| 1. |
- Barker, Dean, 1977-, et al.
(författare)
-
Constructive readings of interactive episodes : Examining ethics in physical education from a social constructionist perspective
- 2013
-
Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 18:4, s. 511-526
-
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.
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
- Barker, Dean, 1977, et al.
(författare)
-
Hanging up the shirt: an autoethnographic account of disengaging from a social rugby culture
- 2016
-
Ingår i: Sport in Society. - : Informa UK Limited. - 1743-0437 .- 1743-0445. ; 19:5
-
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.
|
|
| 6. |
- Barker, Dean, 1977-, et al.
(författare)
-
High performance sport and sustainability : a contradiction of terms?
- 2014
-
Ingår i: Reflective Practice. - : Routledge. - 1462-3943 .- 1470-1103. ; 15:1, s. 1-11
-
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.
|
|
| 7. |
- Barker, Dean, 1977, et al.
(författare)
-
Jacob and Martin: Developing digital technology competence in physical education teacher education
- 2016
-
Ingår i: Digital Technologies and Learning in Physical Education. - Abingdon, Oxon ; New York, NY : Routledge, 2016. | : Routledge. - 9781315670164 - 9781138947283 - 9781138947290 ; , s. 231-246
-
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.
|
|
| 8. |
- Barker, Dean, 1977, et al.
(författare)
-
'Just do a little more': examining expertise in high performance sport from a sociocultural learning perspective
- 2014
-
Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 15:1, s. 92-105
-
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.
|
|
| 9. |
|
|
| 10. |
- Barker, Dean, 1977-, et al.
(författare)
-
Moving out of sports : A sociocultural examination of olympic career transitions
- 2014
-
Ingår i: International journal of sports science & coaching. - : Sage Publications. - 1747-9541 .- 2048-397X. ; 9:2, s. 255-270
-
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.
|
|
| 11. |
- Barker, Dean, 1977, et al.
(författare)
-
Olympism as education: analysing the learning experiences of elite athletes
- 2012
-
Ingår i: Educational Review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 64:3, s. 368-383
-
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.
|
|
| 12. |
- Barker, Dean, 1977, et al.
(författare)
-
Pedagogical narrative: Working with technology as student teachers
- 2016
-
Ingår i: Pedagogical Cases: Digital Technologies in Youth Physical Activity, Physical Education & Sport. - London : Routledge.
-
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.
|
|
| 13. |
|
|
| 14. |
|
|
| 15. |
|
|
| 16. |
|
|
| 17. |
- Barker, Dean, 1977, et al.
(författare)
-
Swiss youths, migration and integrative sport: A critical constructive reading of popular discourse
- 2013
-
Ingår i: European Journal of Sport Sociology. - : Routledge. - 1613-8171 .- 2380-5919. ; 10:2, s. 143-160
-
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.
|
|
| 18. |
|
|
| 19. |
- Barker, Dean, 1977, et al.
(författare)
-
Youths with migration backgrounds and their experiences of physical education: an examination of three cases
- 2014
-
Ingår i: Sport, Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 19:2, s. 186-203
-
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.
|
|
| 20. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
-
Athlete learning in Olympic sport
- 2014
-
Ingår i: Sports Coaching Review. - : Routledge. - 2164-0629 .- 2164-0637. ; 3:2, s. 162-178
-
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.
|
|
| 21. |
|
|
| 22. |
- Barker-Ruchti, Natalie, 1971, et al.
(författare)
-
'One door closes, a next door opens up somewhere’: The learning of one Olympic synchronized swimmer
- 2012
-
Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 13:3, s. 373-385
-
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.
|
|
| 23. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
-
Second Generation Immigrant Girls’ Negotiations of Cultural Proximity in Switzerland : A Foucauldian Reading
- 2015
-
Ingår i: Journal of International Migration and Integration. - : Springer. - 1488-3473 .- 1874-6365. ; 16:4, s. 1213-1229
-
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.
|
|
| 24. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
-
Sport-'It's Just Healthy' : Locating Healthism within Discourses of Social Integration
- 2013
-
Ingår i: Journal of ethnic and migration studies. - : Routledge. - 1369-183X .- 1469-9451. ; 39:5, s. 759-772
-
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.
|
|
| 25. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
-
Techno-rational knowing and phronesis : the professional practice of one middle-distance running coach
- 2014
-
Ingår i: Reflective Practice. - : Routledge. - 1462-3943 .- 1470-1103. ; 15:1, s. 53-65
-
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.
|
|
| 26. |
|
|
| 27. |
|
|
| 28. |
|
|
| 29. |
-
Sustainability and high performance sport
- 2015
-
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.
|
|
| 30. |
-
Sustainability in high performance sport : current practices - future directions
- 2015
-
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.
|
|
| 31. |
- Andersson, Rebecca, et al.
