Investigating learning in physical education—a transactional approach

Quennerstedt, Mikael; Öhman, Johan; Öhman, Marie

doi:10.1080/13573322.2011.540423

Cited by 63 publications

(50 citation statements)

References 31 publications

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“…Rovegno and Dolly's (2006) review of constructivist research in HPE reveals one investigation that focuses on social interaction as part of learning (Tjeerdsma 1998) and this paper deals with interactions between student teachers. A pragmatic perspective as outlined by Ö hman (2011) andQuennerstedt (2013) could provide a useful analytic framework but to our knowledge this approach has not been employed to examine group work in PE. Ussher and Gibbs' (2002) research provides a further contribution to group work and has relevance to social interaction.…”

Section: A Scenariomentioning

confidence: 99%

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

Barker

Quennerstedt

Annerstedt

2013

Physical Education and Sport Pedagogy

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Background: Group work is often used in Physical Education (and Health -HPE). In this paper, we propose that despite: (1) its widespread use; (2) advances surrounding HPE models that utilize group strategies; and (3) a significant amount of literature dealing with group work in other school subjects, we do not have a particularly good theoretical understanding of group learning in HPE. Purpose: The purpose of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory that relate to the zone of proximal development (ZPD); namely that in learning situations: (i) group members engage in shared communication; (ii) expert -novice relationships can develop and change during group activities and (iii) constructing knowledge can be thought of as reaching agreement. Participants and setting: Empirical material was generated with eight different HPE classes in lower and upper secondary schools in Sweden. Schools were selected in a way that maximized variation and were distributed across four geographic locations with varying sizes and types of communities. Data collection: Observational material was produced at each of the sites with the use of two cameras: one stationary and the other mobile. Stationary filming maintained a wideangled focus and captured the entire class. Mobile filming focused on different groups working within the classes. During mobile filming, between two and five students were generally in the frame and filming was directed at sequences in which a group of students worked together on a specific task. Data analysis: Analysis of the data focused on two kinds of incidents. The first comprised a sequence in which two or more students were interacting to complete a task which they could not immediately do and were engaged in collective signification by talking about or doing the activity in mutually compatible ways. These conditions were sufficient in our view to signal the creation of a ZPD. The second kind of incident fulfilled the first criteria but not the second -i.e. the students were interacting but not in mutually compatible ways. Findings: A post-Vygotskian interpretation of three group work sequences draws attention to: (i) the flexible and fluid nature of 'expertness' as it exists within groups; (ii) the unpredictable nature of member interactions and (iii) the challenging role that teachers occupy while trying to facilitate group work. Conclusion: Such an interpretation contributes to a growing understanding of group work and helps HPE practitioners to make the most of a teaching strategy which is already used widely in schools.

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Section: A Scenariomentioning

confidence: 99%

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

Barker

Quennerstedt

Annerstedt

2013

Physical Education and Sport Pedagogy

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“…Ligozat (2011) reported that JASD is a pragmatist and social-interactionist approach to classroom practices, which has links with the theoretical works of Mead, Blumer, and Goffman as well as the one of Vygotsky. It has also commonalities with the 'Swedish didactics research tradition' of studying PE practices within a pragmatist and transactional theory of experience (Quennerstedt, 2013;Quennerstedt, Öhman, & Öhman, 2011; see also Ward & Quennerstedt, 2015) as well as in considering that students' learning emerges through social interactions including how the body is implicated in interactional situations (Larsson, Fagrell, & Redelius, 2009; see also Barker, Quennerstedt, & Annerstedt, 2015). From a theoretical standpoint, teacher and students 'joint action' stands for the situated interdependence of classroom actions on the one hand and the cultural, institutional and historical contexts in which the joint action occurs on the Physical education in Tunisia 659 other.…”

Section: Outlines Of the Tunisian National Pe Curriculummentioning

confidence: 99%

Physical education in Tunisia: teachers' practical epistemology, students' positioning and gender issues

Amade-Escot

Elandoulsi

Verscheure

2015

Sport, Education and Society

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This paper explores gendered student learning in physical education (PE) viewed as a situated emerging process involving a triadic relationship between teacher, student(s) and forms of knowledge that are socioculturally bounded. It concerns gymnastic teaching and learning in Tunisia. It was conducted against the background of the Joint Action Studies in Didactics (JASD). Three Tunisian PE teachers having different expertise and experience and 12 male and female students with contrasted skill levels were observed within a gymnastics unit. Based on the video record of the lessons and on teachers' interviews, the findings stress the personal, institutional and cultural dimensions that shape the observed PE practices with special attention to the gendered content taught and learned. The use of the JASD framework highlights the intertwined processes during classroom interactions that influence the co-construction of gendered learning. It makes visible the interplay between the teacher's practical epistemology and the students' gender positioning and its consequence on inequalities in terms of students' learning and the maintenance of gender order in the gym.Keywords: Physical education; Joint action in didactics; Student's learning; Gender positioning; Differential didactic contract; Teacher practical epistemology IntroductionIn physical education (PE), as in many other school subjects, an increasing volume of gender studies over the past years have recognised that pedagogical practices reproduce gendered aspects of the cultural heritage of societies (e.g. Davisse & Louveau, 1998;Ennis, 1999;Erraïs, 2002;Evans, Davies, & Penney, 1996;Flintoff & Scraton, 2006;Kirk, 2010;Larsson, Fagrell, & Redelius, 2009;Penney, 2002;Wright, 1997). In this paper we focus on the relationships between day-to-day school PE and physical culture in Tunisia, with special attention paid to the gendered content taught and learned. With a departure in the French didactique research tradition (Amade-Escot, 2006) of Joint Action Studies in Didactics (JASD) (Ligozat, 2011), the study seeks to understand how teachers and students co-construct both

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“…This involves exploring and describing different aspects of the learning situation through the functions they constitute in the explored ongoing practice (cf. Quennerstedt, Öhman, & Öhman, 2011).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Communicating aims and learning goals in physical education: part of a subject for learning?

Redelius

Quennerstedt

Öhman

2015

Sport, Education and Society

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Based on a socio-cultural perspective on learning, the aim of this article is to examine how aims and learning goals are communicated in physical education (PE) practice. A special focus is on scrutinising how teaching practices are framed in terms of whether and how the aims and learning goals are made explicit or not to students. The aim is also to relate these kinds of communications to different movement cultures. The result shows that many of the students taking part in the study do not understand what they are supposed to learn in PE. However, if the goals are well articulated by teachers, the students are more likely to both understand and be aware of the learning outcomes and what to learn in PE. The opposite is also true. If the goals and objectives are not clarified, students find it difficult to state the learning objectives and know what they are supposed to learn.

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Investigating learning in physical education—a transactional approach

Cited by 63 publications

References 31 publications

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis

Physical education in Tunisia: teachers' practical epistemology, students' positioning and gender issues

Communicating aims and learning goals in physical education: part of a subject for learning?

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