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- Barker, Dean, 1977-, et al.
(author)
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Constructive readings of interactive episodes : Examining ethics in physical education from a social constructionist perspective
- 2013
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In: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 18:4, s. 511-526
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Journal article (peer-reviewed)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.
(author)
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Hanging up the shirt: an autoethnographic account of disengaging from a social rugby culture
- 2016
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In: Sport in Society. - : Informa UK Limited. - 1743-0437 .- 1743-0445. ; 19:5
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Journal article (peer-reviewed)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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| 6. |
- Barker, Dean, 1977-, et al.
(author)
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High performance sport and sustainability : a contradiction of terms?
- 2014
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In: Reflective Practice. - : Routledge. - 1462-3943 .- 1470-1103. ; 15:1, s. 1-11
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Journal article (peer-reviewed)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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| 7. |
- Barker, Dean, 1977, et al.
(author)
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Jacob and Martin: Developing digital technology competence in physical education teacher education
- 2016
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In: 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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Book chapter (other academic/artistic)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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| 8. |
- Barker, Dean, 1977, et al.
(author)
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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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In: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 15:1, s. 92-105
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Journal article (peer-reviewed)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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- Barker, Dean, 1977-, et al.
(author)
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Moving out of sports : A sociocultural examination of olympic career transitions
- 2014
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In: International journal of sports science & coaching. - : Sage Publications. - 1747-9541 .- 2048-397X. ; 9:2, s. 255-270
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Journal article (peer-reviewed)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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