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As part of the emergence of new writing practices in the social sciences, qualitative researchers have begun to harness the potential of poetic representations as a means of analysing social worlds and communicating their findings to others. To date, this genre has been little used within the domains of sport and physical education. Accordingly, in this article, we provide examples of poetic representations and seek to generate insights into the process of their construction by exploring the perspectives of their authors. A rationale for choosing this genre is outlined and the potential benefits and risks of making this choice for both the researcher and the audience are considered. It is concluded that poetic representations are a worthy addition to the analytical repertoire in qualitative research.

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The movement meanings of students (n = 19) in one fifth-grade class during a creative dance unit focusing on effort (force, time, space, flow) are investigated using a perspective grounded in transcendental phenomenology (Husserl, 1931). Data were collected via videotape, journal, and homework documents and semistructured interviews. Analytical induction (Patton, 2002) structured a four-step analysis process that reduced meaning to its essential essence. Movement meaning was found to be a multifaceted construct that varied among students within and across five dimensions. To enhance meaningful learning, educators are encouraged to consider reflexively (a) their philosophical orientation relative to knowledge making and curriculum values, (b) instructional techniques that help students' access meaning, and (c) the contribution of dance as a source of meaning.

Utilizing liberal and radical feminist theory, this study critically investigated the lived status of Title IX in one fourth-grade physical education class (n = 21). Does Title IX emancipate female physicality, or does patriarchal gender differentiation continue to exclude females within the gender-integrated physical education setting? Data were collected over 14 weeks of fieldwork using nonparticipant observation, field notes, formal and informal interviews, and document analysis. Data analysis was structured by the indicator-concept model (Strauss, 1987). Results suggest that equal access to a common curriculum may not fully eliminate gender discrimination in physical education. A gender-based “we-they” dichotomy defines physical life in the context studied. This dichotomy was an ideologically driven, patriarchal distinction that largely awarded physical space to boys and situated girls as physically inferior. Feminist pedagogy is discussed as a strategy for extending gender-equitable teaching in physical education beyond the liberal definition of Title IX.