Teaching in physical education: socialization, play and emotions

Molina, Fidel

doi:10.25115/ejrep.v10i27.1526

Cited by 4 publications

(5 citation statements)

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“…Ethical leadership and the organisational culture in school sport is important, according to Molina (2012), who indicated that the education system has the duty to create the consensus necessary to maintain social order. Molina (2012) referred to Durkheim (1956), who suggested that education is vital to the process of adopting norms and values, as it plays a leading role in attempting to solve social ills.…”

Section: Affiliationsmentioning

confidence: 99%

“…Molina (2012) referred to Durkheim (1956), who suggested that education is vital to the process of adopting norms and values, as it plays a leading role in attempting to solve social ills. However, Durkheim (1956), as cited by Molina (2012), also reminded us that education synthetically reproduces society, so much so that it is unable to completely solve social ills.…”

Section: Affiliationsmentioning

confidence: 99%

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Promoting quality education by addressing ethical challenges in high school football at circuit level in Durban, South Africa

Ndlovu

Proches

Naidoo

2020

PiE

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The sport of football, also commonly referred to as soccer in South Africa, has become a socio-cultural phenomenon and its popularity manifests itself in school football. The study aimed to identify ethical challenges in high school football at circuit level in Durban, South Africa, in order to promote quality education. A phenomenological paradigm, drawing on a qualitative research approach, was used. A purposive sample of 16 high school football coaches and administrators from a particular region, or circuit, were selected to participate in this study. Semi-structured interviews were conducted. All interviews were recorded and transcribed for analysis, and an inductive approach was used to identify patterns in the collected data by employing thematic analysis. Age cheating and identity document fraud were perceived as the leading ways unethical leadership in the circuit facilitates cheating. The study also found that the environment in which school football operates in the circuit is not conducive to promoting ethical leadership. This study highlighted that governmental structures should focus on ethics and leadership in school football, thereby ensuring quality education. This study has shown that ethical leadership is a key contributor to the holistic development and socialisation of learners.

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Section: Affiliationsmentioning

confidence: 99%

Section: Affiliationsmentioning

confidence: 99%

Promoting quality education by addressing ethical challenges in high school football at circuit level in Durban, South Africa

Ndlovu

Proches

Naidoo

2020

PiE

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“…En el entramado entre Sociología, Educación y Actividad Física, vislumbramos la posibilidad de integrar dentro del ya clásico ámbito de la Sociología de la Educación, un apartado de Sociología de la Educación Física, muy ligada a aspectos culturales y próxima a la cada vez más consolidada idea de la calidad de vida. Todo ello lo plantemos así porque el ámbito de la calidad de vida en lo humano es sociológico, tiene mucho que ver con la socialización (educación) y no podemos obviarlo entre enfoques hiperracionalistas o irracionalistas (vid Molina, 2007Molina, , 2012.…”

Section: La Sociología De La Educación Física Y La Nueva Sociología De La Infanciaunclassified

Educación Física, Calidad de Vida y la Nueva Sociología de la Infancia: Repensando la Metodología Mixta en Sociología (Physical Education, Quality of Life and New Sociology of Childhood: Rethinking about Mixed Methodology in Sociology)

