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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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| 6. |
- 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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| 13. |
- Barker, Dean, 1977, et al.
(författare)
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Swiss youths, migration and integrative sport: A critical constructive reading of popular discourse
- 2013
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Ingår i: European Journal of Sport Sociology. - : Routledge. - 1613-8171 .- 2380-5919. ; 10:2, s. 143-160
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Tidskriftsartikel (refereegranskat)abstract
- This paper critically interrogates widespread assumptions pertaining to the integrative function of sporting involvement in Switzerland. It focuses specifically on young people living in a culturally diverse area and how they make use of discursive variations of the integrative sport text. Interview material draws attention to four main sub-texts that frame sport as: a pedagogical tool, a site of interpersonal exchange, a method of catharsis, and as an apolitical activity without relevance to ethnicity. It is argued that these sub-texts: (1) are embedded within broader culturalist discourse and, (2) either support divisive social relations or do little to challenge them. Both instances suggest that changes are necessary to the way sport is ‘produced’ in discourse if it is to positively influence ethnic relations.
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| 15. |
- Barker, Dean, 1977, et al.
(författare)
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Youths with migration backgrounds and their experiences of physical education: an examination of three cases
- 2014
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Ingår i: Sport, Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 19:2, s. 186-203
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Tidskriftsartikel (refereegranskat)abstract
- While understanding young people has never been easy, migration trends make it increasingly difficult. Many classrooms have become culturally heterogeneous and teachers are often faced with pupils with diverse linguistic and cultural heritages. Current scholarship suggests that as a discipline, physical education has not adapted to this diversity. In fact, commentators have suggested that physical education alienates pupils from minority groups and that traditional practices work to maintain cultural difference. The broad objective of this paper is to provide insights into how physical education intersects with biographies shaped by migration. Drawing from a case study investigation, this paper presents interview data from three youths with migration backgrounds living in a German-speaking region of Switzerland. The cases were selected because they highlight various ways in which physical education (PE) comes to make sense for adolescents. The key arguments that we develop are that ethnicity often works at an implicit level in PE, that young people experience the effects of migration backgrounds in diverse ways, and that migrants themselves support official educational discourses that work to disadvantage people with migration backgrounds. A key implication is that in a cultural milieu in which generalisations are normal and sometimes considered desirable, both researchers and practitioners need to be wary of racialising discourses. As an alternative, it is suggested that focusing on individual processes can improve the conceptualisation and implementation of physical education pedagogies.
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| 16. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
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Athlete learning in Olympic sport
- 2014
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Ingår i: Sports Coaching Review. - : Routledge. - 2164-0629 .- 2164-0637. ; 3:2, s. 162-178
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Tidskriftsartikel (refereegranskat)abstract
- High-performance sport impacts athletes beyond the physical. Coaches and coaching practice are particularly influential in shaping this learning and development. This article examines the learning identified through an inductive content analysis of eight former Olympic athletes’ career narratives. Three phases of learning could be identified across the cohort: ‘Growing into high-performance sport’, ‘Making sense of high-performance sport’, and ‘(Re)shaping high-performance sport’. A cultural perspective of learning, in particular the metaphor of ‘becoming’, is employed to interpret the Olympians’ learning experiences. The findings of this research indicate that athlete learning is bound by particular high-performance sporting contexts and career phases, yet impacted by the athletes’ individual backgrounds and dispositions. Further, data indicate that athletes’ personal development reflexively intertwines with athletic performance and performance enhancement. Implications for coaches are to: (1) involve athletes in co-constructing their sporting cultures and training contexts; and (2) provide possibilities and support for athletes to develop personally.
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| 17. |
- Barker-Ruchti, Natalie, 1971, et al.
(författare)
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'One door closes, a next door opens up somewhere’: The learning of one Olympic synchronized swimmer
- 2012
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 13:3, s. 373-385
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Tidskriftsartikel (refereegranskat)abstract
- Although training in sport is necessary to reach Olympic status, a conditioned body is not the only outcome. Athletes also learn how to be Olympians. This learning involves taking on certain ways of acting, thinking and valuing. Such learning has implications beyond competition, as athletes eventually retire from elite sport and devote their time to other activities. This paper examines processes of learning and transition using the case of Amelia, a former Olympic synchronised swimmer. Through two in-depth interviews, empirical material was generated which focused on the learning that took place during this athlete’s career and after, during her transition to paid employment. A cultural view of learning was used as the theoretical frame to understand the athlete’s experiences. Our reading suggests that the athlete learned in various ways to be productive. Some of these ways of being were useful after retirement; others were less compatible. In fact, Amelia used a two-year period after retirement to reconstruct herself. Key to her eventual successful transition was to distance herself from the sport and to critically reflect upon her sporting experiences. We thus recommend that those involved with high-performance athletes foster a more balanced perspective that acknowledges and promotes ways of being beyond athletic involvement.
