Morality, Medicine, and Meaning: Toward an Integrated Justification of Physical Education

Loland, Sigmund

doi:10.1080/00336297.2006.10491872

Cited by 22 publications

(48 citation statements)

References 10 publications

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“…Situations with body movements create more of an opportunity to acquire and utilize new insight about oneself and the surrounding world. The experience pupils have of bodily movement has strong non-verbal bodily dimensions [12]. When going deep into an activity in body movement, pupils generate power and become aware of their abilities and opportunities related to their body and physique but also their limitations.…”

Section: The Joy Of Movementmentioning

confidence: 99%

“…The PE curriculum for the Norwegian school states that the teaching in the subject shall help pupils to experience joy, mastering and inspiration through taking part in various activities and interacting together with others (Norwegian Directorate for Education and Training, 2015). Contributors to international research literature on PE assert that the joy of movement is a value in itself in PE classes and that physical activity and body movement have a special experiential quality, for example, see [1][2][3][4][5][6][7][8][9][10][11][12][13]. Some researchers also claim that physical activity gives the basis for positive self-esteem, among others (see [12,14]), and that motor competence strengthens self-perception [15].…”

Section: Introductionmentioning

confidence: 99%

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Hiding Techniques in Physical Education – Categories, Causes Underlying and Pedagogy

Lyngstad¹

2018

Reimagining New Approaches in Teacher Professional Development

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Previous research shows that some pupils find physical education (PE) demanding and difficult. Some pupils then use strategies to avoid participation in PE when this is the case. The chapter aims to illuminate and describe strategies used by pupils to avoid negative self-perception in difficult situations and activities in PE classes. This behaviour, called hiding techniques, arises out of the need to protect self-perception and save academic or social face in the PE subject. Research findings show that hiding techniques are experienced and practised in many different ways and that there is a wide range of causes behind them. Pupils' hiding techniques are categorized into main types, and the causes underlying them are summarized in the chapter. In the last part, pedagogical issues are discussed in the light of research findings.

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Section: The Joy Of Movementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Hiding Techniques in Physical Education – Categories, Causes Underlying and Pedagogy

Lyngstad¹

2018

Reimagining New Approaches in Teacher Professional Development

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“…As a subject which has a long history of legitimising itself on the grounds of its contribution to pupils' social and moral welfare (Arnold 1980;Jones 2005Jones , 2008Hargreaves 1986;Hellinson et al 1995;Hellinson & Martinek 2006;Loland 2006;Siedentop 1994), it would seem reasonable to assume that actors within Physical Education Teacher Education (PETE) might embrace recent cries for the need to re-moralise society due to the conditions of the late modern age (Giddens 1991), and not least the pleas for professional teachers to perceive their role within moral, as opposed to technical terms (Cochran-Smith 2005;Hargreaves 2003;Laker 2000;Sachs 2001). In this article we will, however, make the case that this very legacy of moral development through the physical can paradoxically be seen to do considerable 'ideological work' (Hall 1985, cited in Kirk 1992 which hampers the nurturing of inclusive, local learning environments which celebrate and respect diversity of citizens in a democratic, late-modern society.…”

Section: Introductionmentioning

confidence: 99%

An analysis of the ideological work of the discourses of ‘fair play’ and moral education in perpetuating inequitable gender practices in PETE

