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- Barker, Dean, 1977, et al.
(författare)
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Hanging up the shirt: an autoethnographic account of disengaging from a social rugby culture
- 2016
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Ingår i: Sport in Society. - : Informa UK Limited. - 1743-0437 .- 1743-0445. ; 19:5
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Tidskriftsartikel (refereegranskat)abstract
- Violent practices are a common feature of homosocial sporting environments. The objective of the current paper is to explore how one individual disengaged from a sporting community characterized by such practices. An autoethnographic approach involving recollection and interactional exchanges is used to create a realist narrative account which offers insight into the process of disengagement. The narrative focuses on the: (1) ongoing nature of cultural participation; (2) agency and the restriction of ways of being in sports teams and (3) the durable nature of personal characteristics that are learned in sporting environments. These issues are discussed in light of cultural learning theory and specifically, the analytic concept, ‘becoming’. The paper concludes with methodological reflections and a consideration of directions for future research.
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| 2. |
- Barker, Dean, 1977, et al.
(författare)
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Jacob and Martin: Developing digital technology competence in physical education teacher education
- 2016
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Ingår i: Digital Technologies and Learning in Physical Education. - Abingdon, Oxon ; New York, NY : Routledge, 2016. | : Routledge. - 9781315670164 - 9781138947283 - 9781138947290 ; , s. 231-246
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter provides an illustration of how digital technologies (DTs) are experienced by Physical Education Teacher Education (PETE) students. The illustration is based on the reflections of two students at the University of Gothenburg, Sweden. The students received an assignment that involved demonstrating how a specific DT could be implemented. Three perspectives of the practitioners' experiences are provided. A Deweyan perspective shows how the students and their situations are transformed by DTs. A Foucauldian perspective focuses on the regulating aspects of technology. An applied Information Technology perspective demonstrates how DTs become part of the social practices of physical education. © 2017 Ashley Casey, Victoria A. Goodyear and Kathleen M. Armour. All rights reserved.
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| 3. |
- Barker, Dean, 1977, et al.
(författare)
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Pedagogical narrative: Working with technology as student teachers
- 2016
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Ingår i: Pedagogical Cases: Digital Technologies in Youth Physical Activity, Physical Education & Sport. - London : Routledge.
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Bokkapitel (refereegranskat)abstract
- The objective of this chapter is to provide an illustration of how digital technologies are being experienced/utilised/problematised by physical educators. This chapter introduces two Physical Education Teacher Education (PETE) students working at the University of Gothenburg and focuses on course work conducted by those students within their program. The students received an assignment to choose a particular digital technology, develop their own competence with that technology, and then demonstrate to peers how the technology can be used to facilitate learning related to the Swedish physical education curriculum for upper secondary school. A narrative of their experiences and reflections, developed through written reflections as well as informal conversations with the lead author, is presented in the first section. Three theoretical accounts of the practitioners’ narrative are then put forward. A Deweyan perspective draws attention to the ways that students and their situations are continually transformed in transaction and how digital technologies become implicated in this process. A Foucaultian perspective focuses on the regulating and controlling aspects of technology and highlights the need for care when using digital technologies. An applied Information Technology perspective highlights the ways in which digital technologies may become part of the social practices of physical education. After introducing these perspectives, a broader pedagogical account is offered in which connections between the three perspectives and current physical education scholarship is made. These connections concern: (1) meaning making; (2) student agency and possibilities for student decision making; (3) the effects of technology on lesson content; and (4) students’ digital competence. The chapter is concluded with reflections from the two PETE students.