(författare)
-
Career paths of Swedish top-level women soccer players
- 2019
-
Ingår i: Soccer & Society. - : Informa UK Limited. - 1466-0970 .- 1743-9590. ; 20:6, s. 857-871
-
Tidskriftsartikel (refereegranskat)abstract
- This study explores seven Swedish top-level women’s soccer players’ career development experiences. Data were produced through semi-structured interviews and a biographical mapping grid. The theoretical framework of ‘careership’ was employed to understand the data. The results showed homogenous career paths. Moreover, the data show that the players decided at a young age to pursue a career in soccer; experienced the transition from junior to senior level soccer as difficult because of a lack of physical preparedness; soccer over school commitments. We recommend that soccer stakeholders (e.g. federations, clubs, coaches) give the transition from junior to senior level soccer special attention to prevent intense demands that may cause dropout. We further propose that if athletes should give sport and education equal priority, the Swedish dual career concept of high school education and sport needs further reflection and adjustment.
|
|
| 32. |
|
|
| 33. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
-
An elite athlete’s storying of injuries and non-qualification for an Olympic Games : A socio-narratological case study
- 2019
-
Ingår i: Qualitative Research in Sport, Exercise and Health. - : Routledge. - 2159-676X .- 2159-6778. ; 11:5, s. 687-703
-
Tidskriftsartikel (refereegranskat)abstract
- In this article, we present and examine the case of one elite athlete – 28-year old Mark (pseudonym), who during a 10-month lead-up to the 2016 Rio OG qualification deadline, aimed to achieve his NGB/NOC’s qualification standards, but sustained several injuries and was forced to give up his qualification attempt. Adopting a socio-narratological framework, we aim to understand how Mark storied the qualification period; how socio-cultural, organisational, and biographical contexts complicated his qualification and how he handled these complications; and how he made sense of not qualifying. Based on data produced through a longitudinal prospective study that included a background questionnaire, three semi-structured interviews, a weekly web survey, a training observation, and a compilation of competition results, our socio-narratological interpretations evidence that Mark aligned his athletic life to the ‘sport performance investment narrative’, but that this narrative provided limited resources to story poor competitive results and injuries. Instead, as Mark faced unexpected disruptions, he adopted a number of restitution strategies (e.g. alternative training/competition plans; positive thinking; rehabilitation) to re-align to the performance narrative. In so doing, Mark compromised injury recovery to worsen his performance and further injure his body, which eventually stopped his qualification process. After a directionless period and personal suffering, Mark again intended to follow the performance investment narrative. We propose that coaches, support staff and sport organisations recognise the pressurised nature of a qualification phase and provide support strategies to moderate instability and possible non-qualification.
|
|
| 34. |
- Barker-Ruchti, Natalie, 1971-
(författare)
-
Ballerinas and pixies : a Genealogy of the Changing Female Gymnastics Body
- 2009
-
Ingår i: International Journal of the History of Sport. - : Routledge. - 0952-3367 .- 1743-9035. ; 26:1, s. 45-62
-
Tidskriftsartikel (refereegranskat)abstract
- Until the late 1960s, women’s artistic gymnastics consisted of mature women performing gentle ballet-type exercises that were emotionally expressive and graceful. During the 1970s, however, the gymnasts’ performances and bodies changed dramatically. Young and sexually undeveloped gymnasts began to execute acrobatic- and risk-driven routines that consisted of complex air-bound combinations of gymnastics elements. The trend to acrobatics emerged in the former Soviet Union. Within this specific political context, a highly competitive, ambitious and ingenious sporting atmosphere fostered the development of the acrobatic trend in the Eastern Bloc countries and later in the West. Analyses of the 1964 and 1975 International Code of Points (Code) and specific descriptions of the physical appearance and winning floor routine of Czechoslovakian Vera Caslavska at the 1968 Olympic Games and that of Romanian Nadia Comaneci at the 1976 Games, demonstrate the differing gymnastics styles. Interviews, academic literature, popular texts and Internet sites help explain the developments. Michel Foucault’s genealogical research methodology and ‘analytic’ of modern relations of power assist in this pursuit, revealing a particular history of social change.