Dowling¹,

Kårhus²

2011

Physical Education & Sport Pedagogy

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This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Dowling, F. J., Kårhus, S. (2011). An analysis of the ideological work of the discourses of 'fair play' and moral education in perpetuating inequitable gender practices in PETE. Physical Education and Sport Pedagogy, 16,[197][198][199][200][201][202][203][204][205][206][207][208][209][210][211].Dette er siste tekst-versjon av artikkelen, og den kan inneholde små forskjeller fra forlagets pdf-versjon. Forlagets pdf-versjon finner du på www.tandfonline. Purpose: The study aimed to explore the extent to which PETE can be seen to nurture equitable learning environments, within a discourse of teacher professionalism which celebrates diversity, by using the lens of gender equity. Research design and data collection:Qualitative data have been generated from individual, in-depth interviews, group interviews and the content analysis of PETE curricula. The sample comprised 8 PE teacher educators (2 female/6 male), 12 student teachers (3 female/9 male), An analysis of the ideological work of fair play 3Findings: The analyses revealed that the concept of 'fair play', combined with the prevailing gender discourses and dominant views of teacher professionalism in PETE, does considerable 'ideological work' to sustain inequitable gender relations. The discourse of 'fair play' draws upon actors' common sense understandings of the concept as opposed to theoretical perspectives, as does the hegemonic discourse of gender which is evident in the data. Rather than developing professional identities which celebrate diversity, PETE culture in Norway seems to continue a subject tradition of constructing teachers, student teachers and pupils as universal, disembodied, and de-contextualised subjects. Conclusions:The study warns us to the dangers of imposing 'discursive closure' if PETE culture legitimates discourses about gender and morality which limit actors' understandings of the complexities of these phenomena. We advocate a PETE culture that emphasises plurality and acknowledges the inevitable power structures imbued in different ways of knowing.An analysis of the ideological work of fair play 4 Summary for practitionersMany physical educators express a desire to provide positive learning experiences for all pupils. Research informs us, however, that this is no easy objective to fulfil. Research on gender relations in PE reveals for example that many actors within the field (both in schools and in institutions of higher education) are exposed to inequitable learning environments which favour white, mesomorph, middle class males, and marginalise males who do not live up to this ideal, as well as the majority of females. There are many complex structures which influence upon how gender is experienced in PE, not least the subject culture of PE and the attitudes and beliefs of teacher educators, student teachers, teachers and pupils. This paper analyses in particular the way in which beliefs about 'fair play' and moral education through the physica...

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“…Muitos estudiosos têm tentado caracterizar a identidade acadêmico-científica e profissional da Educação Física (BRESSAN, 1979;RENSON, 1989;GIBBONS;BRESSAN, 1991;LIMA, 1994;VERENGUER, 1997;LAWSON, 1999;MASSA, 2002;REIS, 2002;LOLAND, 2006;RIKLI, 2006). No entanto, não é foco desse estudo adentrar nessa discussão, mas torna-se imprescindível deixar claro que a dificuldade em evidenciar a identidade da área, advinda de um processo sócio-cultural e histórico, contribui para a não clarificação da responsabilidade social da Educação Física, como pudemos perceber nos relatos dos demais grupos profissionais, que não conseguiram discernir a especificidade da área.…”

Section: Como Os Profissionais De Educação Física Se Autoavaliam Juntunclassified

O Profissional De Educação Física E a Intervenção Em Equipes Multiprofissionais

2010

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Considerando que, junto às equipes multiprofissionais, a intervenção é composta por vários tipos de conhecimentos especializados para solucionar um determinado problema, tivemos como objetivos: (a) verificar qual a perspectiva da equipe multiprofissional sobre a contribuição específica do profissional de Educação Física; (b) identificar como os profissionais de Educação Física se auto-avaliam junto à realização de um trabalho multiprofissional; e (c) averiguar a compreensão dos membros da equipe sobre aspectos necessários para subsidiar sua intervenção. O estudo foi composto por oito profissionais. Utilizamos a entrevista semi-estruturada e a análise de conteúdo com categorias estabelecidas a priori. No contexto investigado as interações profissionais se apresentaram conflituosas e concorrentes, havendo a subordinação à área dominante (Medicina) e hierarquização das profissões secundárias no setor da saúde.

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Morality, Medicine, and Meaning: Toward an Integrated Justification of Physical Education

Cited by 22 publications

References 10 publications

Hiding Techniques in Physical Education – Categories, Causes Underlying and Pedagogy

Hiding Techniques in Physical Education – Categories, Causes Underlying and Pedagogy

An analysis of the ideological work of the discourses of ‘fair play’ and moral education in perpetuating inequitable gender practices in PETE

O Profissional De Educação Física E a Intervenção Em Equipes Multiprofissionais

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