Potentialities in health and physical education: professional boundaries and change agendas

Thorburn, Malcolm; Gray, Shirley

doi:10.1002/curj.96

Cited by 7 publications

(4 citation statements)

References 19 publications

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“…(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). At the same time, however, in the wake of virulent discourses around diversity and intersectionality (e.g., Hill Collins & Bilge, 2016), a countervailing development can also be observed, and the pedagogical claim is formulated to promote an "'intersubjective recognition' of each individual person in his or her respective unique life situation" (Prengel, 2019, p. 56).…”

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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“…Moreover, they contend that PE curricula are less grounded in Bildung, and more governed by scientific knowledge related to achieving a healthy body. The authors conclude by highlighting the challenges faced by teachers in a context of accountability that guides and limits how PE is conceptualised within curricula and how it is taught in schools (Thorburn and Gray, 2021).…”

Section: The Impact Of Neoliberal Discourses On Pe Curriculamentioning

confidence: 99%

A comparative analysis of discourses shaping physical education provision within and across the UK

Gray

Sandford

Stirrup

et al. 2021

European Physical Education Review

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Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the four nations of the UK, we identified those curriculum documents from each context that were written to directly inform physical education teachers’ curriculum planning and enactment. We firstly identified those discourses evident in each document to understand how physical education is conceptualised within each curriculum, before engaging in a dialogical process that converged around how physical education is constructed similarly or differently within and across curricula. We found some variation in relation to how the concept of health is articulated. With the exception of the curriculum in Wales, we also found that performance discourses related to developing motor competencies for sports continue to dominate as the main purpose of physical education. Finally, there are several points of divergence in relation to how much agency or guidance teachers are afforded within each curriculum. The intention of this research is to initiate dialogue across each of the four nations, creating opportunities for learning so that, collectively, teachers can build capacity to contribute to future curricula and pedagogies in physical education.

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“…However, in the German-speaking world, HE has come to the fore only in the last two decades as a pedagogical orientation with an important role to play alongside others such as Bewegungsbildung (movement education) or Soziales Lernen (social learning) (Ruin and Stibbe, 2021). In other countries such as Australia, Canada and New Zealand, the relationship between health education and physical education is conveyed via terminology such as ‘health and physical education’ (Thorburn and Gray, 2021). Regardless, within current pedagogical discussion on HE, health is mainly conceptualised from a salutogenic point of view (Antonovsky, 1979), in which importance is given to the development of a ‘sense of coherence’ as personal resource for health.…”

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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Potentialities in health and physical education: professional boundaries and change agendas

Cited by 7 publications

References 19 publications

What is real?

What is real?

A comparative analysis of discourses shaping physical education provision within and across the UK

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

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