|
|
| 35. |
- Barker-Ruchti, Natalie, 1971-
(författare)
-
Contemporary elite sport landscape
- 2019
-
Ingår i: Athlete Learning in Elite Sport. - Abingdon, Oxon : Routledge. - 9781138086418
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 36. |
- Barker-Ruchti, Natalie, 1971-
(författare)
-
Cultural perspective of learning
- 2019
-
Ingår i: Athlete Learning in Elite Sport. - Abingdon, Oxon : Routledge. - 9781138086418
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 37. |
|
|
| 38. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
-
Don't buy a pig in a poke: Considering challenges of and problems with performance analysis technologies in Swedish men's elite football
- 2021
-
Ingår i: Performance Enhancement and Health. - : Elsevier BV. - 2211-2669. ; 9:1
-
Tidskriftsartikel (refereegranskat)abstract
- During the last decades, technologies to monitor, test and analyze athletes’ performance and health have rapidly developed. At present, global positioning systems (GPS), stadium camcorders, heart rate monitors and mobile applications are prominent performance analysis technologies (PATs) used in most elite sport environments. While PATs is understood as an aid, there is a growing body of literature that points to negative consequences. These negative consequences are concerning and call for research and measures to develop strategies for effective and productive implementation. To achieve this, this article first outlines key challenges and problems of PATs, using sport sociological research on coaching and athletes, historical knowledge of the scientization of training and the changing role of the coach, as well as scientific and experiential knowledge of performance analysis. Our findings show that key challenges and problems occur in a chain of six steps that concern the implementing of PATs: 1. Investment in PATs; 2. Production of performance data; 3. Interpretation of performance data; 4. Communication of performance data; 5. Decision-making based on performance data; and 6. Influence of PATs on coaches and athletes. The article then answers these challenges and problems by outlining recommendations for how sport managers and administrators can prevent buying “a pig in a poke” by acquiring competence about performance analysis and PATs, investing time, and developing effective communication between those working with PATs. © 2021 The Author(s)
|
|
| 39. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
-
Education for Sustainable Development : Teaching deliberation and ethical decision-making in university coach education
- 2023
-
Ingår i: Sports Coaching Review. - : Taylor & Francis. - 2164-0629 .- 2164-0637. ; 12:2, s. 125-144
-
Tidskriftsartikel (refereegranskat)abstract
- Despite increased recognition that a higher education sports coaching qualification plays an important role in shaping coaches' ethical decision-making, few scholars have considered what ethics to teach and how best to deliver such curriculum. Examples of actual ethics courses are particularly amiss. This article furthers scholarship on ethics education by introducing Education for Sustainable Development (ESD), a pedagogical perspective and approach that is employed to teach quality of mind competences considered necessary to make ethical decisions. To demonstrate how ESD can be translated into ethics curriculum, we present the university course "IIG206 Sustainable Sports Coaching", which the authors delivered to coaching students, and outline how the course offered students' opportunities to develop quality of mind competences, including "thinking on their feet", complexity thinking, working interdisciplinarily, creativity, and "thinking outside the box". Practical recommendations for scholars keen to create and deliver ethics education in coaching education conclude the article.
|
|
| 40. |
- Barker-Ruchti, Natalie, 1971-
(författare)
-
Existing theories of learning
- 2019
-
Ingår i: Athlete Learning in Elite Sport. - Abingdon, Oxon : Routledge. - 9781138086418
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 41. |
|
|
| 42. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
-
Foucault in leotards : Corporeal discipline in women's artistic gymnastics
- 2010
-
Ingår i: Sociology of Sport Journal. - : Human Kinetics. - 0741-1235 .- 1543-2785. ; 27:3, s. 229-250
-
Tidskriftsartikel (refereegranskat)abstract
- Women's artistic gymnastics is an Olympic sport that involves intricate acrobatic and rhythmic activities. This kinesthetic proficiency demands muscular strength and courage, which have been argued to serve its athletes as a source of empowerment. Various scholars question the positive effects of sport participation. This article builds on these doubts through a feminist Foucauldian study of WAG. An essayistic research story, compiled from data gained in an ethnographic study, serves as the basis for our analyses. The results demonstrate the complexity of WAG experiences and illustrate that gymnasts' athletic proficiency is only possible through an extensive and elaborate process of corporeal discipline.
|
|
| 43. |
|
|
| 44. |
- Barker-Ruchti, Natalie, 1971, et al.
(författare)
-
Gendered violence in women’s artistic gymnastics: a sociological analysis
- 2020
-
Ingår i: The Routledge Handbook of Athlete Welfare. Melanie Lang (red.). - Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge international handbooks : Routledge. - 9780367193256 ; , s. 57-68
-
Bokkapitel (refereegranskat)
|
|
| 45. |
|
|
| 46. |
- Barker-Ruchti, Natalie, 1971, et al.
