) accounted for the negative changes in amotivation ( R2 = 0.62[0.22]). In conclusion, the findings of the study corroborated the central postulations of SDT, providing empirical evidence of the importance of psychological needs in the development of motivation in PE.
{"title":"Psychological needs satisfaction in physical education predicts a positive development of motivation in early adolescence: A latent growth modeling study","authors":"Sanga Yun, Timo Jaakkola, Mikko Huhtiniemi, Arto Gråstén, Junhyuk Park, Sami Yli-Piipari","doi":"10.1177/1356336x241269612","DOIUrl":"https://doi.org/10.1177/1356336x241269612","url":null,"abstract":"Self-determination theory (SDT) is a compelling framework for understanding the psychological environment and explaining human motivation. This is especially crucial in school physical education (PE), given that the psychological environment within PE has been demonstrated to be closely related to the formation of physical activity motivation and behaviors. Advancing current knowledge and implementing a longitudinal approach, the aim of this study was, first, to investigate longitudinal changes in psychological needs and motivational regulation, and second, to examine the role of needs in the development of motivational regulation among PE students. A sample of 1148 Finnish adolescents (583 girls, 565 boys, M<jats:sub>age</jats:sub> <jats:sub> </jats:sub>= 11.27 ± 0.32) participated in annual assessments three times. A latent growth model analysis was used to examine the longitudinal associations between the outcome variables, namely psychological needs and motivational regulation. The results indicated that needs satisfaction (α<jats:sub>2</jats:sub> range −0.20[0.03] to −0.06[0.02]), intrinsic motivation (α<jats:sub>2 </jats:sub>= −0.38[0.03]), and identified regulation (α<jats:sub>2 </jats:sub>= −0.19[0.03]) declined, whereas external regulation (α<jats:sub>2 </jats:sub>= 0.16[0.02]) and amotivation (α<jats:sub>2 </jats:sub>= 0.09[0.02]) increased. Furthermore, the results demonstrated that psychological needs significantly predicted autonomous forms of motivational regulation (intrinsic motivation R<jats:sup>2 </jats:sup>= 0.72[0.13]; identified regulation R<jats:sup>2 </jats:sup>= 0.69[0.20]). Conversely, positive changes in autonomy (β = −0.29[0.13]) and relatedness (β = −0.45[0.22]) accounted for the negative changes in amotivation ( R<jats:sup>2 </jats:sup>= 0.62[0.22]). In conclusion, the findings of the study corroborated the central postulations of SDT, providing empirical evidence of the importance of psychological needs in the development of motivation in PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"97 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142021866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-06DOI: 10.1177/1356336x241268361
Cory Dixon, Mara Simon, Korey Boyd
Disproportionate rates of poverty among Black and Latine populations in the United States exemplify material consequences and ideological meritocracies of systemic racism. While education is often touted as a way to escape poverty, legacies of racism, classism, and ableism embedded within higher education and physical education teacher education (PETE) confront Black and Latine undergraduates directly, forcing them to navigate additional emotional and social barriers. We examined how Black and Latine pre-service physical education (PE) teachers enrolled in predominantly white institutions faced specific hurdles and/or barriers to teacher licensure along with material consequences of classism and ableism. We used qualitative visual inquiry, including narrative-based, semi-structured, and conversational interviews, and photo elicitation. We analyzed data deductively using intersectional Critical Race Theory. The first theme highlights a collective narrative of socioeconomic status’ bounding role in participants’ PETE stories, evidencing potential disruptions to successful teacher licensure. We then shift focus to share the stories of four Black and Latine pre-service PE teachers with learning disabilities. Participants highlighted a discourse of meritocracy, where academic accommodations were perceived as “advantages,” overlapping with institutional neoliberalism that ignores systemic oppression for poor and working-class pre-service PE teachers with and without learning disabilities. Participants’ narratives highlight systematic patterns of marginalization related directly to socioeconomic status and learning ability that PETE faculty and administrators are responsible for addressing.
