The act of running: a practical epistemology analysis of aesthetic experience in sport

Maivorsdotter, Ninitha; Quennerstedt, Mikael

doi:10.1080/2159676x.2012.693528

Cited by 30 publications

(28 citation statements)

References 33 publications

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“…Interestingly, traditional Bodily knowledge beyond motor skills and physical fitness 5 epistemologies are falling to the margins when scholarly interests have been to contribute to developing epistemologies that cover different kinds of embodied human activities (e.g. Harris, 2007;Maivorsdotter & Quennerstedt, 2012;Pink, 2009;Samudra, 2008). In this epistemological discussion, there is an ongoing debate whether consciousness should be understood as 'embodied' or whether the body has its own 'consciousness' or 'awareness'.…”

Section: Leib and Body Awarenessmentioning

confidence: 97%

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Bodily knowledge beyond motor skills and physical fitness: a phenomenological description of knowledge formation in physical training

Parviainen

Aromaa

2015

Sport, Education and Society

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Bodily knowledge has attracted significant attention within the humanities and other related fields over the last two decades. Although theoretical discussion on bodily knowledge in the context of physical education has been active over the past 10 years, these discussions lack clear conceptual analyses of bodily knowledge. Using a phenomenological approach, the purpose of this paper is to clarify the notion of bodily knowledge, furthering epistemological discussions of the topic within reflective, embodied practices. Instead of seeing bodily knowledge inherently connected to the acquisition of motor skills or improving physical fitness, we will discuss physical training as a reflective, embodied process that can turn sensuous information about the moving body into knowledge. Using outdoor running as an example, we describe the process of forming bodily knowledge, which includes: (1) the exploring and identifying of movement qualities, (2) developing capabilities of registering changes in the body and (3) directing and modifying one's own training processes based on bodily findings. Contextualizing this epistemological discussion with adults' recreational physical activity, this paper argues that bodily knowledge can cultivate individuals to trust their own body awareness and embodied responses to take more responsibility for their own physical exercise. When biomedical knowledge of the body in sport sciences tends to shrink the body to physiological attributes, such as muscle mass and fat percentage, our analysis stresses the agency of the lived body as a source of knowledge in physical activity.

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Section: Leib and Body Awarenessmentioning

confidence: 97%

“…It is not our intention to do a phenomenological analysis of running (see e.g. Allen-Collision, 2011; Maivorsdotter & Quennerstedt, 2012), study running as a sport, or even talk about running as a means to understand bodily knowledge.…”

Section: Introductionmentioning

confidence: 98%

Bodily knowledge beyond motor skills and physical fitness: a phenomenological description of knowledge formation in physical training

Parviainen

Aromaa

2015

Sport, Education and Society

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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%

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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“…So far, research has been conducted on the experiences of long-distance runners with a view to understanding their social world, although very little research has been done on digital tools and online participation (lupton 2014, Mahan et al 2014). One example is the central role of training and preparing to run and how this contributes to the runners' sense of running identity (Griffin 2010, Maivorsdotter andQuennerstedt 2012). Allen Collinson 2003, Maivorsdotter andQuennerstedt 2012).…”

Section: Previous Research On Runningmentioning

confidence: 99%

“…A key theme that has been identified from previous research is the strength of runners' identification with the activity of long-distance running (cf. This theme also includes feelings of pain and suffering (Shipway 2010, Maivorsdotter andQuennerstedt 2012), confronting problems of injury (Allen Collinson 2003) and the role of time and space in the runners' training regimes (Hockey and Collinson 2006). A number of other themes can be distinguished that appear to be consequences of this sense of identification.…”

Section: Previous Research On Runningmentioning

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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The act of running: a practical epistemology analysis of aesthetic experience in sport

Cited by 30 publications

References 33 publications

Bodily knowledge beyond motor skills and physical fitness: a phenomenological description of knowledge formation in physical training

Bodily knowledge beyond motor skills and physical fitness: a phenomenological description of knowledge formation in physical training

Embodying culture: Body pedagogics, situated encounters and empirical research

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

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