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- Barker, Dean, 1977, et al.
(författare)
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Learning through group work in physical education: a symbolic interactionist approach
- 2015
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Ingår i: Sport Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 20:5, s. 604-623
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Tidskriftsartikel (refereegranskat)abstract
- In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in interactional learning. This is surprising given that much learning in PE is expected to take place in the physical domain. The aim of this paper is to contribute to current theorizing by examining social interactions in PE practice. By drawing on symbolic interactionist theory, we put forward a framework for considering how inter-student interactions occur in a multimodal sense. Key ideas relate to (1) the sequential organization of interactions; (2) the ways in which semiotic resources in different fields are used to elaborate each other; (3) the importance of interpretation as a driver of interaction; (4) the creation of local environments in which participants attend to and work together within a shared world of perception; and (5) the influence of material environments on social interaction. The specific concepts employed are epistemic ecology, epistemic position, and learning trajectory. The paper includes observational data from an investigation of learning in Swedish PE to demonstrate the explanatory power and limitations of the theoretical tenets presented. The paper is concluded with practical implications of understanding group work in a multimodal manner.
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| 2. |
- Leirhaug, Petter E., et al.
(författare)
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‘The grade alone provides no learning’: Investigating assessment literacy among Norwegian physical education teachers
- 2016
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Ingår i: Asia-Pacific Journal of Health, Sport and Physical Education. - : Informa UK Limited. - 1837-7122 .- 1837-7130. ; 7:1, s. 21-36
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Tidskriftsartikel (refereegranskat)abstract
- © 2016 Australian Council for Health, Physical Education and Recreation.This paper explores the four inter-dependent elements of assessment literacy proposed by Hay and Penney [(2013). Assessment in physical education. A sociocultural perspective. New York: Routledge]-assessment comprehension, assessment application, assessment interpretation and critical engagement with assessment. More specific, the study reported in this paper addresses how Norwegian physical education teachers reflected assessment literacy in descriptions and discussions of their assessment practice. Twentythree physical education teachers from six upper secondary schools in Norway participated in focus groups. Analysis and discussion are informed by the four elements of assessment literacy. Findings demonstrate a general need to enhance assessment literacy among the teachers, with particular focus on dialogue with students and critical engagement with assessment. Acknowledging assessment literacy as an ongoing process, the study suggests that it may be more effective to consider ‘preconditions’ than ‘elements’ of assessment literacy for a physical education teacher to be considered as acting assessment literate.
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| 3. |
- Barker, Dean, 1977, et al.
(författare)
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Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis
- 2015
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Ingår i: Physical Education and Sport Pedagogy. - Oxfordshire, United Kingdom : Routledge. - 1740-8989 .- 1742-5786. ; 20:4
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Tidskriftsartikel (refereegranskat)abstract
- Background: Group work is often used in Physical Education (and Health – HPE). In this paper, we propose that despite: (1) its widespread use; (2) advances surrounding HPE models that utilize group strategies; and (3) a significant amount of literature dealing with group work in other school subjects, we do not have a particularly good theoretical understanding of group learning in HPE. Purpose: The purpose of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory that relate to the zone of proximal development (ZPD); namely that in learning situations: (i) group members engage in shared communication; (ii) expert–novice relationships can develop and change during group activities and (iii) constructing knowledge can be thought of as reaching agreement. Participants and setting: Empirical material was generated with eight different HPE classes in lower and upper secondary schools in Sweden. Schools were selected in a way that maximized variation and were distributed across four geographic locations with varying sizes and types of communities. Data collection: Observational material was produced at each of the sites with the use of two cameras: one stationary and the other mobile. Stationary filming maintained a wide-angled focus and captured the entire class. Mobile filming focused on different groups working within the classes. During mobile filming, between two and five students were generally in the frame and filming was directed at sequences in which a group of students worked together on a specific task. Data analysis: Analysis of the data focused on two kinds of incidents. The first comprised a sequence in which two or more students were interacting to complete a task which they could not immediately do and were engaged in collective signification by talking about or doing the activity in mutually compatible ways. These conditions were sufficient in our view to signal the creation of a ZPD. The second kind of incident fulfilled the first criteria but not the second – i.e. the students were interacting but not in mutually compatible ways. Findings: A post-Vygotskian interpretation of three group work sequences draws attention to: (i) the flexible and fluid nature of ‘expertness’ as it exists within groups; (ii) the unpredictable nature of member interactions and (iii) the challenging role that teachers occupy while trying to facilitate group work. Conclusion: Such an interpretation contributes to a growing understanding of group work and helps HPE practitioners to make the most of a teaching strategy which is already used widely in schools.