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| 18. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
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Sport-'It's Just Healthy' : Locating Healthism within Discourses of Social Integration
- 2013
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Ingår i: Journal of ethnic and migration studies. - : Routledge. - 1369-183X .- 1469-9451. ; 39:5, s. 759-772
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Tidskriftsartikel (refereegranskat)abstract
- Immigration discourses in Switzerland have developed out of a fear of 'over-foreignisation'. Central to this development are discourses of difference in which Swiss culture is centred and foreign ones are marginalised. At present, Eastern and South-East European cultures are particularly affected. In this article, we challenge perceived cultural incommensurability by examining the socialisation of second-generation girls of immigrant background, through data generated from semi-structured interviews with them. The girls draw on a tightly defined discursive range of linguistic resources to construct the meanings of sport, health and the body. Specifically, the girls refer to healthism, within which sport is seen to provide a means to achieve good health and a slim and feminine body. These references reflect a set of knowledge and discourses important to Western cultures. Alternative discursive resources exist, yet were not utilised. We argue that the girls' adoption of healthist ideas is used to counter cultural narratives-such as the uncultured, and thus non-integrated, immigrant-and that this adoption supports and maintains white healthist ideas, 'othering' the (foreign) other.
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| 19. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
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Techno-rational knowing and phronesis : the professional practice of one middle-distance running coach
- 2014
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Ingår i: Reflective Practice. - : Routledge. - 1462-3943 .- 1470-1103. ; 15:1, s. 53-65
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Tidskriftsartikel (refereegranskat)abstract
- Sport coaching has traditionally been seen as a techno-rational activity. In recent years, there has been a 'subjective turn'. Intuitive, as well as situation-specific interpretations are today perceived as necessary to handle complex, dynamic and often unpredictable sport environments. While a considerable body of research has attempted to understand coaching practice, research on intuitive and situation-dependent praxis is only emerging. Phronesis - mostly defined as practical wisdom or practical rationality - has been put forward as a useful theoretical concept to frame such coaching practice. In this contribution, we employ phronesis as part of sustainability science to consider the coaching of one top-level middle-distance running coach. Observations, informal talks and semi-structured interviews produced the empirical materials for this analysis. The results suggest that the coach's practice was guided by both techno-rational and phronetic knowledge. While techno-rational knowledge manifested itself in a focus on time and control, the latter was reflected in a concern for impact, focus on community, authenticity and modesty. From a phronetic perspective, these characteristics can be seen as morally just and important precursors for sustainable sport.
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| 23. |
- Barker, Dean, 1977-, et al.
