Pub Date : 2023-06-12DOI: 10.1080/00336297.2023.2188600
Emma V Richardson, S. Nagata, C. Hall, Shigeharu Akimoto
{"title":"A Proposition for Cultural Praxis in Critical Disability Studies: A Methodological Design for Inclusive Research","authors":"Emma V Richardson, S. Nagata, C. Hall, Shigeharu Akimoto","doi":"10.1080/00336297.2023.2188600","DOIUrl":"https://doi.org/10.1080/00336297.2023.2188600","url":null,"abstract":"","PeriodicalId":49642,"journal":{"name":"Quest","volume":"454 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73738294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1080/00336297.2023.2185159
Julia Sargent
Inter-disciplinarity and bridging disciplinary boundaries is a practice that scholars often strive for within higher education research. Kinesiology encompasses many aspects such as physical activity, physical education and community. In this article, the two fields of leisure studies and physical education are analyzed as a means to argue that these fields have overlapping messages that are currently being missed within scholarship. Using the theory of boundary crossing, this paper will argue that as a result of missing these current messages, we are at risk of disconnecting education from the social context of leisure. As a result of such analysis, this paper presents conclusions on ways in which research and practice can seek to strengthen the connection between these contexts and open new lines of enquiry that would be fruitful to explore.
{"title":"Two Fields, Overlapping Messages: Investigating the Related Concepts of Leisure Studies and Physical Education","authors":"Julia Sargent","doi":"10.1080/00336297.2023.2185159","DOIUrl":"https://doi.org/10.1080/00336297.2023.2185159","url":null,"abstract":"Inter-disciplinarity and bridging disciplinary boundaries is a practice that scholars often strive for within higher education research. Kinesiology encompasses many aspects such as physical activity, physical education and community. In this article, the two fields of leisure studies and physical education are analyzed as a means to argue that these fields have overlapping messages that are currently being missed within scholarship. Using the theory of boundary crossing, this paper will argue that as a result of missing these current messages, we are at risk of disconnecting education from the social context of leisure. As a result of such analysis, this paper presents conclusions on ways in which research and practice can seek to strengthen the connection between these contexts and open new lines of enquiry that would be fruitful to explore.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"213 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77748445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1080/00336297.2023.2182697
Erhan Devrilmez, P. Ward, Fatih Dervent, Ekrem Yasin Tabak, Ömer Özer
{"title":"A Social Network Analysis of Global Scholarship on Physical Education Content Knowledge","authors":"Erhan Devrilmez, P. Ward, Fatih Dervent, Ekrem Yasin Tabak, Ömer Özer","doi":"10.1080/00336297.2023.2182697","DOIUrl":"https://doi.org/10.1080/00336297.2023.2182697","url":null,"abstract":"","PeriodicalId":49642,"journal":{"name":"Quest","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79162774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1080/00336297.2023.2190032
Jesse L. Germain
ABSTRACT It is no secret that we are a divided society, a polarized nation that appears to take a binary approach to everything. This paper celebrates Dr. Delphine Hanna’s pioneering spirit and challenges readers to reflect on the need for greater understanding and tolerance as we seek to return to a more civil and open-minded society.
{"title":"Pioneering Change: Leading the Way Toward a More Tolerant Society","authors":"Jesse L. Germain","doi":"10.1080/00336297.2023.2190032","DOIUrl":"https://doi.org/10.1080/00336297.2023.2190032","url":null,"abstract":"ABSTRACT It is no secret that we are a divided society, a polarized nation that appears to take a binary approach to everything. This paper celebrates Dr. Delphine Hanna’s pioneering spirit and challenges readers to reflect on the need for greater understanding and tolerance as we seek to return to a more civil and open-minded society.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"38 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74428247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1080/00336297.2023.2188601
{"title":"Motivational Determinants of College Students’ Engagement in Physical Activity: Examination of the Role of Enjoyment, Perceived Competence, and Persistence","authors":"","doi":"10.1080/00336297.2023.2188601","DOIUrl":"https://doi.org/10.1080/00336297.2023.2188601","url":null,"abstract":"","PeriodicalId":49642,"journal":{"name":"Quest","volume":"5 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73102263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1080/00336297.2023.2172436
E. Tsuda, P. Ward, P. Hastie, Insook Kim, Junyoung Kim, Bomna Ko, James D. Ressler, José A. Santiago
{"title":"What Preservice Teachers Know Upon Entering Physical Education Teacher Education Programs","authors":"E. Tsuda, P. Ward, P. Hastie, Insook Kim, Junyoung Kim, Bomna Ko, James D. Ressler, José A. Santiago","doi":"10.1080/00336297.2023.2172436","DOIUrl":"https://doi.org/10.1080/00336297.2023.2172436","url":null,"abstract":"","PeriodicalId":49642,"journal":{"name":"Quest","volume":"248 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76983812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1080/00336297.2023.2180397
G. Engelsrud
ABSTRACT This article takes a phenomenological approach to explore the phenomenon of relaxation as a movement skill. The phenomenological perspective takes inspiration primarily from selected works of Edmund Husserl, Maurice Merleau-Ponty, Samuel Todes, and Kym Maclaren. The author explores the phenomenon of relaxation as a movement skill by analysing three situations: 1) the new-born embracing and being embraced in interpersonal relaxation, 2) the “relaxed attack” approach of elite athletes, and 3) the yogi’s experience of finding relaxation in shavasana (dead man's pose). The analyses draw on the phenomenological framework of Husserl’s concepts of “passivity”, Maclaren’s idea of “letting oneself be” and Todes’ conceptualisation of a spatiotemporal field further illustrates how the body’s unity with the world. The conclusion suggests that relaxation is an ambiguous movement skill, simultaneously an intrinsic part of being alive as a human being, a precondition for all movement capability and an achievement in its own right.
