Skating in a life context: examining the significance of aesthetic experience in sport using practical epistemology analysis

Maivorsdotter, Ninitha; Wickman, Per‐Olof

doi:10.1080/13573322.2011.601141

Cited by 24 publications

(30 citation statements)

References 17 publications

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“…Recent writings on the practical embodied dimensions of teaching and learning have, though, begun to be applied to body pedagogic research in an attempt to increase their cross-study consistency and empirical specificity (eg Wickman and Östman, 2002;Almqvist and Östman, 2006;Lidar, Lundqvist, and Ostman, 2006;Maivorsdotter and Wickman, 2011;Maivorsdotter and Quennerstedt, 2012;Andersson, Öhman and Garrison, 2016). The particular contribution that these and related writings have made involves the development of practical epistemological analysis (PEA) (Wickman and Östman, 2002;Maivorsdotter and Wickman, 2011) and the later identification of situated epistemic relations (SER) in the learning process .…”

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confidence: 99%

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Embodying culture: Body pedagogics, situated encounters and empirical research

Shilling

2017

The Sociological Review

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Contemporary research into the field of body pedagogics has produced a growing number of studies concerned with the embodied character of cultural transmission, experience, reproduction and change. This paper advances this sociological development by reinterpreting recent writings on situated epistemic relations (SER) and practical epistemological analysis (PEA) as complementary, methodological, techniques that can enhance these investigations. After outlining existing explorations into the body pedagogics of occupational, sporting, religious, educational and other cultures, I demonstrate how the interlinked approaches to learning made possible by systematising SER and PEA can be developed into a new approach that increases the effectiveness with which the theoretical and empirical concerns of studies into embodied acculturation are harnessed.

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confidence: 99%

“…The particular contribution that these and related writings have made involves the development of practical epistemological analysis (PEA) (Wickman and Östman, 2002;Maivorsdotter and Wickman, 2011) and the later identification of situated epistemic relations (SER) in the learning process .…”

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confidence: 99%

Embodying culture: Body pedagogics, situated encounters and empirical research

Shilling

2017

The Sociological Review

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“…Drawing on the work of Dewey, the later works of Wittgenstein and sociocultural approaches, the tool known as practical epistemology analysis (peA) has been developed for the purpose of analysing meaning-making processes (Wickman and Östman 2002, Wickman 2006, Jakobson and Wickman 2008, Maivorsdotter and Wickman 2011, Maivorsdotter and Quennerstedt 2012. peA is designed to explore the direction that meaning-making takes as a result of the situated transactions that occur in educational situations.…”

Section: Discussionmentioning

confidence: 99%

Exploring the role of digital tools in running: the meaning-making of user-generated data in a social networking site

Carlén

Maivorsdotter

2016

Qualitative Research in Sport, Exercise and Health

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a department of social and Behavioural studies, university West, trollhättan, sweden; b school of health and education, university of skövde, skövde, sweden ABSTRACT The aim of the study is to examine how runners make meaning of digital tools in the dialogues published on a social networking site (SNS) created by and for runners who choose to run alone. The study explores the digital data generated by the runners using global positioning systems, such as how many kilometres have been covered, the average pace, the geographical location, the total climb, health information related to pulse rate and the number of calories burned. Some runners share this kind of data when publishing postings on the SNS. The empirical data consists of published postings of visual graphs and photographs with comments in threads retrieved from the online archives. A transactional approach and practical epistemology analysis are employed to focus on and analyse the meaningmaking processes that are located in the social practices that the runners create when participating online. The participants make meaning of digital tools (such as sport watches and associated apps) by: (1) sharing details about their running performances, (2) signalling their presence in the social network of lone runners and (3) planning running events. Digital information is primarily used to reinforce the runners' identity formation. The meaningmaking of digital tools thus becomes a way of highlighting an individual's social affinity to a runners' collective. Surprisingly, lone runners do not use the performance-related feedback and health information offered by the digital tools to enhance their running progress when participating in the SNS. ARTICLE HISTORY

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“…There are also links between a European tradition of didactics, teaching and learning, and sociocultural perspectives in PE, for example, using the work of Dewey, Bourdieu or Bernstein (cf. Andersson, Östman, & Öhman, 2013;Cliff, 2012;Evans, Davies, & Rich, 2009;Maivorsdotter & Wickman, 2011;Strandbu & Steen-Johnsen, 2014), and also research into pedagogical content knowledge and how teaching influences pedagogy (e.g. Ayvazo, Ward, & Stuhr, 2010;McCaughtry, 2004;Rovegno, 1995).…”

Section: Didactics-the Study Of Learning Teaching and Subject Mattermentioning

confidence: 99%