Abstract:Contemporary research investigating the phenomena of lifestyle sport has highlighted the centrality of space, spatiality and spatial appropriation. Lifestyle sports tend to manifest in liminal and/or unbounded spaces with practitioners drawing upon the affordances of the natural environment in new and unique ways. Simultaneously, practitioners employ continuously evolving technical tools (equipment) in the undertaking of these activities. This article articulates the ways in which the specialised equipment emp… Show more
“…sport (Wertsch, 1998). Further, work in multimodal (inter)action analysis (Norris, 2004(Norris, , 2009(Norris, , 2011Geenen, 2013Geenen, , 2014Pirini, 2013Pirini, , 2014Pirini, , 2015Pirini, , 2016Makboon, 2015;Matelau, 2014;Norris and Makboon 2015) uses various kinds of mediated action as the unit of analysis for the study of social action in many different settings. Norris (2004) delineates the mediated action into higher-and lower-level actions.…”
Section: Multimodal (Inter)action Analysis: Theory and Methodologymentioning
This article examines dyadic team work via video conferencing (inter)actions and explicates communicating and accepting knowledge, coordinating attention, and disagreeing. We demonstrate that such knowledge communication, which in the literature quite often is viewed as solely or primarily language-based is, is in fact always multimodal. Communicating knowledge, coordinating attention, and disagreeing are always performed through the interconnection of multiple modes from gaze and gesture, to posture and object handling, and may be produced with or without language. According to our findings presented here, the verbal acceptance of knowledge lags much behind the action that already demonstrated a participant's acceptance of another's knowledge. Language use also tells us little about the attention that a participant may pay, as being quiet might easily be misinterpreted as listening. Further, our findings show that language is never used alone in disagreements, rather, language may build an aggregate with other modes, and language may be super-ordinated or sub-ordinated to other modes in (inter)action. The article illustrates the complexity of everyday knowledge communication, which is relevant for educational and also particularly to organizational settings.
“…sport (Wertsch, 1998). Further, work in multimodal (inter)action analysis (Norris, 2004(Norris, , 2009(Norris, , 2011Geenen, 2013Geenen, , 2014Pirini, 2013Pirini, , 2014Pirini, , 2015Pirini, , 2016Makboon, 2015;Matelau, 2014;Norris and Makboon 2015) uses various kinds of mediated action as the unit of analysis for the study of social action in many different settings. Norris (2004) delineates the mediated action into higher-and lower-level actions.…”
Section: Multimodal (Inter)action Analysis: Theory and Methodologymentioning
This article examines dyadic team work via video conferencing (inter)actions and explicates communicating and accepting knowledge, coordinating attention, and disagreeing. We demonstrate that such knowledge communication, which in the literature quite often is viewed as solely or primarily language-based is, is in fact always multimodal. Communicating knowledge, coordinating attention, and disagreeing are always performed through the interconnection of multiple modes from gaze and gesture, to posture and object handling, and may be produced with or without language. According to our findings presented here, the verbal acceptance of knowledge lags much behind the action that already demonstrated a participant's acceptance of another's knowledge. Language use also tells us little about the attention that a participant may pay, as being quiet might easily be misinterpreted as listening. Further, our findings show that language is never used alone in disagreements, rather, language may build an aggregate with other modes, and language may be super-ordinated or sub-ordinated to other modes in (inter)action. The article illustrates the complexity of everyday knowledge communication, which is relevant for educational and also particularly to organizational settings.
“…Moreover, the study of images of people in Chinese studies seldom utilizes multimodal action theory -a three-dimensional approach that examines characters through their various mediational means. This stands in contrast to Western scholarship, where it is widely used [1,2,3,4,5,6,7,8,9,12,13,14].…”
Red Chinese movies depict heroic individuals who make significant contributions to the nation, and these films play a vital role in constructing the national image of new China. This paper explores the images of heroic individuals in red Chinese movies using multimodal action theory. The findings indicate that these individuals are characterized by their selfless sacrifices for their country, fearless perseverance, embodiment of international communist ideals, and unwavering devotion and warmth. The study also reveals that facial expressions, body movements, and language serve as critical mediational means in shaping these characters, while other forms of mediation are underutilized. Recommendations include employing more mediational means to create more nuanced and complex characters in future red Chinese movies.
“…London: Routledge. they engage skilfully with water and interact with other practitioners or learners (Anderson, 2012;Dant and Wheaton, 2007;Geenen, 2013a;2013b).…”
Section: Skiing As a Sociocultural Spatial Practicementioning
This chapter examines how a child learns to sense and move through a transient environment while recreational cross-country skiing. A mobile video ethnography was undertaken of a parent instructing a novice child on how to ski. Using interactional analysis, the paper examines how snow is sensed, felt and made salient in spatio-interactional practices, and how the snowscape is (re)territorialised by the participants making temporary tracks in the snow. In this way, tracks can shape future mobile actions and immanent pedagogical activities within the practices of cross-country skiing, which inculcate the child's feeling for an ephemeral geography of snow.This chapter investigates the ways in which a child learns to sense and move through a transient environment while recreational cross-country skiing within the context of familial social interaction. A mobile video ethnography was undertaken of family skiing sessions while on a seasonal holiday, in which a parent instructs and guides a novice child on how to ski. Using an interactional mobility analytical approach, the chapter examines how snowa complex, dynamic materiality that can afford spatial movement on its surfaceis sensed, felt and made salient in spatio-interactional practices.In order to analyse the skiers' feeling for snow in this case study, it is important to understand how we sense and experience space and mobility. Spinney (2006) explores the idea that our movements in and through a place define our engagement with it and help to constitute it as a place. In particular, he focuses on the embodied rhythms and kinaesthetic sensations that accompany the movement of cycling. In their study, van Duppen and Spierings (2013) ride along with urban commuter cyclists to discover their everyday, embodied experiences that constitute their diverse personal sensescapes, particularly as manifested in their passage through the city on complete journeys between home and work.Using in-depth interviews with, and photo diaries kept by, ordinary people in inner London, Middleton (2010) explores the sensory, sensual and embodied experiences manifested in urban walking. Others who have examined how we sense space socially and culturally
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