美国黑人和拉丁裔人口中不成比例的贫困率体现了系统性种族主义的物质后果和意识形态上的功利主义。虽然教育经常被吹捧为摆脱贫困的一种途径，但高等教育和体育师范教育（PETE）中的种族主义、阶级歧视和能力歧视的遗留问题直接影响着黑人和拉丁裔大学生，迫使他们在情感和社会方面遇到更多障碍。我们研究了在白人占主导地位的院校就读的黑人和拉丁裔职前体育教师如何面对教师执照的具体障碍和/或壁垒，以及阶级歧视和能力歧视的物质后果。我们采用了定性视觉调查方法，包括叙事式、半结构式和对话式访谈以及照片征集。我们采用交叉批判种族理论对数据进行了演绎分析。第一个主题强调了社会经济地位在参与者的 PETE 故事中的约束作用，证明了成功获得教师执照的潜在障碍。然后，我们转移焦点，分享四位有学习障碍的黑人和拉丁裔职前体育教师的故事。参与者强调了一种唯才是举的论调，在这种论调中，学术便利被视为 "优势"，这与体制性的新自由主义相重叠，而新自由主义忽视了对有学习障碍或没有学习障碍的贫困和工人阶级职前体育教师的系统性压迫。参与者的叙述凸显了与社会经济地位和学习能力直接相关的系统性边缘化模式，而体育教师培训学院的教师和管理人员有责任解决这些问题。
{"title":"Meritocracy and material consequences at the intersection of race, class, and disability for pre-service PE teachers","authors":"Cory Dixon, Mara Simon, Korey Boyd","doi":"10.1177/1356336x241268361","DOIUrl":"https://doi.org/10.1177/1356336x241268361","url":null,"abstract":"Disproportionate rates of poverty among Black and Latine populations in the United States exemplify material consequences and ideological meritocracies of systemic racism. While education is often touted as a way to escape poverty, legacies of racism, classism, and ableism embedded within higher education and physical education teacher education (PETE) confront Black and Latine undergraduates directly, forcing them to navigate additional emotional and social barriers. We examined how Black and Latine pre-service physical education (PE) teachers enrolled in predominantly white institutions faced specific hurdles and/or barriers to teacher licensure along with material consequences of classism and ableism. We used qualitative visual inquiry, including narrative-based, semi-structured, and conversational interviews, and photo elicitation. We analyzed data deductively using intersectional Critical Race Theory. The first theme highlights a collective narrative of socioeconomic status’ bounding role in participants’ PETE stories, evidencing potential disruptions to successful teacher licensure. We then shift focus to share the stories of four Black and Latine pre-service PE teachers with learning disabilities. Participants highlighted a discourse of meritocracy, where academic accommodations were perceived as “advantages,” overlapping with institutional neoliberalism that ignores systemic oppression for poor and working-class pre-service PE teachers with and without learning disabilities. Participants’ narratives highlight systematic patterns of marginalization related directly to socioeconomic status and learning ability that PETE faculty and administrators are responsible for addressing.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"75 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141899514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-22DOI: 10.1177/1356336x241254668
Matthew D Curtner-Smith, Andrew Theodoulides, Anne Chappell, Elizabeth Harris, Gary D Kinchin
The purpose of this study was to describe the acculturation of six British physical education (PE) preservice teachers (PSTs). The research questions we sought to answer were: (a) What were the PSTs’ values, beliefs, and perspectives regarding PE? and (b) What factors shaped the PSTs’ values, beliefs, and perspectives during their acculturation? We collected data with three types of formal interviewing and employed standard interpretive techniques to reduce the data to themes. Key findings were that the PSTs aspired to a career teaching secondary PE, possessed a balanced orientation to teaching curricular PE and coaching extracurricular sport, and espoused a mostly traditional multi-activity curriculum that was dominated by sport. The main attractors to a career in PE were the opportunity to maintain a connection with sport and working with youth. The key shaper of the PSTs’ perspectives was their apprenticeships of observation. These findings should aid sport pedagogy faculty in their efforts to produce stronger initial teacher education programs.