{"title":"A Phenomenological Exploration of Relaxation as a Movement Skill","authors":"G. Engelsrud","doi":"10.1080/00336297.2023.2180397","DOIUrl":"https://doi.org/10.1080/00336297.2023.2180397","url":null,"abstract":"ABSTRACT This article takes a phenomenological approach to explore the phenomenon of relaxation as a movement skill. The phenomenological perspective takes inspiration primarily from selected works of Edmund Husserl, Maurice Merleau-Ponty, Samuel Todes, and Kym Maclaren. The author explores the phenomenon of relaxation as a movement skill by analysing three situations: 1) the new-born embracing and being embraced in interpersonal relaxation, 2) the “relaxed attack” approach of elite athletes, and 3) the yogi’s experience of finding relaxation in shavasana (dead man's pose). The analyses draw on the phenomenological framework of Husserl’s concepts of “passivity”, Maclaren’s idea of “letting oneself be” and Todes’ conceptualisation of a spatiotemporal field further illustrates how the body’s unity with the world. The conclusion suggests that relaxation is an ambiguous movement skill, simultaneously an intrinsic part of being alive as a human being, a precondition for all movement capability and an achievement in its own right.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"76 1","pages":"103 - 118"},"PeriodicalIF":2.8,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85252070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1080/00336297.2022.2153707
J. Denison
ABSTRACT In this paper I explore my burgeoning interest in the work of Bruno Latour in an effort to conceptualize movement skill learning as a complex process involving multiple circulating entities. Drawing from Latour’s (2007) actor-network theory (ANT), my aim is to illustrate how an ANT take on movement skill learning could impact kinesiology as a field through the development of a more holistic approach to the learning of skilled actions that addresses how meaning, movement and matter assemble.
{"title":"Movement, Meaning and Matter: Understanding Skillful Action in Sport","authors":"J. Denison","doi":"10.1080/00336297.2022.2153707","DOIUrl":"https://doi.org/10.1080/00336297.2022.2153707","url":null,"abstract":"ABSTRACT In this paper I explore my burgeoning interest in the work of Bruno Latour in an effort to conceptualize movement skill learning as a complex process involving multiple circulating entities. Drawing from Latour’s (2007) actor-network theory (ANT), my aim is to illustrate how an ANT take on movement skill learning could impact kinesiology as a field through the development of a more holistic approach to the learning of skilled actions that addresses how meaning, movement and matter assemble.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"31 1","pages":"151 - 166"},"PeriodicalIF":2.8,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72849732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1080/00336297.2022.2153708
H. Larsson
ABSTRACT Pedagogies for movement learning have been affected by a gap between natural science and social science. The gap has meant that pedagogy tend to focus relatively more on either product, material context, and normative ways of moving, or process, learners, social context, and non-normative ways of moving. Here, I suggest that philosopher and physicist Karen Barad’s agential realist perspective may offer a theoretical approach that can contribute to enact pedagogies for movement learning that go beyond the gap between “the natural” and “the social.” Such an approach does, however, not entail a “mixture,” or “blending,” of natural and social science theory. Rather, the perspective is based on a particular notion of discursive practice as (re)conceptualized by Barad. This approach is illustrated in the article by an empirical example.
