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- Barker, Dean, 1977-, et al.
(författare)
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Constructive readings of interactive episodes : Examining ethics in physical education from a social constructionist perspective
- 2013
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 18:4, s. 511-526
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we illustrate how ways of thinking about ethics are tied up with sport and physical education practice and introduce an alternative approach that can help to develop ethical pedagogies. We begin by locating socio-moral education in physical education within historical and contemporary pedagogical scholarship. Our argument is that the work of today's physical educators is still shaped by claims that were made about school sport in the nineteenth century and that sport scholars have long had difficulties proving these claims empirically. Rather than search for data that can confirm or refute claims of moral learning, we examine how incidents related to moral behaviour occur during physical education lessons. To do this we draw on data from an ethnographic investigation of a school in North Western Switzerland. Specifically, we present three episodes of interaction in three different physical education lessons. To make sense of these episodes, we introduce a social constructionist perspective. The main assumptions of this perspective are: (1) meanings are created through dialogue and consensus and are context-relative; (2) interactions between people are joint accomplishments; and (3) contexts affect how people interact with one another. Equipped with a constructionist framework, we then inspect the interactive episodes more closely. We include brief discussions of how constructionist understandings might inform ethics pedagogies in the future, suggesting that practitioners should be cautious of universal understandings of ethics, consider pupils as members of communities that are held together by shared practices, provide space for pupils to position themselves differently during lessons and, finally, account for contextual factors when evaluating pupils' actions.
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| 5. |
- 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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- Barker, Dean, 1977, et al.
(författare)
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'Just do a little more': examining expertise in high performance sport from a sociocultural learning perspective
- 2014
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 15:1, s. 92-105
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Tidskriftsartikel (refereegranskat)abstract
- Research suggests that extensive training is necessary for the development of sporting expertise. Research also suggests that extensive training can lead to overuse injuries. The aims of this paper are to: (1) expand the concept of expertise in high performance sport, and (2) contribute to the discussion of how high performance athletes move towards expert performance in sustainable ways. To achieve these aims, data from retrospective interviews with four Olympians from four different sports are presented. As a way of extending traditional approaches, a pedagogical framework focusing on dispositional learning is employed to examine athletic development. The notion of threshold concepts is used as a specific analytic tool for thinking about how athletes come to make sense of their sporting environments. Interpretations of the data provide insights into the nature of thresholds in high performance sport, factors that facilitate threshold crossing, and factors that may prevent athletes from making advances, all of which have implications for practitioners interested in developing expertise. © 2013 Taylor & Francis.
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| 8. |
- Barker, Dean, 1977-, et al.
(författare)
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Moving out of sports : A sociocultural examination of olympic career transitions
- 2014
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Ingår i: International journal of sports science & coaching. - : Sage Publications. - 1747-9541 .- 2048-397X. ; 9:2, s. 255-270
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Tidskriftsartikel (refereegranskat)abstract
- This article outlines sociocultural learning theory, shows how this theory can be used to examine end-of-career athletic transitions, and stimulates discussion on the implications of this framework for sport professionals. The central question addressed is how learning in elite sport affects participation in activities beyond sporting settings. Data from in-depth, semi-structured interviews with three former Olympians are presented. The interpretation suggests that: 1) movement to new social settings involves abandoning some elements of athletic dispositions and developing new elements, 2) transitions are affected by prior learning in sport and the characteristics of new settings, and 3) learning in sporting environments is often unintentional or implicit. The results encourage practitioners to acknowledge the effort involved in developing new dispositions in different settings. They support a case-specific view of transitions where 'success' is considered in contextual terms. Further, the data highlight a need for sport professionals to recognize tacit learning.
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| 9. |
- Barker, Dean, 1977, et al.
(författare)
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Olympism as education: analysing the learning experiences of elite athletes
- 2012
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Ingår i: Educational Review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 64:3, s. 368-383
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Tidskriftsartikel (refereegranskat)abstract
- Olympic athletes are potentially the most visible exponents of Olympic values. How athletes learn values, however, has not captured the attention of those responsible for Olympic documentation or pedagogues. This paper examines how aspects of Olympism became relevant for three former Olympians during their athletic careers. Interview material suggested that: (1) inconsistencies within official expressions of Olympism mirror tensions in athletic experiences; (2) some claims concerning sport made in the Olympic Charter are simplistic and translate poorly to Olympic experiences that are multidimensional and complex; and (3) universal ethical principles have limited influence on how athletes conduct themselves. The results imply that pedagogues working with elite athletes should make discursive discontinuities in sport explicit, reflect on traditional views of sport education while acknowledging implicit learning, and approach questions of ethics from a specific and practice-oriented standpoint rather than a universal and principle-based one.
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