(författare)
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Examining groupwork in health and physical education : emerging findings from a Vygotskian analysis
- 2012
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Konferensbidrag (refereegranskat)abstract
- Introduktion: Group work underpins curricular models such as Teaching Games for Understanding, Sport Education and Cooperative Learning. Within such models, HPE teachers typically assume ‘facilitator’ roles, dividing their time and attention between groups. In doing so, teachers gain only a partial view of their students’ learning. Very simply, they do not see what is happening when they are not immediately present. It is difficult to frame this as a problem – it appears to be part of the reality of teaching. At the same time, the argument made in this paper is that an understanding of student interactions where the teacher is absent has significant potential for informing pedagogic practice. Syfte & teoretisk ram: The purpose of this paper is to examine the factors that influence learning when two or more learners are co-constructing meaning in the absence of a teacher.The paper draws on the work of Lev Vygotsky as well as more recent activity theory. Learning is understood as a social enterprise where the relationship between what an individual can do independently and what s/he can do in collaboration with others is crucial. Vygotsky’s notion of a Zone of Proximal Development (ZPD) provides a specific tool for thinking through this relationship. Key tenets include:- performance of novel tasks is often achieved in collaboration with other people before it is achieved individually.- potential for learning is bounded (Vygotsky, 1978, p. 208-209). At a given point in time it is not possible for an individual to learn simply anything. As learning occurs and individual performance increases, so does collaborative learning potential.- learning takes place within the context of dialectical activity. In this respect, all learning is social.- although individuals take on ‘novice’ and ‘expert’ positions during learning activity, these positions are flexible.- for learning to take place, novices and experts should influence the group’s activity. Metod: Empirical material was produced with eight different HPE classes in years 6-9 (lower and upper secondary schools) in Sweden. Schools were selected in a way that maximized variation.Observations consisted of three or four video-recorded lessons with each of the eight classes. Two cameras were used: one stationary and the other mobile. Mobile filming focused on different groups working within the classes. Between two and five students were generally in the frame at any one time and filming was done with the intention of capturing sequences where a group of students worked with a specific problem/task. Here, Emerson’s (2004) notion of key incidents was utilized. Due to the proximity of the camera to students, audio material could be obtained and detailed transcripts of speech exchanges were produced.Resultat: Data suggest that: (1) teachers often define the outcome of groupwork situations with relative precision but pay less attention to process (i.e. how learners will reach the outcome); (2) many groupwork situations do not result in the creation of ZPD’s and hence do not result in learning in a Vygotskian sense; (3) the creation of ZPD’s in HPE are achieved through corporeal and through linguistic strategies - this makes HPE ZPD’s unique from many educational settings.Diskussion: The emerging results suggest that HPE teachers should pay more attention to how they define and implement groupwork. They should reflect on how they present groupwork tasks to learners and think about the relationship between group process and learning outcome. Teachers should also consider how ‘expertise gradients’ can be exploited and help learners to occupy novice and expert positions in ways that maximize learning. Finally, the results suggest that facilitation of groupwork should account for learners’ physical and linguistic capacities.
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- Barker, Dean, 1977-, et al.
(författare)
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Inter-student interactions and student learning in Health and Physical Education : A post-Vygotskian analysis
- 2013
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Konferensbidrag (refereegranskat)abstract
- If group work has not always been a central element of Physical Education (and Health - HPE), then it has certainly become one in recent times (Ward & Lee, 2005). In this paper we propose that despite: (1) the widespread use of group work in HPE; and (2) significant theoretical advances surrounding HPE models that utilize group strategies (Dyson, Griffin, & Hastie, 2004), we do not have a particularly good theoretical understanding of how learning in groups takes place in the practice of HPE. In order to fill what we see as a significant lacuna, the aim of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory; namely that in learning situations: (i) group members create collective consciousnesses; (ii) expert-novice relationships develop and change; and (iii) knowledge can be thought of as reaching agreement (Roth & Radford, 2010). These tenets are considered with respect to three empirical instances that are represented with transcript material from observations conducted in Swedish HPE lessons. A post-Vygotskian interpretation encourages us to consider: (i) how student engagement with tasks relates to learning; (ii) how group members become “other-oriented” along with the reasons why they might not orient themselves towards others, and (iii) how “non-experts” guide interactions even as “expertness” shifts between members. Such an interpretation has the potential to contribute to a growing understanding of group work and help HPE practitioners make the most of a teaching strategy which is already used widely in schools. ReferencesDyson, B., Griffin, L., & Hastie, P. (2004). Sport Education, Tactical Games, and Cooperative Learning: Theoretical and pedagogical considerations. Quest, 56, 226-240.Roth, W., & Radford, L. (2010). Re/thinking the zone of proximal development (symmetrically). Mind, Culture and Activity, 17, 299-307. Ward, P. & Lee, M. (2005). Peer-Assisted Learning in Physical Education: A Review of Theory and Research. Journal of Teaching in Physical Education, 24, 205-225.
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| 27. |
- Larsson, Håkan, et al.
(författare)
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Idrott och hälsa : ett ämne för lärande?