(författare)
-
“Gymnasts Are Like Wine, They Get Better With Age”: Becoming and Developing Adult Women’s Artistic Gymnasts
- 2017
-
Ingår i: Quest. - : Informa UK Limited. - 0033-6297 .- 1543-2750. ; 69:3, s. 348-365
-
Tidskriftsartikel (refereegranskat)abstract
- Women’s artistic gymnastics is commonly understood to require early entrance and intense training during childhood. Most gymnasts retire before reaching adulthood. In recent years, the gymnast population at the highest level has “aged.” In this article, we adopt a socio-pedagogical perspective to explore the training contexts, pubertal development, and associated learning 10 older elite gymnasts reported. We develop a cultural perspective of gymnast development and show that transitioning through puberty allowed the gymnasts to extend their careers. Support from their coaches and parents, self-reflective time, and genetic predispositions facilitated the transitioning. Through this, gymnasts gained control over self, body, relationships, and performance. In conclusion, we provide implications for gymnast development practice.
|
|
| 47. |
|
|
| 48. |
|
|
| 49. |
- Barker-Ruchti, Natalie, 1971
(författare)
-
Integrating training and coaching science: Current deficits, perils and opportunities for sport coaching education in Sweden
- 2018
-
Ingår i: Svensk Beteendevetenskaplig Idrottsforsknings konferens (SVEBI).
-
Konferensbidrag (refereegranskat)abstract
- Introduktion/Introduction Training science and technology continues to develop. Recent scientific and technological developments add to a 70-year history of scientification of training. Research that critically analyses these developments is only emerging (Kohe & Purdy, 2018), and thus, knowledge on their effects for sport organisations, coaches, athletes, parents, academic institutions, and coaching students is limited. Syfte & teoretisk ram/Aim and theoretical framework My aim for this presentation is to examine the recent scientific and technological developments at one Swedish academic institution, which offers sport coaching education. Specifically, I aim to (a) describe and contrast training science and coaching research activities, academic output, university courses, and sport organisations’, coaches, and sport science/coaching students’ interest in this type of science; and (b) reflect on the consequences of the activities on the field of coaching and education of sport coaches. The theoretical framework that I will employ in this pursuit is the heuristic ‘Sport as Commodity and Sport as Community’ (Barker-Ruchti, Barker, & Annerstedt, 2014). Metod/Method Employing case study inquiry (Yin, 2012), I chose the Department of Food and Nutrition, and Sport Science (IKI) as the case to study. This department offers a sport coaching education program, and its teachers research in training science and coaching. I produced descriptive qualitative data through collecting the recent research activity reports produced by the department’s Centre of Health and Performance and the thematic research group Sport Coaching och Physical Education (SCoPE); training science and sport coaching course plans; student registration data; and student course and program evaluation forms. Data analysis was abductive, which allowed themes to emerge from the data, and for the commodity/community heuristic to generate interpretation. Resultat/Results Results show that at IKI (a) analytic training science methods are popular with researchers, sport organisations, practitioners, and students; (b) sport coaching scientists (continue to) follow the dominant research focus of coach behavior and thinking; and (c) at present, no dialogue is taking place between training science and coaching researchers to discuss the integration of research. These findings reflect the polarization of the Sport as Commodity and Sport as Community heuristic. Diskussion och slutsatser/Discussion and conclusions The clear distinction and lack of exchange between training science and coaching holds a number of perils: First, it means that sport coaching is taught in the sport science disciplines, which scholars have identified as a reason for students not being able to integrate knowledge into coaching practice (Cushion et al., 2010). Second, current training science knowledge risks to support the objectification of athletes and performance testing to serve as control mechanisms. The sport as commodity heuristic, as other research (Denison, 2007), demonstrate that this effect has unsustainable consequences for athletes. Third, the lack of exchange between training and coaching researchers means that training science is not pedagogised, respectively that coaching pedagogy is not scientised with training knowledge. It is time that researchers begin to meet and discuss coaching in terms of both training and coaching science. In view of the mandate that some Swedish universities will have regarding the high school sport subject, the revisions this demands offers a suitable opportunity to consider and develop integrated courses for the sport coaching education programs. References Barker-Ruchti, N., Barker, D., & Annerstedt, C. (2014). Techno-rational knowing and phronesis: The professional practice of one middle-distance running coach. Reflective Practice: International and Multidisciplinary Perspectives, 15(1), 53-65. Cushion, C., Nelson, L., Armour, K., Lyle, J., Jones, R., Sandford, R., & O’Callaghan, C. (2010). Coach learning and development: A review of literature. Leeds: sports coach UK. Denison, J. (2007). Social Theory for Coaches: A Foucauldian Reading of one Athlete's poor performance. International journal of Sports Science & Coaching, 2(4), 369-383. Kohe, G. Z., & Purdy, L. G. (2018). Analytical attractions and the techno-continuum: Conceptualising data obsessions and consequences in elite sport. Sport, Education and Society, 1-14. doi:10.1080/13573322.2018.1467398 Yin, R. K. (2012). Applications of case study research (3. ed. ed.). Thousand Oaks, Calif.: Thousand Oaks, Calif. : SAGE.
|
|
| 50. |
|
|
