Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement

Lambert, Karen

doi:10.1080/17408989.2019.1700496

Cited by 27 publications

(17 citation statements)

References 31 publications

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“…During the COVID-19 pandemic, due to the closure of educational institutes, progressive interaction between instructors and learners has stopped which has led to an incomplete process of transferring and sharing knowledge. This could be exasperating for both instructors and students (Lambert and Pedagogy 2020 ). Ultimately, because of a lack of face-to-face learner-teacher interaction, the social skills of students cannot be promoted (Wadhwa and Khatak 2020 ).…”

Section: Instructors’ Challengesmentioning

confidence: 99%

Challenges of higher education related to e-learning in developing countries during COVID-19 spread: a review of the perspectives of students, instructors, policymakers, and ICT experts

Zarei

Mohammadi

2021

Environ Sci Pollut Res

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The COVID-19 pandemic brought about many critical issues in all aspects such as economy, environment, health, and lifestyle, but people always try to find some response to crisis in different conditions. E-learning is defined as an elaborate response aiming at continuing education during the COVID-19 pandemic. It seems that developed countries have established and adjusted their technological infrastructures for the transition from a face-to-face education to a digital one. In contrast, developing countries were not completely prepared for this transition. Improper and deficient technological and practical fundamentals have been causing problems for all students, instructors, and other involved individuals. Therefore, we reviewed the challenges that have arisen from e-learning during the COVID-19 outbreak in different parts of tertiary education focusing on underprivileged countries.

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Section: Instructors’ Challengesmentioning

confidence: 99%

Challenges of higher education related to e-learning in developing countries during COVID-19 spread: a review of the perspectives of students, instructors, policymakers, and ICT experts

Zarei

Mohammadi

2021

Environ Sci Pollut Res

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“…The possibility of other pedagogical principles being identified, based on these and alternative interpretations of meaningfulness therefore remains open. In particular, the possibility of principles that consider the embodied nature of experiences in physical education may be worth exploring further (Lambert 2020;Thorburn 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Several examples from the empirical literature illustrate how to scaffold reflection post-physical activity (O'Connor 2019;Nilges 2004). For instance, both O'Connor (2019) and Lambert (2020), fore-front embodied experiences 'in movement' as part of the reflection process, using 'pre-text vignettes' (Lambert 2020) to help learners and teachers generate a shared language of meaning, which could then lead to the exploration of personally significant movement experiences inside the classroom. Rintala (2009, 287) provides some practical guidance on how teachers might help children notice their responses within activities as a springboard for subsequent reflection:…”

Section: Democratic Approaches Facilitate Personalisation Of Experiencementioning

confidence: 99%

Pedagogical principles that support the prioritisation of meaningful experiences in physical education: conceptual and practical considerations

Fletcher

Chróinín²

2021

Physical Education and Sport Pedagogy

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Background: An emphasis on meaningfulness may facilitate the types of experiences that are more likely to lead children towards a commitment to physical activity participation in ways that enrich the quality of their lives. While several authors have highlighted the importance of prioritising meaningfulness, direction is lacking on how teachers can consistently and intentionally foster meaningful experiences for pupils in physical education. Purpose: Our purpose in this paper is to draw on conceptual understandings of meaningful experiences to propose a coherent set of pedagogical principles that can support teachers in making decisions that facilitate meaningful experiences for pupils. Pedagogical Principles: Interrogation of the concepts meaningful experiences provides two preliminary pedagogical principles for teaching for meaningfulness. First, the personal nature of identifying experiences as meaningful indicates the value of adopting democratic approaches that allow for ownership and individualisation of experience. Democratic principles include teachers fostering inclusive environments and helping pupils actively make authentic connections between their lived experiences inside and outside of their classroom and communities. Second, the introspective and retrospective characteristics of meaningful experiences points to the central role of reflection. Reflective principles capture the continuity of experience (past-present-future) to help pupils look back and generate awareness of what makes an experience meaningful while also moving toward future meaningful experiences. These principles also provide insight into ideas and actions that do not represent an approach where personal meaningfulness is prioritised. Conclusions: Reflective and democratic pedagogical principles provide concept-based practical direction for teachers in facilitating meaningful experiences for pupils in physical education and for future research on meaningfulness in physical education.

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“…Thus, enjoyment is both a positive affective response and a motivating factor in determining and sustaining participation. 22,26 Within educational contexts, enjoyment has also been identified by teachers as an important outcome of planned activities, [27][28][29] with young people consistently citing 'fun' [30][31][32][33] and pleasure [34][35][36] as primary reasons to engage in sports. Furthermore, recent qualitative research has shown that un-creative sport pedagogies can further alienate young people, especially females.…”

Section: Similarly Thomas and Wilsonmentioning

confidence: 99%

“…Furthermore, recent qualitative research has shown that un-creative sport pedagogies can further alienate young people, especially females. 36 An expert panel statement on drop out in youth sport recommends defining success not as winning but in terms of enjoyable (fun) participation that allows players to develop skills. 18 O'Sullivan suggests that the emphasis should be directed towards enabling participants to have a sense of involvement and achieving appreciable playing time.…”

Section: Similarly Thomas and Wilsonmentioning

confidence: 99%

Play more, enjoy more, keep playing; rugby is a simple game

Jones

Hope

Hammond

et al. 2021

International Journal of Sports Science & Coaching

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Drop out and attrition rates in youth sport are well-documented in the literature. Research has found that children overwhelmingly state that enjoyment, fun, and positive experiences are the primary reasons to participate in sport. Competitive Engineering (CE) is a structurally-based competitive climate process designed to create a more positive experience in youth sport. CE encompasses changes to league structures, equipment, pitch-size, and game rules. For example, rule changes that stipulate greater involvement (e.g., playing time) or action (e.g., increasing scoring opportunities) are designed to improve engagement. Despite this, few studies have examined whether CE-based rule changes influence factors known to influence drop out from sport. The aim of this study was to assess the impact of a rule change in youth rugby whereby any player selected as part of a match day squad must play at least half a game or equivalent (i.e., the ‘Half-Game Rule’). To achieve this, we studied the influence of the rule change on player reported outcomes throughout the 2017/2018 playing season. Players who “always or almost always” experienced playing at least half a game more often than other players; reported higher enjoyment, than those who played less regularly ( F = 35.6, P < .001). Importantly, players who reported higher levels of enjoyment also reported greater intentions to continue playing rugby ( F = 6.4, P < .002). Findings support the use of CE to facilitate player enjoyment in team sports and could lead to reduced attrition in youth sport more generally.

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Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement

Cited by 27 publications

References 31 publications

Challenges of higher education related to e-learning in developing countries during COVID-19 spread: a review of the perspectives of students, instructors, policymakers, and ICT experts

Challenges of higher education related to e-learning in developing countries during COVID-19 spread: a review of the perspectives of students, instructors, policymakers, and ICT experts

Pedagogical principles that support the prioritisation of meaningful experiences in physical education: conceptual and practical considerations

Play more, enjoy more, keep playing; rugby is a simple game

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