| 1. |
- Casey, Ashley, et al.
(författare)
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Between hope and happening : Problematizing the M and the P in models-based practice
- 2021
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Ingår i: Physical Education and Sport Pedagogy. - : Taylor & Francis Group. - 1740-8989 .- 1742-5786. ; 26:2, s. 111-122
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Tidskriftsartikel (refereegranskat)abstract
- Background: Advocacy through the work of many scholars in physical education and sport pedagogy highlights a significant direction towards which physical education is moving in light of calls for change. Importantly, and despite the 'newness' of the terms, 'pedagogical models' and 'Models-based Practice' (MbP) are beginning to shape the vocabulary of physical education and sport pedagogy. Purpose: To ask what happens if we take some of the 'good stuff associated with models and apply it in a different way while also taking some of the critical points raised towards models into consideration. Put simply, we (as scholars with different views on MbP) want to step off the beaten track to take a road less travelled and engage in a respectful, agonistic debate about the 'M' and the 'P' in MbP. Key arguments: From a practical perspective, the diversity of the language used in describing models and practices in physical education indicates both a growing excellence and tradition in the field and a degree of confusion. A number of phrases are currently used to identify the same concept with individuals unaware of alternative language use. At the heart of this paper lies the manner in which one interprets the use of the terms 'model', 'practice' and 'practise'. Discussion: Given the 'hope' inherent in pedagogical model development and implementation, we acknowledge that many of the negative or unintended consequences often arise as a result of the 'happening' both in research and in practice. However, by thinking in terms of what it is in students' actions that teachers and researchers should pay attention to in order for them to see what students learn, and in what direction this learning is developing, we are better able to see the outcomes of using MbP. In this way, the hope embedded in the chosen model, and the happenings teachers or researchers aspire to see, could be better aligned. Modelling and practicing through the focus on adaption and negotiation in various complex contexts has the potential to expand the field more than blueprints that potentially narrow the field. Conclusions: By recognising the dangers inherent in an essentialist notion of models (i.e. by nouning or proper nouning them), and by remembering the roles set aside for teachers in the development of pedagogical models, it is important that the practising of MbP always retains a very real sense of becoming. By continuing to problematize the M and the P, and by engaging in respectful and agonistic debate, we are better able to unite the hope and the happening of MbP.
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| 2. |
- Casey, Ashley, et al.
(författare)
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Models-Based Practices : Problematizing the M and the P in MBP
- 2018
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Konferensbidrag (refereegranskat)abstract
- Background/purpose: While some argue that Models-Based Practice (MBP) has a number of laudable and desirable ambitions and outcomes (Kirk, 2013), others contend that those advocating for MBP must be mindful of wider debates in the field about the overall purpose of physical education and Sport Pedagogy (PESP) (Dillon et al. 2016). The purpose of this presentation is to begin to articulate the types of questions PESP might consider now and in the future as regards the M and P in MBP.The main points: The overarching intention of MBP is the achievement of specific, relevant, and challenging learning objectives that apportion more time for learners to be engaged with learning, and which ultimately strives toward par- ticular outcomes relative to each model. Interestingly, however, the preferred perspective researchers have pursued in MBP-related research is that of the teacher and to a lesser degree the coach (Casey, 2014). Whilst there are those who have focused on the learner (Hastie,1998), the aim of this presentation is to present a num- ber of questions about MBP; questions about the what, how, why, who, when and where of teaching, learning and context.Addressing the themes: We address the sub-themes by considering the ways in which our understanding of MPB might be better fo- cused to pedagogically engage learners in transformative learning and teaching. Further, by asking questions of practice we are better able explore innovative perspectives on PESP.Conclusions/implications: This paper concludes by problematizing the M and the P in MBP and the notion that practice, when related to models, become singular. We argue, given the diversity that exists in schools, states and countries as well as the diversity between young people, that the idea of a practice should be expanded into practices and, in doing so, acknowledge the multifarious ways in which learning might become manifest.
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| 3. |
- Fletcher, Tim, et al.
(författare)
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The research and development challenge : Better aligning teachers’ and teacher educators’ needs, priorities and demands
- 2020. - 1
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Ingår i: School Physical Education and Teacher Education. - London : Routledge. - 9780429330186
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- A physical education (PE) teacher’s role is complex, partly because the lines are blurred between teacher of curricular PE, teacher of academic PE and school sport coach. Despite PE teachers and teacher educators having similar missions, objectives and tasks, and often sharing the same initial preparation and induction, several processes and experiences serve to distinguish each role from the other. P. Bourdieu would suggest that teachers and teacher educators pursue their work on different fields, which may explain why they tend to value things differently. Being positioned in different fields contributes to various socializing experiences that may produce specific ideas about who teachers are and what they should do, and likewise for teacher educators. Many teacher educators express good intentions in wanting to work with teachers rather than on teachers. In order to create an integrated approach to teachers’ and teacher educators’ work, it is useful to consider the dominant conceptualizations of the processes of teaching.
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| 4. |
- Gottert, Ann, et al.