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| 4. |
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| 5. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
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Second Generation Immigrant Girls’ Negotiations of Cultural Proximity in Switzerland : A Foucauldian Reading
- 2015
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Ingår i: Journal of International Migration and Integration. - : Springer. - 1488-3473 .- 1874-6365. ; 16:4, s. 1213-1229
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Tidskriftsartikel (refereegranskat)abstract
- Although overtly racist political discourse in Switzerland has receded, culturalist discourses continue to construct ideal immigrants. Policies define immigrants in terms of “cultural proximity” and contain an implicit distinction between “distant” and “proximal” foreigners. Culturally, distant immigrants have been stereotyped as aggressive and/or lacking interest in education and professional success and while scholars have examined immigrants from Switzerland’s “culturally-near” regions, the experiences of second generation immigrant populations from perceived culturally distant countries have largely escaped attention. Knowledge about girls and women is particularly scarce. Against this backdrop, this paper provides an examination of how six teenage girls living in a German-speaking Swiss city negotiate their perceived cultural distance. By combining interview material with elements of Foucauldian theory, the paper provides insight into (1) the diasporic experiences of girls with second generation immigration backgrounds and (2) the operation and influence of culturalist discourses. Foucault’s notion of dispositive—the discourses, institutions, laws, and scientific findings that, through various means of distribution (e.g., media texts, policies, education curricula), act as an apparatus that constructs and supports normative ideals—provides a generative analytic tool for this task. The analysis suggests that the ways girls learn to understand their social worlds is a collective process of discipline that places mechanisms of social control within each individual. This process involves the homogenisation and marginalisation of the immigrant population and is circular in nature in that the girls strengthen and maintain the power of existing culturalist knowledge that works negatively on them. The paper concludes with a consideration of how this situation might be challenged.
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| 6. |
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| 7. |
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Sustainability and high performance sport
- 2015
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Success in high performance sport is highly valued in today's world, with lucrative contracts, sponsorship deals, and opportunities for celebrity status balanced against substantial investments of time and energy, and high chances of failure. With pressure mounting on athletes and coaches to make the most of athletic investments, the temptation to make health-related or ethical compromises is growing. Sustainability in High Performance Sport examines the pressures faced by coaches and athletes, and considers how sustainable science can offer alternative pathways to sporting excellence. By applying principles relating to carrying capacities, complexity and uncertainty, production and consumption, and ethics, this unique book provides new ways of thinking about both enduring and emerging challenges. With a scope that includes themes such as coaching practices, coach-athlete relationships, over-training and injuries, the development of sporting expertise, and doping, Sustainability in High Performance Sport is the most comprehensive exploration of sustainability in elite sport available.It is an invaluable resource for anybody with an interest in achieving long-term success in high performance sport. This book was originally published as a special issue of Reflective Practice.
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| 8. |
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Sustainability in high performance sport : current practices - future directions
- 2015
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Success in high performance sport is highly valued in today's world, with lucrative contracts, sponsorship deals, and opportunities for celebrity status balanced against substantial investments of time and energy, and high chances of failure. With pressure mounting on athletes and coaches to make the most of athletic investments, the temptation to make health-related or ethical compromises is growing.Sustainability in High Performance Sport examines the pressures faced by coaches and athletes, and considers how sustainable science can offer alternative pathways to sporting excellence. By applying principles relating to carrying capacities, complexity and uncertainty, production and consumption, and ethics, this unique book provides new ways of thinking about both enduring and emerging challenges. With a scope that includes themes such as coaching practices, coach-athlete relationships, over-training and injuries, the development of sporting expertise, and doping, Sustainability in High Performance Sport is the most comprehensive exploration of sustainability in elite sport available.It is an invaluable resource for anybody with an interest in achieving long-term success in high performance sport. This book was originally published as a special issue of Reflective Practice.
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| 9. |
- Aarskog, Eirik, et al.
(författare)
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What were you thinking? A methodological approach for exploring decision-making and learning in physical education
- 2019
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 24:8, s. 828-840
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Tidskriftsartikel (refereegranskat)abstract
- The broad purpose of this paper is to consider the relationship betweendecision-making and learning. Specifically, our aim is to propose amethodology that provides a theoretical framing along with proceduresfor investigating this relationship in Physical Education (PE). By utilizingselected parts of John Dewey’s educational theories, the paper presentsa theoretical exposition of decision-making as an individual processcontaining both ‘practical’ and ‘cognitive’ aspects. By combining thistheoretical conceptualization with a description of concrete researchmethods, the paper proposes a methodological approach enablingresearchers to get empirically closer to the phenomenon of individualdecision-making within PE learning. We argue that by doing so,researchers in the field of PE can study certain aspects of learning notexplicitly emphasized within existing methodological approaches.
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| 10. |
- Aggerholm, K., et al.
(författare)
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On practising in physical education : outline for a pedagogical model.
- 2018
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 23:2, s. 197-208
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Tidskriftsartikel (refereegranskat)abstract
- Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account ofvita activato map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration.Purpose: The aim of the paper is to outline a new pedagogical model for physical education:a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model.Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising.Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education.
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