Molina

2017

Retos

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La Educación física tiene una relación directa con cuatro de las nueve dimensiones que componen la Calidad de Vida (Eurostat, 2013): salud, educación, ocio y relaciones sociales y bienestar subjetivo. La Educación física aparece como un elemento fundamental para indicadores importantes en la medición de la calidad de vida, de presente y de futuro. Y es que la Educación física puede proporcionar una socialización adecuada en hábitos saludables, patrones de conducta relacionales y mejor autopercepción del bienestar a niños y jóvenes que no son “objetos” de estudio, sino sujetos activos y participantes, como nos plantea la nueva sociología de la infancia. La nueva sociología de la infancia es una subdisciplina de la sociología (de la educación física y del deporte) que estudia la realidad holística de la vida de los niños y jóvenes. En este sentido, también analiza elementos fundamentales de su calidad de vida presente, en relación con ellos mismos. La metodología mixta es una opción global y completa que se presenta como opción muy adecuada en diversos tipos de investigaciones que aúnan salud, educación y aspectos sociales y culturales. Las conclusiones muestran cómo desde la Educación Física y mediante la metodología mixta (encuestas, entrevistas, grupos de discusión, etnografía e investigación-acción), se puede analizar de manera más completa algunos de los indicadores de calidad de vida entre niños y jóvenes, en relación con ellos mismos y en planteamientos intergeneracionales, de presente (de los propios niños y jóvenes “aquí y ahora”) y de futuro (cuestiones estructurales de base socioeducativa).Abstract: Physical Education has a direct relationship with four of the nine dimensions that constitute Quality of life (Eurostat, 2013): health, education, leisure and social relationships, and personal welfare. The New Sociology of Childhood is a sub-discipline of Sociology (of Physical Education) that explores children’s and young people’s life in a holistically manner. Physical Education appears as a fundamental element for measuring quality of life. Thus, Physical Education can provide children and youth with positive socialization into healthy habits, relational patterns and better self-perception of welfare: they are not 'objects' of research, but they are active “subjects”. In this sense, this sub-discipline also analyses key elements of quality of life as well as it studies their relation with each other. Mixed methodology is a suitable methodology in different types of research about health, education and socio-cultural aspects. The outcomes show how Physical Education (through Mixed methodology: surveys, interviews, discussion groups, ethnography and action-research) can analyse children’s and youth’s indicators of quality of life, both in relation with each other and in intergenerational approaches, looking at the Present (children and young, "here and now") and at the Future (structural issues from socio-educational basis).

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“…En stor andel av treffene i engelskspråklige publikasjoner hvor «play» inngår, kan i større grad knyttes til «fair play» eller direkte til «game» som i idrett/spill. Det er bare noen få studier hvor laereres bruk av lek i kroppsøving omtales, og disse empiriske studiene tar opp laereres regulering av lek for ulike formål, og elevenes erfaringer med regulert lek og mer fri lek i kroppsøving (Johnson, 2014;Molina, 2012;Sanders & Graham, 1995;Varea, 2016).…”

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Lek i læreplanen i kroppsøving - historisk konseptualisering

Sæther

Borgen

Leirhaug

2022

ADNO

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Lek har fra Normalplan 1922 vært omtalt som en del av kroppsøvingsfaget i skolen, og som del av fornyelsen av faget i Kunnskapsløftet 2020 (LK20) skal lek vektlegges i større grad enn tidligere. Det finnes lite forskning om hvordan læreplanene omtaler lek og lekens plass i kroppsøvingsundervisningen. I det store tilfanget av lekteori ser det ut til å være enighet om noen kjennetegn ved leken, men det er til dels sterk uenighet om andre. Artikkelen undersøker på denne bakgrunn følgende problemstilling: Hvordan er lek konseptualisert i norske læreplaner i kroppsøving fra 1922 til og med Kunnskapsløftet 2020 (LK20)? Dette gjøres gjennom analyse av i hvilke kombinasjoner begrepet lek er brukt i de ulike læreplanene, og hvilke forventinger som skapes til lek, gjennom lekens retoriske funksjon. Med utgangspunkt i historisk konseptualisering Koselleck (1985) gjennomføres en nærlesning og analyse av læreplanene basert på «conceptually oriented criticism» (Jasinski, 2001a; 2001b). Resultatene viser at læreplanene skaper forventninger om at lek skal gi ulike typer bidrag i kroppsøving og at de ulike forventningene kan stå i ulike relasjoner til annet innhold og metoder i faget. Dette kan også forstås som et uttrykk for asymmetri. Selv om lek gjerne omtales som å ha egenverdi, er det i et historisk perspektiv de instrumentelle forventningene til lek som i størst grad blir retorisk synlig i læreplanene. Vi mener det er et behov for å diskutere lekbegrepet i kroppsøving og hva lek skal bidra med i faget. Videre er det også behov for mer forskning om hva som foregår i kroppsøving når lek er en del av undervisningen.

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Teaching in physical education: socialization, play and emotions

Abstract: Introduction. Emotions have not been regarded as very relevant in educational processes,

Cited by 4 publications

References 12 publications

Promoting quality education by addressing ethical challenges in high school football at circuit level in Durban, South Africa

Promoting quality education by addressing ethical challenges in high school football at circuit level in Durban, South Africa

Educación Física, Calidad de Vida y la Nueva Sociología de la Infancia: Repensando la Metodología Mixta en Sociología (Physical Education, Quality of Life and New Sociology of Childhood: Rethinking about Mixed Methodology in Sociology)

Lek i læreplanen i kroppsøving - historisk konseptualisering

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