Introduction

Bateman, Simone; Gayon, Jean; Allouche, Sylvie; Goffette, JÃ©rÃ ́me; Marzano, Michela

doi:10.1057/9781137530073.0006

Cited by 3 publications

(4 citation statements)

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“…What is real? (Re-)Locating body, movement, and experience in an increasingly digitized world (Millington, 2016), increasing self-measurement (Lupton, 2016), and ever-advancing technologizations and optimizations of the body (Bateman et al, 2015). In this context, the health of children and adolescents is also receiving increasing attention (Romeo et al, 2019;Thorburn & Gray, 2021).…”

Section: S Ruin and M Giesementioning

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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Section: S Ruin and M Giesementioning

confidence: 99%

What is real?

Ruin

Giese

2023

CISS

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“…Thus, there are perspectives that seek to functionalise and normalise the body (Ruin, 2023). Nowadays, these tend to be linked to the booming fitness movement (Millington, 2016), increasing self-measurement (Lupton, 2016), and the progressive technologisation and optimisation of the body (Bateman et al, 2015). In these respects, the health of children and adolescents, and thus their HE, has received greater attention (Romeo et al, 2019).…”

Section: Digitally Informed Conceptualisations Of Body Movement and E...mentioning

confidence: 99%

“…In relation to physical education, this leads to the need to 'redefine' elementary sports pedagogical categories such as body, movement and experience since the meaning of each of these categories may change as the result of ongoing digitalisation (Ruin and Giese, 2023). Doing so is also of profound significance for HE, where the use of digital tools (Bodsworth and Goodyear, 2017;Jastrow et al, 2022;Romeo et al, 2019;Sargent and Calderón, 2021) and questions of (digitally driven) self-optimisation (Bateman et al, 2015) lie at the heart of much contemporary practice. Hence, in this paper, we aim to better understand the mechanisms, opportunities and challenges that digital health education poses for physical education, with a focus on the use of tools such as wearables from a Bildungoriented perspective.…”

Section: Introductionmentioning

confidence: 99%

Experiencing being objectified? A critical investigation of basic pedagogical categories in digital health education

Ruin,

Giese

2023

Health Education Journal

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Background: In this paper, we explore the role digital health education can play in physical education. We argue that the use of digital media and technologies has been accompanied by fundamental changes in basic sports pedagogical categories such as body, movement and experience. In doing so, we advance the thesis that increasing digitalisation offers multi-layered and partly paradoxical opportunities and risks for health education, which have not yet been sufficiently discussed from a sports pedagogical perspective in a digitalised world. Objective: To develop a deeper understanding of these changes, we aim to analyse the mechanisms, opportunities and challenges created by digital health education in physical education, with a focus on the use of tools such as wearables. Method: We draw on a Bildung-oriented perspective rooted in German-speaking pedagogy. With this in mind, we first look at the possibilities and limits for digital health education in physical education at the surface level, before we offer a deeper investigation of body, movement and experience in a digitalised world. This leads us to critical reflection at a structural level. Results and Conclusion: Supposedly clear distinctions between ‘virtual’ and ‘real’, and ‘digital’ and ‘analogue’, are increasingly untenable. On the one hand, the use of digital technologies can convey reductionist images of humankind and a narrow understanding of education. On the other hand, students can experience differences between supposedly objective and subjective views of their bodies and their movement behaviour using digital technologies. This can lead to Bildung processes in which the relationship between oneself and the world is questioned, which in a sense constitutes a form of Bildung-oriented digital health education.

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“…Neben diesen drei exemplarisch benannten Auslegungen ließen sich durchaus noch weitere benennen, wie z.B. eine Sensibilisierung(Ruin, 2023, S. 158-161), oder eine Technologisierung(Bateman et al, 2015;Thiele, 2020). Letztlich sollten aber die angeführten Beispiele genügen, um die These der Gleichzeitigkeit äußerst diverser Auslegungen des Körpers in der heutigen Sportpädagogik zu stützen.…”

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Ist der Körper (noch) derselbe? Eine Einführung

Ruin,

Sandbichler,

Baumgärtner

et al. 2024

Ist Der Körper (Noch) Derselbe?

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Somit scheint zwar klar, dass dem Körper 2 als abstrakte Größe in der Sportpädagogik eine besondere Beachtung zukommt -was zudem zweifellos kein kurzfristiges Phänomen unserer Zeit ist, sondern Ausdruck einer disziplinären Tradition (Grupe, 1984; Krüger, 2019) -, jedoch bleibt diese Größe allenfalls in reichlich unbestimmter Form ein Konsens.Derartige Unbestimmtheiten erscheinen in einer wissenschaftlichen Dis ziplin wie der Sportpädagogik, in der Grundbegriffe und Gegenstandsfra gen immer wieder verhandelt, begründet und reflektiert werden müssen, alles andere als überraschend, sondern gelten vielmehr als konstitutiv:

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Introduction

Cited by 3 publications

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What is real?

What is real?

Experiencing being objectified? A critical investigation of basic pedagogical categories in digital health education

Ist der Körper (noch) derselbe? Eine Einführung

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