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- Redelius, Karin, 1957-, et al.
(författare)
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Physical education teacher education in Sweden
- 2019
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Ingår i: European physical education teacher education practices. - : Meyer & Meyer Sport. - 9781782551775 ; , s. 379-396
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Casey, Ashley, et al.
(författare)
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“It’s Groundhog Day” : Foucault’s Governmentality and Crisis Discourses in Physical Education
- 2018
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Ingår i: Quest (National Association for Physical Education in Higher Education). - : Taylor & Francis. - 0033-6297 .- 1543-2750. ; 70:4, s. 438-455
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Tidskriftsartikel (refereegranskat)abstract
- Dominant discourses in physical education research center on subject-wide crisis. This is despite repeated calls to address enduring concerns about how physical education is taught. In short, the subject seems caught in Groundhog Day (defined by Oxford Dictionaries (n.d.) as "a situation in which a series of unwelcome or tedious events appear to be recurring in exactly the same way"). This article scrutinizes this position through Foucault's lens of governmentality, which focuses particularly on power/knowledge relations and their relationship to subjectivity. Through this lens, research functions as a shaper of contemporary understanding and becomes a means for intervention by "experts." The article is structured as a conversation between authors about dominant discourses in physical education research and issues of governmentality. It argues that research approaches such as action research are framed within other power/knowledge relations and may provide a way to wake up on a new day.
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Critical Research in Sport, Health and Physical Education : How to make a difference
- 2018
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Within the overlapping fields of the sociology of sport, physical education and health education, the use of critical theories and the critical research paradigm has grown in scope. Yet what social impact has this research had?This book considers the capacity of critical research and associated social theory to play an active role in challenging social injustices or at least in ‘making a difference’ within health and physical education (HPE) and sporting contexts. It also examines how the use of different social theories impacts sport policies, national curricula and health promotion activities, as well as the practices of HPE teaching and sport training and competition.Critical Research in Sport, Health and Physical Education is a valuable resource for academics and students working in the fields of research methods, sociology of sport, physical education and health.
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| 7. |
- Joy, Phillip, et al.
(författare)
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Unspoken : exploring the constitution of masculinities in Swedish physical education classes through body movements.
- 2019
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Ingår i: Physical Education and Sport Pedagogy. - : Taylor & Francis. - 1740-8989 .- 1742-5786. ; 24:5, s. 491-505
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Tidskriftsartikel (refereegranskat)abstract
- Background: Masculinities are fluid and socially constructed. Physical education is one means by which masculinities are constituted. Some masculinities may be limited through content, activities, and pedagogy of physical education that shape the way students come to know gender. The purpose of this study was to explore how movements contribute to the discursive construction of masculinities in secondary school physical education; specifically, how body movements constitute masculinities. Methodology: This study uses a poststructural theoretical framework to explore how masculinities are constituted through body movements. The methodology is also informed by knowledge production from bodily practices known as embodied knowledge. Video recordings of physical education classes from eight Swedish secondary schools were observed. The body movements of students were noted and analyzed through discourse analysis. Results: Masculinities were constituted in the moments between formal teaching and activities within the classrooms. Five themes were constructed from the visual observations of students' movements from all lessons including: 1) Movements of energy, 2) Movements of playfulness and bonding, 3) Swaggering movements, 4) Dividing movements, and 5) Regulating movements. These different movements are the ways boys come to know masculinities. Conclusion: This study highlights how embodied knowledge and movements of boys constitute masculinities. It is recommended that pedagogical practices that examine, challenge, and disrupt limiting gender performativity are developed in physical education teaching. ABSTRACT FROM AUTHOR
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| 8. |
- Karlefors, Inger, et al.
(författare)
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Searching for the ‘How’ : Teaching methods in Swedish physical education
- 2018
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Ingår i: Scandinavian Sport Studies Forum. - 2000-088X. ; , s. 25-44
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Tidskriftsartikel (refereegranskat)abstract
- Over the last few decades, focus in educational research – as well as in policy – seems to have shifted from teaching to learning. As a result of this, we know little about what different teaching methods are used in the subject, and how. The purpose of this article is to explore how different teaching methods are used in Swedish secondary physical education. Video recorded physical education lessons in eight Swedish secondary schools were used to identify different teaching methods. Kirk’s (1996) elaboration of the Spectrum of teaching styles formed the basis of the analysis. In subsequent interviews, teachers (8) and students (24) were asked questions about teaching and learning in the subject. All of the five methods that Kirk (1996) outlined were identified in the lessons, but they were very unevenly used. The task-based method was the most frequent one, while the guided discovery method was hardly used at all. The impression was that the teachers did not seriously consider the selection of methods in relation to objective, content and group of students. The students, for their part, described a situation where they were often left to their own devices regarding what they were supposed to learn. Based on the analysis, we argue that teachers need guidance to improve and develop their deliberate use of teaching methods in general, and especially student-centred methods. This is necessary if the goals of the subject are to be achievable for all students. We conclude that the marginal focus on teaching methods in physical education is not related to a parallel increase of the interest in student learning in the subject. On the contrary, the low interest in the use of different teaching methods seems rather to be related to a low interest in what students are to learn in the subject.
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