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- Barker, Dean, 1977-, et al.
(författare)
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High performance sport and sustainability : a contradiction of terms?
- 2014
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Ingår i: Reflective Practice. - : Routledge. - 1462-3943 .- 1470-1103. ; 15:1, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- Success in high performance sport has always been highly valued. Today, lucrative contracts, sponsorship deals and opportunities for celebrity status are balanced against substantial time spent training and high chances of failure. With pressure mounting on athletes to make the most of their athletic 'investment', the temptation to compromise their future well-being by exploiting their bodies for short-term gain and/or by cheating is growing. The aim of this paper is to explore the utility of sustainability science for thinking about these types of issues. Sustainability science is an emerging field which seeks to preserve the well-being of the planet and those on it by exploring the potential of nature and culture without compromising the future resource base. It specializes in developing holistic perspectives, considering multiple time scales, optimizing current systems without compromising the carrying capacity of the Earth, but also questioning the values and principles that dominate current ways of producing and consuming. Sustainability science acknowledges that we live in a rapidly changing world characterized by high levels of complexity and uncertainty. The proposition developed in this paper is that an exploration of sustainability perspectives can be generative in re-thinking and re-orienting the principles of high level competitive sports.
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| 3. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
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Foucault in leotards : Corporeal discipline in women's artistic gymnastics
- 2010
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Ingår i: Sociology of Sport Journal. - : Human Kinetics. - 0741-1235 .- 1543-2785. ; 27:3, s. 229-250
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Tidskriftsartikel (refereegranskat)abstract
- Women's artistic gymnastics is an Olympic sport that involves intricate acrobatic and rhythmic activities. This kinesthetic proficiency demands muscular strength and courage, which have been argued to serve its athletes as a source of empowerment. Various scholars question the positive effects of sport participation. This article builds on these doubts through a feminist Foucauldian study of WAG. An essayistic research story, compiled from data gained in an ethnographic study, serves as the basis for our analyses. The results demonstrate the complexity of WAG experiences and illustrate that gymnasts' athletic proficiency is only possible through an extensive and elaborate process of corporeal discipline.
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| 4. |
- Hill, Robert, et al.
(författare)
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Physical Activity and Sense of Coherence in Older Australians
- 2016
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Ingår i: Journal of Aging and Physical Activity. - Champaign, USA : Human Kinetics. - 1063-8652 .- 1543-267X. ; 24:Suppl., s. S111-S112
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Aaron Antonovsky’s focus on the sources of health (‘salutogenesis’) and his related concept of ‘sense of coherence’ (SOC) have been studied and used widely in Scandinavia, North America, England, and some other countries, but not in Australia. Few papers on his ideas and their usefulness for studying older adult health have been published. Guided by Antonovsky’s theories, this study investigated the relationships between ‘sense of coherence’ (SOC), physical activity (PA), and health in 36 Australians 65 years of age and older.Methods: Participants were Brisbane residents, aged 65 to 93, who were free of severe memory problems and able to walk without the assistance of another person. They completed the SOC-13, an instrument created by Antonovsky, to measure levels of SOC, and participated in semi-structured interviews that were recorded and transcribed verbatim. Interview questions focused on how they had handled life difficulties during the most recent five-year period and then in their earlier lives. Participants also completed a survey asking for basic demographic information, diagnosis or treatment for chronic diseases, and their assessment of their overall health. Qualitative data were augmented by quantitative data from accelerometers that each participant wore for one week while keeping a diary of PA.Results: Participants with higher scores on the SOC-13 spoke more often and more enthusiastically about PA. They also engaged in more minutes of moderate-to-vigorous PA, averaged more steps per day, and reported fewer chronic disease problems than those with lower SOC scores. Several expectations that had been expressed by Antonovsky seemed to have been borne out by the results of this study.Conclusion: Antonovsky’s ideas and SOC-measurement tools can be useful for the study of health in Australians aged 65 years and over. Our finding that higher SOC levels seem to be related to engagement in positive health maintenance practices by older people supports conclusions of earlier studies. Since one such practice is PA, further research into the role of SOC may offer novel opportunities for interventions aimed at improving the health of this population.
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| 7. |
- Philpot, Rod, et al.