(författare)
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Gender Norms, Gender Role Conflict/Stress and HIV Risk Behaviors Among Men in Mpumalanga, South Africa
- 2018
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Ingår i: Aids and Behavior. - : Springer. - 1090-7165 .- 1573-3254. ; 22:6, s. 1858-1869
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Tidskriftsartikel (refereegranskat)abstract
- Men's gender role conflict and stress (GRC/S), the psychological strain they experience around fulfilling expectations of themselves as men, has been largely unexplored in HIV prevention research. We examined associations between both men's gender norms and GRC/S and three HIV risk behaviors using data from a population-based survey of 579 18-35 year-old men in rural northeast South Africa. Prevalence of sexual partner concurrency and intimate partner violence (IPV) perpetration in the last 12 months were 38.0 and 13.4%, respectively; 19.9% abused alcohol. More inequitable gender norms and higher GRC/S were each significantly associated with an increased odds of concurrency (p = 0.01; p < 0.01, respectively), IPV perpetration (p = 0.03; p < 0.01), and alcohol abuse (p = 0.02; p < 0.001), controlling for demographic characteristics. Ancillary analyses demonstrated significant positive associations between: concurrency and the GRC/S sub-dimension subordination to women; IPV perpetration and restrictive emotionality; and alcohol abuse and success, power, competition. Programs to transform gender norms should be coupled with effective strategies to prevent and reduce men's GRC/S.
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| 5. |
- Gottert, Ann, et al.
(författare)
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Measuring Men's Gender Norms and Gender Role Conflict/Stress in a High HIV-Prevalence South African Setting
- 2016
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Ingår i: Aids and Behavior. - : Springer Science and Business Media LLC. - 1090-7165 .- 1573-3254. ; 20:8, s. 1785-1795
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Tidskriftsartikel (refereegranskat)abstract
- Gender norms and gender role conflict/stress may influence HIV risk behaviors among men; however scales measuring these constructs need further development and evaluation in African settings. We conducted exploratory and confirmatory factor analyses to evaluate the Gender Equitable Men's Scale (GEMS) and the Gender Role Conflict/Stress (GRC/S) scale among 581 men in rural northeast South Africa. The final 17-item GEMS was unidimensional, with adequate model fit and reliability (alpha = 0.79). Factor loadings were low (0.2-0.3) for items related to violence and sexual relationships. The final 24-item GRC/S scale was multidimensional with four factors: Success, power, competition; Subordination to women; Restrictive emotionality; and Sexual prowess. The scale had adequate model fit and good reliability (alpha = 0.83). While GEMS is a good measure of inequitable gender norms, new or revised scale items may need to be explored in the South African context. Adding the GRC/S scale to capture men's strain related to gender roles could provide important insights into men's risk behaviors.
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| 6. |
- Kirk, David, et al.
(författare)
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Writing for publication in Physical education and sport pedagogy : reflections and advice from an editorial team
- 2014
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Ingår i: Revista Brasileira de Ciências do Esporte. - : Elsevier. - 0101-3289 .- 2179-3255. ; 36:4, s. 740-745
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this article is to provide an introduction to the process of writing forpublication in Physical Education and Sport Pedagogy, where three issues in particular areanalyzed. The fi rst one explains how to write an article for an international scientifi c publication,drawing the attention that it must be in accordance to the aims and the scope of the journaland that instructions regarding structure should be followed, as well as articles must be clear inregard to theory, method, results, conclusions, summary and key words. The second issue is astep-by-step guide to the review process, which involves the editor´s fi rst decision, the decisionto return the submission to the author or select two reviewers to revise the article; the feedbackgiven by the reviewers to the editor, which decides and communicates the author; and, if theauthor must re-submission the article, the way how it happens. Last issue explains how PhysicalEducation and Sport Pedagogy acts in regard to articles written in English as a foreign language.
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| 7. |
- 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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| 8. |
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| 9. |
- Pettifor, Audrey, et al.
(författare)
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Community mobilization to modify harmful gender norms and reduce HIV risk : results from a community cluster randomized trial in South Africa
- 2018
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Ingår i: Journal of the International AIDS Society. - : John Wiley & Sons. - 1758-2652. ; 21:7
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Community mobilization (CM) is increasingly recognized as critical to generating changes in social norms and behaviours needed to achieve reductions in HIV. We conducted a CM intervention to modify negative gender norms, particularly among men, in order to reduce associated HIV risk.Methods: Twenty two villages in the Agincourt Health and Socio-Demographic Surveillance Site in rural Mpumalanga, South Africa were randomized to either a theory-based, gender transformative, CM intervention or no intervention. Two cross-sectional, population-based surveys were conducted in 2012 (pre-intervention, n = 600 women; n = 581 men) and 2014 (pos-tintervention, n = 600 women; n = 575 men) among adults ages 18 to 35 years. We used an intent-to-treat (ITT) approach using survey regression cluster-adjusted standard errors to determine the intervention effect by trial arm on gender norms, measured using the Gender Equitable Mens Scale (GEMS), and secondary behavioural outcomes.Results: Among men, there was a significant 2.7 point increase (Beta Coefficient 95% CI: 0.62, 4.78, p = 0.01) in GEMS between those in intervention compared to control communities. We did not observe a significant difference in GEMS scores for women by trial arm. Among men and women in intervention communities, we did not observe significant differences in perpetration of intimate partner violence (IPV), condom use at last sex or hazardous drinking compared to control communities. The number of sex partners in the past 12 months (AOR 0.29, 95% CI 0.11 to 0.77) were significantly lower in women in intervention communities compared to control communities and IPV victimization was lower among women in intervention communities, but the reduction was not statistically significant (AOR 0.53, 95% CI 0.24 to 1.16).Conclusion: Community mobilization can reduce negative gender norms among men and has the potential to create environments that are more supportive of preventing IPV and reducing HIV risk behaviour. Nevertheless, we did not observe that changes in attitudes towards gender norms resulted in desired changes in risk behaviours suggesting that more time may be necessary to change behaviour or that the intervention may need to address behaviours more directly.
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| 10. |
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