The Possibility of Physical Education which Reforms Neoliberal Education

Morita, Hiraku

doi:10.9772/jpspe.36.1

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“…Thereafter, physical education as semantic generation, as discussed by Yano, spread and developed through research, chiefly in the academic fields of physical education and sport philosophy. Prior studies on this topic include Kubo's (2006Kubo's ( , 2009aKubo's ( , 2009bKubo's ( , 2010Kubo's ( , 2012Kubo's ( , 2013Kubo's ( , 2015, Fukazawa's (2016;Fukazawa & Ishigaki, 2010), Ishigaki's (2014;Fukazawa & Ishigaki, 2010), Tōru Takahashi's (2011a, 2011b, and Morita's (2014). 1 However, there remain areas that have not been thoroughly discussed through research on physical education as semantic generation, making the nature of this education unclear.…”

Section: Introductionmentioning

confidence: 99%

The Possibility of Physical Education as Semantic Generation*

Kubo

2020

Int. J. Sport Health Sci.

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This study examined the possibility of regarding Physical Education as "Semantic Generation". First, the educational theory of Yano was examined, in order to consider the concept of the body. And this study considers the advisable body in the Physical Education as "Semantic Generation". Second, the special experience of the general physical movement (i.e. "melting into the world": yokai taiken) was examined. It was argued that the sympathetic and interconnected relationship between one's own body and that of another (intecorporéité) can give rise to a special experience (yokai taiken). The results of this examination were as follows: 1) Yano claimed that Physical Education was not a means of treating the activity of the body as an educational subject. The body is not a physiological or corporeal object. He considered the living body to have existential identity and that it interacted with the world, and that this type of existence was an essential experience for humans. The body that takes place the special peak experience is hoped in the Physical Education as "Semantic Generation". 2) The general physical movement of the same body creates a special experience ("melting into the world": yokai taiken). In the practice of general physical movements, the body schema synchronizes with the movements of others' bodies. This body schema synchronization represents resonance, sympathy and interaction with the bodies of others: in other words, special experience. 3) The resonant and interactive relationship between an individual body and the bodies of others is known as "intecorporéité". Behavior matching and interactional synchrony appear in this relationship. This matching and synchrony of bodies deepen interactive mutual understanding. The resonant and interactive movement of the body, for example, creates "the experience of connection by the body", and this represents the special experience (yokai taiken). 4) Physical Education as "Semantic Generation" can aid in development of educational potential through nurture of the body that creates a special peak experience and resonance, as well as sympathy and interaction with the bodies of others. That is to say, Education in bodily experience of relations between a subject and an object (i.e. "intecorporéité") is important.

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Section: Introductionmentioning

confidence: 99%

The Possibility of Physical Education as Semantic Generation*

Kubo

2020

Int. J. Sport Health Sci.

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“…However, problems with excessive outsourcing have also been reported. One is the expansion of sportsrelated disparities as some children with low socioeconomic statuses cannot join sports activities (Evans, 2014;Morita, 2014). The other is the concern centred on less educational coaching by external coaches (Aoyagi et al, 2013a;Aoyagi et al, 2014b;Flintoff, 2008;Powell, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Aoyagi

Ishii²,

Shibata

et al. 2016

JPES

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Problem Statement: Many youths participate in school-based extracurricular sports activities (SBECSA). These SBECSAs contribute to positive youth development. However, SBECSAs sometimes require the outsourcing of human resources. The major reason is difficulty to manage SBECSAs by employing teachers as the primary coaching resources. Using external coaches is an effective solution for reducing the workload on teachers, and it can contribute to improving teachers' and students' knowledge and skills. Because teacher involvement also appears to provide benefits for students, cooperative coaching between external coaches and teachers is essential. However, the lack of evidence regarding the benefits that cooperative coaching offers students may result in inadequate cooperation. Approach: In all, 23 students who participated in SBECSAs were recruited from three junior high schools and three high schools that employed external coaches. An open-ended, semi-structured interview was conducted with each student. The KJ method was used for qualitative analysis of the responses. Purpose: The purpose of this study is to determine how external coaches and teachers impact students' experiences in SBECSAs, and how external coaches and teachers differ and/or have similar impacts. Results: In terms of benefits from external coaches, six categories and 31 subcategories were identified. The major categories included the following: expert coaching; support for SBECSA teacher; general coaching; human network; improved SBECSA atmosphere; and equipment supply. Benefits from teachers comprised six categories and 22 subcategories. The major categories identified were as follows: general coaching; management and office work; participation in SBECSA; human network; connection with school life; and improved SBECSA atmosphere. Conclusions: Students perceived overlapping and specific benefits from both groups, which indicated that cooperative coaching would be more desirable to students than having only external coaches or teacher instruct their SBECSAs.

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“Semantic generation” through experience of sports movements: A structural analysis

Kubo

2015

Japan Journal of Physical Education, Health and Sport Sciences

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意味生成としての「スポーツ運動」体験の構造久保正秋Masaaki Kubo:``Semantic generation'' through experience of sports movements: A structural analysis. Japan J. Phys. Educ. Hlth. Sport Sci. 60: 617 633, December, 2015 AbstractThis study was conducted to examine the structure of``semantic generation'' that occurs through experience of sports movements. First, by examining the body theory of Yuasa, we considered how, during the practice of sports movements, the body schema synchronizes with the body movements of others, the materials employed, and one's own body movements. Second, we analyzed the special experience of sports movements based on the model of triple cybernetics, arguing that synchronization of the body schema gives rise to the special experience. Finally, we discussed how this synchronization of the body schema during the practice of sports movements changes the relationship between one's self and the world. The results of our study were as follows: 1) Yuasa argues that the relationship between mind and body has a double structure, i.e. a surface structure and a basal structure, the former belonging to the area of consciousness, and the latter to the area of unconsciousness. He points out that a sort of body schema exists in the basal structure, and argues that subliminal action through the body schema occurs prior to consciousness. 2) In the practice of sports movements, the body schema synchronizes with the body movements of others. When batting in baseball, the batter synchronizes with the movement of the pitcher. When dancing in a pair, one dancer synchronizes with the movement of the other. Similarly, the body schema synchronizes with materials such as a ball, a bat, and so on. In tennis, the player synchronizes with the ball in order to hit it. And the body schema synchronizes with the individual's own body. When performing ‰oor exercises, the gymnast synchronizes the body schema with the objective and physiological body. 3) Based on the model of triple cybernetics, the special experience of sports movements allows transcendence from the social system to the eco-system. The world consists of personal, social and eco (nature) systems. In the practice of sports movements, synchronization of the body schema arises at this level of the personal system so that it can lead into the eco-system. 4) This special experience in the practice of sports movements changes the relationship between one's self and the world. We are usually conscious of the existence of others as``Es'' in the social system. However, in the eco-system individuals are conscious of the existence of others as``Du''. In this way, there is a change in the relationship between one's self and the world. This is``semantic generation'' through experience of sports movements.

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The Possibility of Physical Education which Reforms Neoliberal Education

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The Possibility of Physical Education as Semantic Generation*

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“Semantic generation” through experience of sports movements: A structural analysis

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The Possibility of Physical Education which Reforms Neoliberal Education

Cited by 4 publications

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&ldquo;Semantic generation&rdquo; through experience of sports movements: A structural analysis

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“Semantic generation” through experience of sports movements: A structural analysis