{"title":"“I want kids to have the same feeling as I do towards physical activity”: Acculturation of British preservice physical education teachers","authors":"Matthew D Curtner-Smith, Andrew Theodoulides, Anne Chappell, Elizabeth Harris, Gary D Kinchin","doi":"10.1177/1356336x241254668","DOIUrl":"https://doi.org/10.1177/1356336x241254668","url":null,"abstract":"The purpose of this study was to describe the acculturation of six British physical education (PE) preservice teachers (PSTs). The research questions we sought to answer were: (a) What were the PSTs’ values, beliefs, and perspectives regarding PE? and (b) What factors shaped the PSTs’ values, beliefs, and perspectives during their acculturation? We collected data with three types of formal interviewing and employed standard interpretive techniques to reduce the data to themes. Key findings were that the PSTs aspired to a career teaching secondary PE, possessed a balanced orientation to teaching curricular PE and coaching extracurricular sport, and espoused a mostly traditional multi-activity curriculum that was dominated by sport. The main attractors to a career in PE were the opportunity to maintain a connection with sport and working with youth. The key shaper of the PSTs’ perspectives was their apprenticeships of observation. These findings should aid sport pedagogy faculty in their efforts to produce stronger initial teacher education programs.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"79 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141736856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-22DOI: 10.1177/1356336x241260245
Martyn Rothwell, Øyvind Bjerke, Ben William Strafford, Tim Robinson, Craig Haslingden, Martina Navarro, Keith Davids
Many places and locations for physical education, and the associated pedagogies, limit the enrichment of the individual–environment system. Strengthening this relationship can provide children and youth with greater functionality to navigate a diverse range of environments more effectively, leading to a positive relationship with sport and physical activity across the lifespan. The purpose of this position paper is to draw attention to the role that environmental constraints play in shaping the relationship between places, locations, and pedagogical practice in physical education. More specifically, we demonstrate how the design of spaces for physical education, and movement competencies more generally, emerges under political, historical, cultural, and socioeconomic factors. Ecological dynamics is presented as an explanatory framework to position the concept of open spaces as a means of enriching individual–environment interactions via guided discovery and exploratory behaviour. In unpacking these key concepts, we highlight innovative approaches to the design of open spaces for physical activity and sport, exemplified by the Skills Garden and PLAYCE initiatives. To move beyond the theoretical arguments presented in this article, we encourage practitioners and applied scientists to collaborate and integrate sub-disciplines, applied ideas, and research methods to re-imagine the design of spaces for learning. To take full advantage of redesigned spaces in strengthening the individual–environment system, practitioners need to adopt a model of physical education that complements these contemporary learning spaces.
{"title":"Re-imagining performance spaces and locations in ecological dynamics: Implications for pedagogical practices in physical education","authors":"Martyn Rothwell, Øyvind Bjerke, Ben William Strafford, Tim Robinson, Craig Haslingden, Martina Navarro, Keith Davids","doi":"10.1177/1356336x241260245","DOIUrl":"https://doi.org/10.1177/1356336x241260245","url":null,"abstract":"Many places and locations for physical education, and the associated pedagogies, limit the enrichment of the individual–environment system. Strengthening this relationship can provide children and youth with greater functionality to navigate a diverse range of environments more effectively, leading to a positive relationship with sport and physical activity across the lifespan. The purpose of this position paper is to draw attention to the role that environmental constraints play in shaping the relationship between places, locations, and pedagogical practice in physical education. More specifically, we demonstrate how the design of spaces for physical education, and movement competencies more generally, emerges under political, historical, cultural, and socioeconomic factors. Ecological dynamics is presented as an explanatory framework to position the concept of open spaces as a means of enriching individual–environment interactions via guided discovery and exploratory behaviour. In unpacking these key concepts, we highlight innovative approaches to the design of open spaces for physical activity and sport, exemplified by the Skills Garden and PLAYCE initiatives. To move beyond the theoretical arguments presented in this article, we encourage practitioners and applied scientists to collaborate and integrate sub-disciplines, applied ideas, and research methods to re-imagine the design of spaces for learning. To take full advantage of redesigned spaces in strengthening the individual–environment system, practitioners need to adopt a model of physical education that complements these contemporary learning spaces.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"92 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141736858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-31DOI: 10.1177/1356336x241256866
Matthew Berkshire, James Mason, Jack Hardwicke
Physical education (PE) has long been contested as various discourses compete and conflict on what the subject is and what its purpose ought to be. Within these discussions, less attention has been placed on student accounts of the purpose of compulsory secondary school PE in England, and on the meanings constructed based on experiences of the subject. Therefore, this study sought to build on and extend the insights in this area from the student perspective. Drawing on data generated through six focus groups with 27 students, aged between 11 and 14, we show the obdurate nature of dominant sport discourses within PE in England. The meaning and purpose of PE were largely constructed as sport and positive experiences of PE came mostly from students who enjoyed and participated in sport. PE-as-sport was reported to broadly, and sometimes negatively, influence student experiences based on ability, gender and through lack of choice and autonomy within the subject. We do not conclude with clear ‘practical’ recommendations for change in practice, but instead suggest a continued focus on critically questioning the role of sport in PE amongst practitioners and researchers is necessary.