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| 4. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
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Techno-rational knowing and phronesis : the professional practice of one middle-distance running coach
- 2014
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Ingår i: Reflective Practice. - : Routledge. - 1462-3943 .- 1470-1103. ; 15:1, s. 53-65
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Tidskriftsartikel (refereegranskat)abstract
- Sport coaching has traditionally been seen as a techno-rational activity. In recent years, there has been a 'subjective turn'. Intuitive, as well as situation-specific interpretations are today perceived as necessary to handle complex, dynamic and often unpredictable sport environments. While a considerable body of research has attempted to understand coaching practice, research on intuitive and situation-dependent praxis is only emerging. Phronesis - mostly defined as practical wisdom or practical rationality - has been put forward as a useful theoretical concept to frame such coaching practice. In this contribution, we employ phronesis as part of sustainability science to consider the coaching of one top-level middle-distance running coach. Observations, informal talks and semi-structured interviews produced the empirical materials for this analysis. The results suggest that the coach's practice was guided by both techno-rational and phronetic knowledge. While techno-rational knowledge manifested itself in a focus on time and control, the latter was reflected in a concern for impact, focus on community, authenticity and modesty. From a phronetic perspective, these characteristics can be seen as morally just and important precursors for sustainable sport.
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| 5. |
- Bergentoft, Helene, 1964, et al.
(författare)
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Teachers’ actor-oriented transfer of movement pedagogy knowledge in physical education
- 2022
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786.
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Tidskriftsartikel (refereegranskat)abstract
- Background: Physical education (PE) teachers in practically all countries are expected to help their students develop movement capability. To achieve this objective, teachers need certain knowledge and competencies. The question of how PE teachers should develop their capacities to achieve this task has received only limited research attention. Aim: The broad objective of this paper is to contribute to the literature on how PE teachers can develop knowledge and competencies in the area of movement capability related to students’ learning. The specific aim is to identify aspects of the design of instruction in physical education that enhance teachers’ actor-oriented transfer of movement pedagogy knowledge, during a collaborative professional development intervention. Method: The study is an analysis of three conducted learning studies in PE at upper secondary schools in Sweden. The studies involved seven PE teachers from two different schools. Our empirical material consists of (a) notes from team meetings (n = 14), (b) lesson plans (n = 9), (c) video-recorded and transcribed lessons (n = 9), and (d) results of students’ learning outcomes (n = 9). Findings: PE teachers’ analysis of their own teaching sequences in teams supported their actor-oriented transfer of movement pedagogy knowledge, which developed their abilities to further elaborate their instruction in new teaching situations. Moreover, teachers gained insights into how to further develop the quality of instructional design as expansions of earlier experiences. Lastly, a relationship between PE teachers’ actor-oriented transfer and students’ increased learning of movements was found. Conclusion: Our conclusion is that collaborative professional development for PE teachers, which supports actor-oriented transfer, should be offered to enhance teachers’ movement pedagogy knowledge.
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| 10. |
- Annerstedt, Claes, 1953
(författare)
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Physical Education and Health in Sweden
- 2005
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Ingår i: I: M. Gerber & Pühse, U. (Eds.). International comparison of PE. - Basel : University of Basel.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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