Bildung-Theoretical Approaches in German-Speaking and International Sport Pedagogy

Aggerholm, Kenneth; Giese, Martin

doi:10.1007/978-3-658-38895-9_3

Cited by 3 publications

(5 citation statements)

References 26 publications

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“…Det finns dock studier som kan sägas ha ett bildningsperspektiv även om själva begreppet inte alltid nämns explicit. Exempelvis diskuterar Quennerstedt (2019) transformativt lärande, vilket kan tolkas som bildningsrelaterat (se Aggerholm & Giese, 2023). Några forskare som lyfter fram bildningsperspektivet är Ruin och Stibbe (2020).…”

Section: Bildning Och Skolämnet Idrott Och Hälsaunclassified

Physical education and health – a space for learning generic knowledge

Modell

2024

FORSKUL

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Det pågår en diskussion om vilka kunskaper som elever ska utveckla i idrott och hälsa. Ämnet har setts som ett aktivitetsämne, men sedan reformen 1994 förväntas ämnet i större utsträckning bidra till elevers kunskapsutveckling. Tidigare forskning tyder på att kunskapsobjektet förblir oklart och att det saknas kunskap om vad lärandet ska bestå av. I denna studie undersöks dels vad eleverna uppfattar att de lär sig, dels vilka kunskaper som bedöms i idrott och hälsa. Deltagare var elever från två klasser i årskurs 2 på en gymnasieskola. Empirin samlades in genom observationer, intervjuer och samtal. Analysen utgick från en icke-affirmativ teori, med fokus på både ämnesspecifika och generiska kunskaper. Resultaten visar att eleverna ansåg att de lärde sig generiska och ämnesspecifika kunskaper, även om betygen huvudsakligen baserades på det ämnesspecifika. Trots det ansåg eleverna att undervisningen gav möjligheter för lärande av generiska kunskaper så som social, emotionell och värderingskunskap. Physical education and health – a space for learning generic knowledge There is an ongoing discussion about what knowledge is in physical education and health (PEH). Previous research indicate that the object of knowledge remains unclear. The aim of this study was to examine what students perceive that they learn and what knowledge is assessed by teachers in PEH. Participants were pupils from two classes in year 2 at an upper secondary school. Data was collected through observations, interviews and conversations. The data analysis is informed by non-affirmative theory which puts emphasis on both subject-specific and generic knowledge. The results show that the students considered that they learn certain generic knowledge as well as subject-specific knowledge. However, the students pointed out that the grades were mainly based on subject-specific knowledge. Despite this, the students believed that it was important to learn generic knowledges associated with social, emotional and values knowledge and that PEH gave them great opportunities for this kind of learning.

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Section: Bildning Och Skolämnet Idrott Och Hälsaunclassified

Physical education and health – a space for learning generic knowledge

Modell

2024

FORSKUL

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“…are well-founded philosophically oriented theoretical reflections on these categories and on how humans act in and perceive the world (Giese, 2008;Grupe, 1984;Thiele, 1996). This is theoretically underpinned by the elementary goal of educational efforts to enable Bildung, understood as the self-determined enlightenment of young people in their subjective relationship to oneself and to the world (e.g., Aggerholm & Giese, 2023;Biesta, 2021). Hence, a transformation of the relationship to oneself and to others is called the process of Bildung (Koller, 2012).…”

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confidence: 99%

“…(Re-)Locating body, movement, and experience in an increasingly digitized world dominant Bildung-theoretical tradition and the basic assumptions associated with it (Biesta, 2021). Even if a seamless translation of Bildung into international sport pedagogy is not possible (Aggerholm & Giese, 2023), the assumption that body, movement, and experience are attributed central Bildung potentials seems to be consensual (Brinkmann & Friesen, 2018).…”

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confidence: 99%

What is real?