- 2014
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Ingår i: Resultatdialog 2014. - Stockholm : Vetenskapsrådet. - 9789173072472 ; , s. 120-128
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Bokkapitel (populärvet., debatt m.m.)abstract
- Skolämnet idrott och hälsa kallas sedan 1994 allt oftare för ett ”kunskapsämne”. Eleverna ska bland annat utveckla allsidiga rörelseförmågor och lära sig plane- ra, genomföra och värdera rörelseaktiviteter ur olika hälsoperspektiv. Samtidigt har kritik mot undervisningens utformning rests i utvärderingar, inspektioner och forskning. Kritiken gäller bland annat en stark betoning på ”att pröva på” olika fysiska aktiviteter och att undervisningen inte ger eleverna möjligheter att ut- veckla kunskaper i någon djupare mening. Samtidigt framhåller lärare omstän- digheter som försvårar sådan kunskapsutveckling. I den här artikeln redovisas resultat från forskningsprojektet ”Idrott och hälsa – ett ämne för lärande?”, vars syfte var att undersöka undervisnings- och lärprocesser i ämnet.ReferenserAnnerstedt, C. & Redelius, K. (2014) Exploring the relationship between rhetoric and reality with regards to assessment in PE. Presentation vid AIESEP-konferensen i Auckland, Nya Zeeland, 2014-02-11.Barker, D., Annerstedt, C. & Quennerstedt, M. (kommande) Learning through group work in Physical Education: A symbolic interactionistic ap- proach. Manuskript avsett för publicering i tidskriften Sport, Education and Society.Barker, D., Quennerstedt, M. & Annerstedt, C. (2013) Inter-student in- teractions and student learning in health and physical education: a post-Vygotskian analysis, Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2013.868875Bernstein, B. (1977) Class codes and control, towards a theory of educational transmissions. London: Routledge and Keegan Paul.Karlefors, I. & Larsson, H. (kommande) Teaching Methods in Physical Edu- cation. Manuskript avsett för publicering i vetenskaplig tidskrift.Kirk, D. (1996). The sociocultural foundations of human movement. Melbourne: Macmillan Education.Larsson, H. & Karlefors, I. (kommande) Movement Cultures in Physical Education. Manuskript avsett för publicering i tidskriften Sport, Educa- tion and Society.Larsson, H., Quennerstedt, M. & Öhman, M. (2014) Heterotopias in Physical Education: Towards a Queer Pedagogy? Gender and Education, 26(2), 135- 150.Quennerstedt, M., Annerstedt, C., Barker, D., Karlefors, I., Larsson, H., Re- delius, K. & Öhman, M. (2014) What did they learn in school today? A method for exploring aspects of learning in physical education. European Physical Education Review, 20(2), 282-302.Redelius, K., Quennerstedt, M. & Öhman, M. (kommande) Communicating aims and learning outcomes – part of the teaching practice in physical education? Manuskript avsett för publicering i tidskriften Sport, Educa- tion and Society.Wertsch, J. V. (1998). Mind as action. Oxford: Oxford University Press.
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| 29. |
- Quennerstedt, Mikael, et al.
(författare)
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What did they learn in school today? : A method for exploring aspects of learning in physical education.
- 2014
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Ingår i: European Physical Education Review. - London : Sage Publications. - 1356-336X .- 1741-2749. ; 20:2, s. 282-302
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Tidskriftsartikel (refereegranskat)abstract
- This paper outlines a method for exploring learning in educational practice. The suggested method combines an explicit learning theory with robust methodological steps in order to explore aspects of learning in school physical education. The design of the study is based on sociocultural learning theory, and the approach adds to previous research within the field, both in terms of the combination of methods used and the claims made in our studies. The paper describes a way of collecting and analysing the retrieved data and discusses and illustrates the results of a study using this combination of explicit learning theory and robust methodological steps.
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| 30. |
- Quennerstedt, M., et al.
(författare)
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What did they learn in school today? A method for exploring aspects of learning in physical education
- 2014
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Ingår i: European Physical Education Review. - : SAGE Publications. - 1356-336X .- 1741-2749. ; 20:2, s. 282-302
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Tidskriftsartikel (refereegranskat)abstract
- This paper outlines a method for exploring learning in educational practice. The suggested method combines an explicit learning theory with robust methodological steps in order to explore aspects of learning in school physical education. The design of the study is based on sociocultural learning theory, and the approach adds to previous research within the field, both in terms of the combination of methods used and the claims made in our studies. The paper describes a way of collecting and analysing the retrieved data and discusses and illustrates the results of a study using this combination of explicit learning theory and robust methodological steps.
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