{"title":"Movement Learning: Pedagogy and Agentic Realism","authors":"H. Larsson","doi":"10.1080/00336297.2022.2153708","DOIUrl":"https://doi.org/10.1080/00336297.2022.2153708","url":null,"abstract":"ABSTRACT Pedagogies for movement learning have been affected by a gap between natural science and social science. The gap has meant that pedagogy tend to focus relatively more on either product, material context, and normative ways of moving, or process, learners, social context, and non-normative ways of moving. Here, I suggest that philosopher and physicist Karen Barad’s agential realist perspective may offer a theoretical approach that can contribute to enact pedagogies for movement learning that go beyond the gap between “the natural” and “the social.” Such an approach does, however, not entail a “mixture,” or “blending,” of natural and social science theory. Rather, the perspective is based on a particular notion of discursive practice as (re)conceptualized by Barad. This approach is illustrated in the article by an empirical example.","PeriodicalId":49642,"journal":{"name":"Quest","volume":"296 1","pages":"136 - 150"},"PeriodicalIF":2.8,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73045926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1080/00336297.2023.2181830
J. Denison, P. Markula
Across the world participation in physical activity spans a wide-variety of populations all with diverse backgrounds, needs and interests. This includes physical education in schools, sport in clubs, fitness in gyms and dance in studios as well as any number of outdoor pursuits and related leisure activities. Central to individuals’ participation in these varied physical activity forms, expressions and modes is some degree of movement competency. Unsurprisingly, therefore, movement skill learning has become an important area of inquiry for kinesiology scholars across a range of disciplines. Traditionally movement skill learning has been framed within kinesiology as a cognitive process studied primarily under lab-based or experimental conditions. As a result, skill acquisition has been predominantly defined by three common classification systems: the size of the movement, its beginning and end points and the stability of the environment (Schmidt & Wrisberg, 2004). Identifying the size of a movement and the primary musculature involved helps determine if a skill is a gross motor skill (downhill skiing) or a fine motor skill (wrist flick on a throw). Identifying the start and endpoints of a movement helps define the motor skill as discrete (a jump shot) or continuous (running). And identifying a skill based on the stability of the environment where it is being executed defines it as open (playing soccer) or closed (throwing darts). Given these classification systems, researchers began to propose a number of models to explain how learners moved through the process of learning a movement skill. Fitts and Posner (1967), as one of the earliest examples, suggested a three-stage model of skill acquisition. They argued that learners begin in a cognitive stage where their focus is simply to understand the movement problem before them and how they might solve it. After some practice, learners should progress to the associative stage in order to connect the movement they are attempting to learn in step with any emerging environmental demands. Finally, learners should reach the autonomous stage where the skill they have been learning is now something they can execute automatically. A further influence with respect to how movement skill learning has been studied within kinesiology has come from the natural sciences where the hallmarks of good research are grounded in realism: the idea that true knowledge is founded on direct observation of objects, bodies, and/or natural phenomena in controlled, objective laboratory conditions. Biomechanics, for example, drew from engineering principles to analyze biological systems, structures and functions that explained human movement as the result of a series of levers and pulleys. Exercise physiology emerged from the new anatomists who examined how bodies move by dissecting static cadavers. Mathematical laws were also applied to the body
{"title":"Social Theory and Movement Skill Learning in Kinesiology","authors":"J. Denison, P. Markula","doi":"10.1080/00336297.2023.2181830","DOIUrl":"https://doi.org/10.1080/00336297.2023.2181830","url":null,"abstract":"Across the world participation in physical activity spans a wide-variety of populations all with diverse backgrounds, needs and interests. This includes physical education in schools, sport in clubs, fitness in gyms and dance in studios as well as any number of outdoor pursuits and related leisure activities. Central to individuals’ participation in these varied physical activity forms, expressions and modes is some degree of movement competency. Unsurprisingly, therefore, movement skill learning has become an important area of inquiry for kinesiology scholars across a range of disciplines. Traditionally movement skill learning has been framed within kinesiology as a cognitive process studied primarily under lab-based or experimental conditions. As a result, skill acquisition has been predominantly defined by three common classification systems: the size of the movement, its beginning and end points and the stability of the environment (Schmidt & Wrisberg, 2004). Identifying the size of a movement and the primary musculature involved helps determine if a skill is a gross motor skill (downhill skiing) or a fine motor skill (wrist flick on a throw). Identifying the start and endpoints of a movement helps define the motor skill as discrete (a jump shot) or continuous (running). And identifying a skill based on the stability of the environment where it is being executed defines it as open (playing soccer) or closed (throwing darts). Given these classification systems, researchers began to propose a number of models to explain how learners moved through the process of learning a movement skill. Fitts and Posner (1967), as one of the earliest examples, suggested a three-stage model of skill acquisition. They argued that learners begin in a cognitive stage where their focus is simply to understand the movement problem before them and how they might solve it. After some practice, learners should progress to the associative stage in order to connect the movement they are attempting to learn in step with any emerging environmental demands. Finally, learners should reach the autonomous stage where the skill they have been learning is now something they can execute automatically. A further influence with respect to how movement skill learning has been studied within kinesiology has come from the natural sciences where the hallmarks of good research are grounded in realism: the idea that true knowledge is founded on direct observation of objects, bodies, and/or natural phenomena in controlled, objective laboratory conditions. Biomechanics, for example, drew from engineering principles to analyze biological systems, structures and functions that explained human movement as the result of a series of levers and pulleys. Exercise physiology emerged from the new anatomists who examined how bodies move by dissecting static cadavers. Mathematical laws were also applied to the body","PeriodicalId":49642,"journal":{"name":"Quest","volume":"1 1","pages":"97 - 102"},"PeriodicalIF":2.8,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86356635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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