Exposure and Effect: An Investigation into a Culture of Body Pedagogies

McMahon, Jenny

doi:10.1007/978-981-13-0511-5_24

Cited by 5 publications

(12 citation statements)

References 49 publications

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“…coaches, managers, teammates) to an athlete. Previous research (McMahon, 2010; highlight how Australian swimming functions on meritocratic (i.e. winning at all costs) and technocentric (i.e.…”

Section: Resultsmentioning

confidence: 99%

“…This highlights Shilling's (1993) notion where the [swimmer] body is a source of physical capital, 'the possessor of power, status and symbolic forms' (p. 127). While previous research in the elite swimming context revealed how performing competitive swimmer bodies brought reward in the form of social privilege (McMahon, 2010), this research has highlighted how for one swimmer, when her body failed to perform competitively, she was stigmatised and subsequently 'labelled', 'discriminated' and 'socially ostracised' (Goffman, 1973;Link & Phelan, 2001). In a contrast, in the masters swimming context, the swimmer revealed how she was discriminated for her extreme competitive performance through the implementation of an unnecessary penalty.…”

Section: Analysis/closingmentioning

confidence: 97%

“…For example, direct speech is delineated through the use of quotation marks as well as being indented. Inner feelings are indented but quotation marks not used (McMahon, 2010). Sometimes certain words were capitalised within the autoethnography to highlight a point and/or give emphasis to her feelings and emotional experiences during the writing (McMahon, 2010;McMahon et al, 2012).…”

Section: Formatting the Storiesmentioning

confidence: 99%

“…Will do anything, take anything that will help me to achieve competitively and so I can gain their acceptance. I don't care if it risks my health (McMahon, 2010;.…”

Section: Post Scriptmentioning

confidence: 99%

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I am fast but I do not fit: an autoethnography of a swimmer’s experiences of ‘competitive performance’ stigma in two sporting contexts

McMahon

McGannon

Zehntner

2017

Sport, Education and Society

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Given that research outside of sport and exercise has found that stigma may cause severe consequences (e.g. depression), it is important to explore the concept in regard to its connection to socio-cultural issues in the development and persistence of stigmatisation in sporting contexts. Analytic autoethnography and Goffman's theory of stigma was used to explore one female swimmer's experiences of 'enacted' and 'felt' competitive performance stigma occurring in elite swimming and a masters swimming context. Competitive performance stigma has not been conceptualised or explored as a stigma type in sport research, however through the presentation and analysis of two vignettes and the use of Goffman, this is achieved. The social agents that contributed to both 'enacted' and 'felt' competitive performance stigma and the consequences/effects (e.g. withdrawal from sport, feelings of shame) for this swimmer are highlighted. Our analysis further highlights the role of particular cultural insiders (e.g. coaches, team managers and other swimmers) in the reproduction of competitive performance stigma through acts of labelling, discrimination and social isolation. These acts positioned the female swimmer as an 'outsider' because of her competitive performance which in turn led to her withdrawal from these two sporting contexts highlighting the implications for recipients of stigmatisation.

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Section: Resultsmentioning

confidence: 99%

Section: Analysis/closingmentioning

confidence: 97%

Section: Formatting the Storiesmentioning

confidence: 99%

“…Will do anything, take anything that will help me to achieve competitively and so I can gain their acceptance. I don't care if it risks my health (McMahon, 2010;.…”

Section: Post Scriptmentioning

confidence: 99%

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I am fast but I do not fit: an autoethnography of a swimmer’s experiences of ‘competitive performance’ stigma in two sporting contexts

McMahon

McGannon

Zehntner

2017

Sport, Education and Society

Self Cite

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“…It was during this staffroom conversation that I (Abbey) shared my curiosity to stretch my applications of a/r/tography into new and unfamiliar inquiry contexts.Jenny shared a story with me in relation to some challenges and frustrations she had encountered as a result of 'narrative habitus' (Smith, 2013) with a young swimmer participant. Jenny explained how she had extensive narrative exchanges with this particular swimming participant, explaining how destructive body practices and the 'slim to win' ideology are for swimmers (Mcmahon and Dinan-Thompson, 2008;Mcmahon;Penney and Dinan-Thompson, 2012). However after hours of narrative exchanges, the young swimmer still engaged with risky dieting practices and Jenny was at an impasse as how to provide this young swimmer with an educational exchange that could work for her.…”

Section: Prefacementioning

confidence: 99%

O Instrumento Relacional da Investigação em Arte

MacDonald

McMahon

2017

vis

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Este artigo debate o potencial para uma investigação a/r/tográfica dentro dos contextos do esporte e da pesquisa de exercícios. Ele descreve como um Instrumento Relacional de Investigação em Arte (IRIA) foi desenvolvido para auxiliar participantes fora do campo das artes a realizar a a/r/tografia. Antes desta investigação, a metodologia a/r/tográfica foi usada principalmente nos contextos de Ciências Sociais e Artes, já com pesquisadores de esporte e exercício qualitativo ainda não empregaram esta abordagem. Devido às formas incorporadas de conhecimento e o potencial evocativo uma investigação a/r/tográfica, esta pesquisa procurou elaborar um conjunto de instrumentos orientadores que poderiam ser usados para apoiar pesquisadores e participantes a se envolverem com a a/r/tografia. Isso foi feito como uma forma de ajudá-los a ver e encontrar maneiras de articular a complexidade, a incerteza e o potencial do “não visto” ocorrendo em narrativas. O desenvolvimento da ferramenta RAIT é baseado em uma gama diversificada de teoria e ideias que sustentam a metodologia a/r/tográfica (IRWIN,2004), os elementos de indagação de Gallas (2011) e os hábitos da mente de Hetland (2013). Ao abraçar o potencial a/r/tográfico dentro de um contexto de pesquisa de esporte e exercício, este artigo ilustra como a ferramenta RAIT foi desenvolvida e depois testada para cultivar compreensões transformadoras e interpretação da cultura da natação através de um proocesso de desenvolvimento relacional e criativo.

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Using Narrative as a Tool to Locate and Challenge Pre Service Teacher Bodies in Health and Physical Education

McMahon

Penney

2013

AJTE

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Exposure and Effect: An Investigation into a Culture of Body Pedagogies

Cited by 5 publications

References 49 publications

I am fast but I do not fit: an autoethnography of a swimmer’s experiences of ‘competitive performance’ stigma in two sporting contexts

I am fast but I do not fit: an autoethnography of a swimmer’s experiences of ‘competitive performance’ stigma in two sporting contexts

O Instrumento Relacional da Investigação em Arte

Using Narrative as a Tool to Locate and Challenge Pre Service Teacher Bodies in Health and Physical Education

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