2 Formen der Erkenntnisgenerierung in der Schulsportforschung – Methodologie und Methoden

“Claim vs. Reality”—A German Case Study on Modes and Functions of Sports-Pedagogical Communication

“…Access to the concept provides for expected controversies that oscillate between strict rejection, ready allowance, and critical pragmatism (Stibbe, 2010). At the same time, the construct of competence establishes for the first time a genuinely empirically connectable core category of sports pedagogy that is designed to be verified-a sports pedagogy, which is in fact "uncircumventable" (Thiele and Schierz, 2003, p. 230) due to the educational policy forced conversion of the school system to output, comparison, and evidence, and which entails a productive scientific (competition) dispute about interpretations, modeling, test criteria, and implementations (e.g., Zeuner and Hummel, 2006;Gogoll, 2009Gogoll, , 2013Kurz, 2009;Balz, 2011bBalz, , 2013Gerlach et al, 2013Gerlach et al, , 2014Neumann, 2013Neumann, , 2014Gissel, 2014;Stibbe, 2018;Thiele, 2018).…”

“…In this context, claims centrally refer to constitutions of assimilated realities of the political agenda, spearheads of empirical educational research, or the mainstream of disciplinary communication. In this respect, realities are characterized by orientations of assimilated claim attitudes of scientific operationalization of phenomena, relativization of pedagogical norms, and increase of practical action relevance (e.g., Thiele, 2018 ).…”

“…Sports pedagogy is thus a normative academic discipline evaluating and discussing values, goals, and norms, as well as an empirical-analytical academic discipline conducting research using hermeneutic, qualitative, and quantitative-empirical research methods considering goals, actors, frameworks, and effects of school sports and physical education especially (cf. currently Thiele, 2018 ; Balz et al, 2020 ; Ruin and Stibbe, 2020 ).…”

Ist der Körper (noch) derselbe? Eine Einführung

“…Vor diesem Hintergrund könnte ein Ansatzpunkt für eine Bestimmung dessen, was der Körper ist, in einer Bezugnahme auf anthro pologische Überlegungen und deren Aktualisierung bzw. deren Zurückwei sung liegen.Ein anderer Ansatzpunkt zur Bestimmung des Körpers zeigt sich in der spätestens seit den 2000er-Jahren forcierten Hinwendung der Sportpädago gik zu empirischer Forschung (u.a Thiele, 2008)…”