(författare)
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Kicking at the habitus : students' reading of critical pedagogy in PETE
- 2021
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Ingår i: Sport, Education and Society. - : Taylor & Francis. - 1357-3322 .- 1470-1243. ; 26:5, s. 445-458
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports the findings of a research project that sought to understand how a group of 19 graduating physical education teacher education (PETE) students' biographies served to mediate their understanding of the messages of their PETE programme, which was underpinned by a critical pedagogy philosophy. We use the Bourdieuian concepts of habitus, field, pedagogical action and pedagogical work to represent the similarities and variation in the student's reading of the PETE programme and its intension to foreground critical pedagogy. The five themes produced through an analysis of individual and focus group interview data informed by Bourdieu's theory of practice are; 'Individual programme readings', 'Pedagogical work (that matters)', 'Pedagogical work beyond the pedagogic actions of the teacher educators'; 'No certainty of a critical perspective' 'Kicking at one's habitus: Kicked, shaken and unstirred'. The findings demonstrate that students biographies have influenced and been reaffirmed or disrupted by both the formal PETE programme coursework and practicum experiences and as a result, the PETE programme impacts differently on different students. The authors are guardedly buoyed by the possibility that the structuring structure of habitus will have been sufficiently shaken by the PETE programme to allow for new possibilities yet we recognise that there will be no encounter that can claim pedagogical work on the habitus of all students. Our hope is that this critical pedagogy in PETE has given these participants the 'tools', that is, the insight, and perspective, needed to kick at their own habitus as they graduate and move beyond the intervention of PETE.
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- Tinning, Richard
(författare)
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Ruminations on reflection and critical pedagogy in sport coaching
- 2022
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Ingår i: Sport Coaching Review. - : Informa UK Limited. - 2164-0629 .- 2164-0637. ; 11:1, s. 87-107
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Tidskriftsartikel (refereegranskat)abstract
- Within the literature that focuses on how to improve sport coaching there is the criticism that “…coach education was founded on a technical rationality model focused on the delivery of sport science knowledge out of context and assumed a novice-expert coach continuum.â€? (Trudel & Gilbert, 2006). Part of the response to this criticism has been to call for coaches to become reflective practitioners and for action research and critical pedagogy to be used as ‘tools’ to develop reflective practice. This paper offers an outsider’s perspective on the relevance, need and possibilities for critical pedagogy within the field of sport coaching, In particular it will provide an account of the centrality of reflection in coach education and connect reflection, action research and critical pedagogy with particular human interests and particular discourses. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
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| 9. |
- Tinning, Richard
(författare)
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School PE and 'fat' kids : maintaining the rage and keeping a sense of perspective
- 2020
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Ingår i: Curriculum Studies in Health and Physical Education. - : Taylor & Francis. - 2574-2981 .- 2574-299X. ; 11:2, s. 101-109
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Tidskriftsartikel (refereegranskat)abstract
- This paper is about 'fat' kids in HPE classes. The motivation for this paper comes as a personal response to my reading of Roxane Gay's book Hunger: A Memoir of (My) Body. Hunger is thoughtful, passionate, articulate, sad and overall troubling. It also raised questions for me about whether health and physical education (HPE) is a safe space for fat young people and whether or not there is any possibility that HPE might be a transformative space that some scholars suggest. It raises issues regarding curriculum choice and pedagogy, but also about dispositional change such that all HPE teachers become more sensitive to the needs, feelings and capacities of young fat kids.
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| 10. |
- Tinning, Richard
(författare)
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Troubled thoughts on critical pedagogy for PETE
- 2020
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Ingår i: Sport, Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 25:9, s. 978-989
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Tidskriftsartikel (refereegranskat)abstract
- Recently, a colleague in the PETE field claimed that I was part of a 'backlash against' and 'flight from' critical pedagogy. Moreover, he claimed that I had recanted the enthusiasm for critical pedagogy that I advocated in the 1980s and 1990s. Although he later admitted that he had 'misread' my work and that I was not part of a backlash I have been left wondering if, indeed, I have recanted some of my early enthusiasm for critical pedagogy. That question was the prompt for me to revisit my intellectual journey in critical pedagogy. In essence what follows is my attempt to account for how my thinking towards critical pedagogy for PETE has changed over the years, the things that influenced such changes, and the nature of my current thinking. In particular, I discuss the worrying trends related to the backlash against Enlightenment thinking manifest in the privileging of intuition, emotion and 'gut feeling' over reason and rationality, and the implications of these trends for critical pedagogy in teacher education.
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