3  Evaluationsforschung im Sportunterricht

Bähr, Ingrid; Bund, Andreas; Gerlach, Erin; Sygusch, Ralf

doi:10.5771/9783840308635-44

Cited by 2 publications

(5 citation statements)

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“…It develops an explicitly sports-pedagogical research perspective by combining modeling based on educational theory (e.g., model assumptions, representational pre-understandings, images of man) and social-scientific research methods of educational psychology (cf. Bähr, 2005 , 2009 ; Bähr et al, 2011 ; Prohl, 2013 ; Sygusch et al, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

“Claim vs. Reality”—A German Case Study on Modes and Functions of Sports-Pedagogical Communication

Jaitner¹,

Körner²,

Serwe-Pandrick³

2021

Front. Sports Act. Living

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Academic sports pedagogy continuously assures itself of its disciplinary foundations and determines its position in the structure of modern sciences. While communication is based on differences, the distinction between claim and reality plays a crucial role in sports pedagogy. However, the forms and functions in which the distinction appears have not been more closely investigated in sports pedagogic. This article starts with this in mind, exemplarily focusing on academic sports pedagogy in Germany. While analyzing 212 scientific texts of sports-pedagogical provenance, three central variations of the distinction could be identified, which persist until today and are present in the discipline's central discussion lines: (1) hierarchical demarcation, (2) unsystematic approach, (3) direct synthesis. From a functional point of view, the distinction between claim and reality continuously (re)organizes the relationship of sports pedagogy to other scientific disciplines, educational policy guidelines, and school practice expectations, thus proving to be a supporting pillar of disciplinary identity work.

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Section: Discussionmentioning

confidence: 99%

“Claim vs. Reality”—A German Case Study on Modes and Functions of Sports-Pedagogical Communication

Jaitner¹,

Körner²,

Serwe-Pandrick³

2021

Front. Sports Act. Living

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Section: The “How” In Pe Teachingmentioning

confidence: 99%

“…The second approach considered to support educational PE is the cooperative learning model as adopted for PE in the German-speaking area (Bähr and Wibowo, 2012, 2018; Prohl, 2014). Bähr and Wibowo (2012, 2018) specify space for decision-making , individual responsibility , and positive interdependence as core elements for cooperative learning within educational PE. They see these core elements as complementary to different forms of group work, comprising clear group goals , face-to-face interaction , social competencies , and reflecting on the action as basic elements.…”

Section: The “How” In Pe Teachingmentioning

confidence: 99%

“…In fact, in a number of research projects conducted in Germany, cooperative learning has been used to enable Bildung . It has been empirically shown to have the potential to foster motor learning as effectively as traditional teacher-centered approaches, increase social cohesion within the class, improve students’ social competences, and enable more movement time with higher content-related interaction density between the students (Bähr and Wibowo, 2012, 2018; Gröben and Prohl, 2012; Wibowo and Bähr, 2018). The connection between Bildung and cooperative learning was established by German scholars as there was stated a lack of empirically researched instructional models that have the potential to enable Bildung in the German context.…”

Section: Bildung and Comparable Student-centered Pe Approachesmentioning

confidence: 99%

“…Cooperative learning as an instructional model offers characteristics that filled this instructional gap. In particular the German version of cooperative learning in PE, which puts a greater emphasis on space for student's decision-making than their international pendants, seems appropriate to enable Bildung (Bähr and Wibowo, 2012, 2018). However, the commensurability of the underlying theoretical foundations—theories of Bildung and the social-constructivist framework—has not been discussed extensively yet.…”

Section: Bildung and Comparable Student-centered Pe Approachesmentioning

confidence: 99%

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Bildung: A German student-centered approach to health and physical education

Wibowo

Krieger

Gaum

et al. 2022

European Physical Education Review

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Theoretical foundations are fundamental to research in health and physical education. They reflect historical and cultural ideas and values. In this article, we seek to introduce the philosophy of Bildung from the Nordic-German cultural region to an English-speaking audience as one theoretical foundation for student-centered teaching. Bildung focuses on the student and his or her self-formation processes in health and physical education. Bildung refers to the holistic development of cognitive, physical, emotional, social, and esthetic capacities. It is an active and reflective process that centers on the inner development of individuality and is realized by individuals as they perceive, interpret, and respond to their realities and, in turn, shape the world in which they live. In this article, we also discuss parallels with social-constructivist approaches to health and physical education, especially with the concept of social and emotional learning.

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3 Evaluationsforschung im Sportunterricht

Cited by 2 publications

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“Claim vs. Reality”—A German Case Study on Modes and Functions of Sports-Pedagogical Communication

“Claim vs. Reality”—A German Case Study on Modes and Functions of Sports-Pedagogical Communication

Bildung: A German student-centered approach to health and physical education

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