{"title":"The continuity of PE-as-sport: Exploring secondary school students' accounts of the meaning and purpose of physical education in England","authors":"Matthew Berkshire, James Mason, Jack Hardwicke","doi":"10.1177/1356336x241256866","DOIUrl":"https://doi.org/10.1177/1356336x241256866","url":null,"abstract":"Physical education (PE) has long been contested as various discourses compete and conflict on what the subject is and what its purpose ought to be. Within these discussions, less attention has been placed on student accounts of the purpose of compulsory secondary school PE in England, and on the meanings constructed based on experiences of the subject. Therefore, this study sought to build on and extend the insights in this area from the student perspective. Drawing on data generated through six focus groups with 27 students, aged between 11 and 14, we show the obdurate nature of dominant sport discourses within PE in England. The meaning and purpose of PE were largely constructed as sport and positive experiences of PE came mostly from students who enjoyed and participated in sport. PE-as-sport was reported to broadly, and sometimes negatively, influence student experiences based on ability, gender and through lack of choice and autonomy within the subject. We do not conclude with clear ‘practical’ recommendations for change in practice, but instead suggest a continued focus on critically questioning the role of sport in PE amongst practitioners and researchers is necessary.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"53 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141185309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-25DOI: 10.1177/1356336x241257455
Déirdre Ní Chróinín, Melissa Parker, Maura Coulter, Tony Sweeney
Primary physical education lags behind student voice developments in research and practice internationally ( Gillett-Swan and Baroutsis, 2023 ) and in post-primary physical education ( Howley and O'Sullivan, 2021 ; Iannucci and Parker, 2022a ). Furthermore, evidence is lacking on how to guide primary teachers learning to implement student voice pedagogies in physical education successfully. This research begins to fill this gap by focusing on the research question: What direction can be taken from primary teachers’ experiences of learning to enact student voice in physical education? Insight on what mattered in teachers’ learning to enact student voice can guide how to promote student voice pedagogies as everyday primary physical education pedagogies. Within a professional learning community ( n = 10), nine primary teachers enacted student voice pedagogical strategies over a six-month period. Data sources included recordings of monthly collective meetings with teachers ( n = 7), mid-point ( n = 4) and/or end-point ( n = 6) individual interviews with the teachers, blog posts ( n = 2), conference presentations ( n = 2), and three focus groups with children ( n = 12). Drawing on teachers’ and children's experiences, a roadmap for teachers getting started with enactment of student voice pedagogies is presented with attention to: starting small, starting smart, and not stopping. Teachers valued the outcomes of enactment of student voice pedagogies for the children in their classes in ways that changed their teaching approaches and sustained their commitment to student voice pedagogies. The roadmap presented can be used to support teachers learning how to enact student voice as an everyday pedagogy in primary physical education.
{"title":"Teachers learning to use student voice in primary physical education – ready, steady, go!","authors":"Déirdre Ní Chróinín, Melissa Parker, Maura Coulter, Tony Sweeney","doi":"10.1177/1356336x241257455","DOIUrl":"https://doi.org/10.1177/1356336x241257455","url":null,"abstract":"Primary physical education lags behind student voice developments in research and practice internationally ( Gillett-Swan and Baroutsis, 2023 ) and in post-primary physical education ( Howley and O'Sullivan, 2021 ; Iannucci and Parker, 2022a ). Furthermore, evidence is lacking on how to guide primary teachers learning to implement student voice pedagogies in physical education successfully. This research begins to fill this gap by focusing on the research question: What direction can be taken from primary teachers’ experiences of learning to enact student voice in physical education? Insight on what mattered in teachers’ learning to enact student voice can guide how to promote student voice pedagogies as everyday primary physical education pedagogies. Within a professional learning community ( n = 10), nine primary teachers enacted student voice pedagogical strategies over a six-month period. Data sources included recordings of monthly collective meetings with teachers ( n = 7), mid-point ( n = 4) and/or end-point ( n = 6) individual interviews with the teachers, blog posts ( n = 2), conference presentations ( n = 2), and three focus groups with children ( n = 12). Drawing on teachers’ and children's experiences, a roadmap for teachers getting started with enactment of student voice pedagogies is presented with attention to: starting small, starting smart, and not stopping. Teachers valued the outcomes of enactment of student voice pedagogies for the children in their classes in ways that changed their teaching approaches and sustained their commitment to student voice pedagogies. The roadmap presented can be used to support teachers learning how to enact student voice as an everyday pedagogy in primary physical education.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"5 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141098009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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