Ruin

Giese

2023

CISS

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In sport pedagogical contexts, body, movement and experience can be seen as fundamental issues. The conceptualization of these issues—often based on anthropological, phenomenological, or otherwise philosophical considerations on how human beings act and perceive the world—is crucial for sport pedagogical work on the theoretical, practical, and empirical levels. The authors’ thesis is that, in an increasingly digitized world, body, movement, and experience are gaining more and more new meanings. Therefore, this paper seeks to (re-)locate body, movement, and experience in a digitized world, confronting traditional sport pedagogical conceptualizations with philosophical and sociological considerations on digitality. The aim is to build a solid base and to open new doors for sport pedagogical work in the 21st century.

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“…Bildning kan användas i diskussionen om hela skolans uppdrag (Nordin, 2012) eftersom begreppet både relaterar till skolans demokratiska uppdrag (Olson, 2013) och vad som kan uppfattas som ämneskunskaper. Därmed kan bildning också bidra till att vidga samtalet om kunskap i de olika skolämnena (Nordin, 2012) och det finns med begreppet möjlighet att diskutera syftet med idrott och hälsa (Aggerholm & Giese, 2023).…”

Section: Inledningunclassified

“…Begreppet inrymmer inte enbart fysiska aspekter utan även exempelvis motivation, självförtroende och förståelse för vikten av att vara fysiskt aktiv hela livet, och det finns med begreppet en strävan att överskrida dualismen kropp och själ (Whitehead, 2010). I senare definitioner har emellertid physical literacy utvecklats mer mot instrumentella och psykologiska riktningar, vilket står i konflikt med ett bildningsteoretiskt synsätt (Aggerholm & Giese, 2023). I en textanalys av 49 internationella artiklar om physical literacy har det visat sig att begreppet främst relateras till de fysiska dimensionerna av lärande och mindre åt det kognitiva, sociala och emotionella.…”

Section: Kunskap Och Bildning I Idrott Och Hälsaunclassified

Bildning i idrott och hälsa: Gymnasieelevers uppfattningar om kunskap, lärande och bedömning

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The aim of this thesis is to better our understanding of the relationship between physical education and health as a school subject and the school's overall mission. Drawing on an educational perspective, the intention is to interrogate students' perceptions of knowledge, learning and assessment in the subject. With this thesis, I want to contribute to the ongoing discussion about what constitutes knowledge in physical and health and open up for reflections on alternative perspectives on knowledge in the subject. The thesis is a compilation consisting of three empirical studies presented in four articles, study one and the first two articles are also part of my licentiate thesis. In study two, two classes at an upper secondary school were followed during their physical education and health classes for one whole school term. The data in study two consists of interviews, observations, informal conversations and teacher-student grade discussions. Study three comprises observations and conversations with students from two classes participating in six lessons each on ball games.The data analysis in both study two and three are based on non-affirmative theory where both subject-specific knowledge and generic knowledge are central. The analysis shows that the students perceive that they learn subject-specific knowledge as well as generic knowledge but, for the most part, reproductive and affirmative learning is associated with subject specific knowledge. However, the studies also show that the students may use this affirmative (sporting) knowledge in a final individual “healthproject” and somewhat alter the reproduced and affirmative content, to achieve their personal health goals and this learning may then be seen as more non-affirmative. At the same, some students are not able to achieve this reproductive and affirmative learning, which can mean that their knowledge “toolbox” is more limited for the final health project and, by extension, health in a lifelong perspective. In order to enrich and enhance the educational outcomes for students in physical education and health, the pervasiveness of reproductive and affirmative knowledge needs to be challenged by a more non-affirmative way of thinking.

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Bildung-Theoretical Approaches in German-Speaking and International Sport Pedagogy

Cited by 3 publications

References 26 publications

Physical education and health – a space for learning generic knowledge

Physical education and health – a space for learning generic knowledge

What is real?

Bildning i idrott och hälsa: Gymnasieelevers uppfattningar om kunskap, lärande och bedömning

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