Defining, acquiring and transacting cultural capital through assessment in physical education

Redelius, Karin; Hay, Peter

doi:10.1177/1356336x09364719

Cited by 35 publications

(64 citation statements)

References 33 publications

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“…Consequently, those being slim, physically mature, talented at ball games and able to exhibit male-associated attributes continued to occupy the most significant positions in the field. These students were given a greater opportunity to successfully display sporting tech-niques (Hay and Macdonald, 2010b;Koca et al, 2009;Redelius and Hay, 2009;Svennberg, 2017). Nevertheless, a divergent reality was experienced by peers whose access to capital was restricted due to the impossibility to meet the demands of the field.…”

Section: (Mis)educational Consequencesmentioning

confidence: 99%

Sociocultural processes of ability in Physical Education and Physical Education Teacher Education: A systematic review

Nabaskues-Lasheras

Usabiaga

Lozano-Sufrategui

et al. 2019

European Physical Education Review

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The aim of this study is to systematically review the empirical evidence about the sociocultural processes of ability in Physical Education (PE) and PE Teacher Education (PETE) between 2004 and 2019. Content analysis of 17 included articles demonstrated that all the studies took place in PE, but none were conducted in PETE. Qualitative methodologies were common, underpinned by a variety of theoretical approaches, such as those focused on social structures, discourses, power relations and pedagogical approaches that (re)produce social constructions of ability. Our analysis resulted in four main themes: structuring elements of the field, the able student in PE, (mis)educational consequences and practical implications. In considering findings from this study, three reflections are presented: (a) there is a clear gap in PETE literature about the sociocultural process of ability in PE; (b) understanding ability as movement literacy could be useful in PE; and (c) future research exploring how ability is socially constructed by different groups of people is needed. PETE programmes should incorporate pedagogical practices in their curriculums directed to challenge students’ views about ability, enabling them at the same time to provide more habitable learning environments in their future practice.

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Section: (Mis)educational Consequencesmentioning

confidence: 99%

Sociocultural processes of ability in Physical Education and Physical Education Teacher Education: A systematic review

Nabaskues-Lasheras

Usabiaga

Lozano-Sufrategui

et al. 2019

European Physical Education Review

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“…Further, student views of expected outcomes of physical education, and the knowledge produced through participation in physical education (Quennerstedt, 2013), can be quite different from learning outcomes stated in the official curriculum. The lack of alignment and the connected problems for validity and equality in assessments, most often with a reference to Bernstein's (1975) three message systems (curriculum, pedagogy and assessment), is well documented in physical education (Annerstedt & Larsson, 2010;Hay & Macdonald, 2008;Redelius, Fagrell, & Larsson, 2009;Redelius & Hay, 2009). Conscious that the question of validity and the AfL strategies employed are dependent of both the actual curriculum, and the wider political, social and cultural contexts, the next section provides a brief presentation of educational assessment and physical education in Norway in a bid to set the context of the study.…”

Section: Assessment For Learningmentioning

confidence: 99%

‘It's the other assessment that is the key’: three Norwegian physical education teachers' engagement (or not) with assessment for learning

Leirhaug

MacPhail

2015

Sport, Education and Society

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The international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice as an important part of the future development of the subject. Appreciating that physical education must be recognized as part of the larger movement culture in society and is a place to learn about movement culture, this study explores how AfL is understood and enacted by physical education teachers and the extent to which such enactment complements or challenges learning movement cultures within physical education. This study shares how three Norwegian physical education teachers used AfL to term what they were practicing with respect to assessment in physical education. We follow the interactions of the selected teachers throughout focus groups, using the empirical data as our 'dialogue partner' in reconstructing and discussing their assessment stories. We conclude that the need of embedding AfL in learning theory may well be one of the strongest challenges to enacting AfL in physical education. We acknowledge that not only are most existing theories of learning defined cognitively, but also that learning connected to physical education and activity is, to a large extent, practical and embodied, and also linked to the powerful discourses of sport and related areas such as health.

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“…In this context, coach educators can create awareness of innovative and appropriate use of ICT and act as exemplars for coaches by modelling its application. However, a significant recommendation is that the TST assessment tool is not a stand-alone instrument; it should be complemented by clear feedback and a well-structured remediation/development program (Redelius & Hay, 2009). It can be argued that using an existing set of coaching competences provided an appropriate measure of validity for the TST instrument.…”

Section: Discussionmentioning

confidence: 99%

Touch Screen Technology: Implementing a Technologically-Enhanced Profiling System for Student Sport Coaches | La technologie des écrans tactiles : mettre en œuvre un système de profilage amélioré par la technologie pour les entraîneurs sportifs en formation

Browne

Lyle

2018

CJLT

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This exploratory case study evaluates the implementation and use by student coaches of an innovative coaching profiling system, Touch Screen Technology (TST), to assess coaching behaviours. The study was designed to evaluate the potential of this technologically-enhanced assessment system as a profiling option for gathering, storing, retrieving, and presenting data about coaching competences. The case study documents and evaluates trainee coaches’ (N=100) experiences of using TST during an internship, identifying the advantages and challenges of implementation, and evaluating the potential for coach education and development. Evidence was triangulated from questionnaires, journals, and interviews (N=20). The responses from the coaches were overwhelmingly positive. The touch screen technology, specified assessment criteria, and graphical profiling helped to integrate assessment into the program along with increased awareness and understanding of the assessment process. The students’ subsequent reflections on the components of the coaching process positively impacted their performance. The study concludes that TST has the potential to assist in enhancing the learning process and bridging the gap between education and practice. Attention is drawn to the challenges of implementation.Cette étude de cas exploratoire évalue la mise en œuvre et l’utilisation, par les élèves entraîneurs, d’un système innovateur de profilage d’entraîneurs, la technologie des écrans tactiles (« TÉT »), pour évaluer les comportements des entraîneurs. L’étude a été conçue pour évaluer le potentiel de ce système d’évaluation technologiquement amélioré comme option de profilage pour la collecte, l’entreposage, la récupération et la présentation de données sur les compétences des entraîneurs. L’étude de cas documente et évalue les expériences d’utilisation de la TÉT par les entraîneurs stagiaires (N=100) durant un stage tout en relevant les avantages et les défis liés à la mise en œuvre et en évaluant le potentiel pour la formation et le développement des entraîneurs. Les preuves ont été triangulées à partir de questionnaires, de journaux et d’entrevues (N=20). Les réponses des entraîneurs ont été très largement positives. La technologie des écrans tactiles, les critères d’évaluation précisés et le profilage graphique, tout comme la sensibilisation et la compréhension accrue du processus d’évaluation, ont aidé à intégrer l’évaluation au programme. Les réflexions subséquentes des élèves sur les composantes du processus d’entraînement ont eu une incidence positive sur leur rendement. L’étude conclut que la TÉT a le potentiel d’aider à améliorer le processus d’apprentissage et à combler l’écueil entre l’éducation et la pratique. L’étude attire l’attention vers les défis liés à la mise en œuvre.

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Defining, acquiring and transacting cultural capital through assessment in physical education

Cited by 35 publications

References 33 publications

Sociocultural processes of ability in Physical Education and Physical Education Teacher Education: A systematic review

Sociocultural processes of ability in Physical Education and Physical Education Teacher Education: A systematic review

‘It's the other assessment that is the key’: three Norwegian physical education teachers' engagement (or not) with assessment for learning

Touch Screen Technology: Implementing a Technologically-Enhanced Profiling System for Student Sport Coaches | La technologie des écrans tactiles : mettre en œuvre un système de profilage amélioré par la technologie pour les entraîneurs sportifs en formation

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