Claiming ‘educative outcomes’ in HPE: the potential for ‘pedagogic action’

Dinan-Thompson, Maree

doi:10.1080/18377122.2013.801106

Cited by 27 publications

(11 citation statements)

References 14 publications

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“…DinanThompson (2013) claims that assessment tends to be the ‘missing ingredient’ as it is assumed (or implicit) in pedagogical and curriculum knowledge. She advocates capacity building for teachers about the dynamic between assessment, curriculum and pedagogy, so as to enact potential for ‘deeper pedagogic action’ (DinanThompson, 2013: 138).…”

Section: Introductionmentioning

confidence: 99%

Assessment literacy in primary physical education

Dinan-Thompson

Penney

2015

European Physical Education Review

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Internationally, assessment is acknowledged as a critical aspect of pedagogical practice and accountability systems, and as having a fundamental bearing upon what knowledge and ways of articulating knowledge come to be valued in schools. Teachers' assessment literacy is arguably fundamental to their ability to successfully engage with multiple expectations of assessment and to facilitate assessment as a process that continually supports learning. Informed by Hay and Penney's (( 2013) Assessment in Physical Education: A Sociocultural Perspective. London: Routledge) assessment literacy framework, a qualitative case study investigation was undertaken with 18 primary physical education teachers in a regional area in Australia to gain insight into their assessment practices. The study utilised informal interviews, survey and document analysis. Primary physical education teachers were shown to be engaging with the comprehension, application, interpretation and critical engagement elements of the assessment literacy framework, albeit with limitations. Assessment practices appear to be embedded in teaching practices but were, in the main, superficial. Data analysis highlighted gaps in knowledge about assessment, a focus on accountability and performance, and a lack of moderation and student engagement in assessment. This study directs attention to the tensions, uncertainties and complexities associated with developing assessment of physical education and the challenges associated with extending quality and efficacy in assessment practices.

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Section: Introductionmentioning

confidence: 99%

Assessment literacy in primary physical education

Dinan-Thompson

Penney

2015

European Physical Education Review

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“…Penney (2013) too, suggests that a number of factors affect how practitioners eventually implement policy. Investigating the enactment of Health and Physical Education in the Australian Curriculum, Penney (2013) suggests that policy actors, agencies, policy artefacts and indeed, the interaction between these factors, play a critical role in determining how curricula come to be expressed and experienced (see also Alfrey and Brown 2013;DinanThompson 2013;Lambert 2018). This multifaceted transformation process from policy to practice has lately been problematized in terms of policy enactment (Ball et al 2012; for research in PE see e.g.…”

Section: Introductionmentioning

confidence: 99%

Transformation of complex movements from policy to practice – a discourse analysis of Swedish physical education teachers’ concepts of moving

Janemalm

Barker

Quennerstedt

2020

Physical Education and Sport Pedagogy

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Background: How teachers enact policy has been of significant interest to educational scholars. In physical education research, scholars have identified several factors affecting the enactment of policy. These factors include but are not limited to: structural support available for teachers, provision of professional development opportunities, the nature of the policy, and the educational philosophies of the teachers. A recurring conclusion drawn in this scholarship is that official documentation and teachers' work often diverge, sometimes in profound ways. Purpose: The purpose of this paper is to investigate how physical education teachers in Sweden describe their enactment of policy regarding the concept complex movement, which features in the latest Swedish curriculum. Methods: Interview data were generated with six specialist physical education teachers. Three questions guided the interviews: What is complex movement? What is not complex movement? And, can you give examples from your teaching of complex movement? Data were analyzed using a discourse analytic framework. Meaning was understood as a production of dialectical relationships between individuals and social practices. Two key concepts were utilized: intertextuality, which refers to the condition whereby all communicative events, not merely utterances, draw on earlier communication events, and interdiscursivity, which refers to discursive practices in which discourse types are combined in new and complex ways. Results: We identified three discourses regarding the teachers' enactment of policy: (1) Complex movement as individual difficulty, (2) Complex movement as composite movements, and (3) Complex movement as situational adaptation. Several features were common to all three discourses: they were all related to issues of assessment; they suggested that complex movement is something students should be able to show or perform, and; they left open room for practically any activity done in physical education to be considered complex. Discussion: Three issues are addressed in the Discussion. The first concerns the intertextual nature of the teachers' statements and how the statements relate to policy and research. The second concerns the way that knowledge, and specifically movement knowledge, becomes problematic in the teachers' statements about complex movement. The third concerns more broadly the language used to describe the relationship between policy and practice. Conclusions: We propose that modest levels of overlap between teachers' ARTICLE HISTORY

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“…Brown, 2013;Brown & Penney, 2013;Hickey, Kirk, Macdonald, & Penney, 2014;Lynch, 2014;Macdonald, 2013;McCuaig, Quennerstedt, & Macdonald, 2013). This is an apt example of an on-going struggle over the content of education as described by Englund and Quennerstedt (2008, for an overview from Australia, see, for example, Alfrey & Brown, 2013;Dinan-Thompson, 2013;Lambert, 2018;Leahy, O'Flynn, & Wright, 2013;Macdonald, 2013Macdonald, , 2014. One of the important consequences of the implementation of the AC:HPE is a shift from a pathogenic (i.e.…”

Section: Introductionmentioning

confidence: 99%

“…In Australia, Lambert's (2018) study, for example reveals that teachers' considerations of health 'have shifted to thinking more about assets, capabilities and resources of young people as opposed to more traditional deficit, risk models or views of them ' (p. 136). Despite the extensive political debate, and the openness of teachers to a strength-based AC:HPE, it is not always clear what a salutogenic strengths-based approach might look like in practice, at least not in the day-to-day work in schools (see also Alfrey & Brown, 2013;Dinan-Thompson, 2013;.…”

Section: Introductionmentioning

confidence: 99%

A salutogenic strengths-based approach in practice – an illustration from a school in Sweden

Brolin

Quennerstedt

Maivorsdotter

et al. 2018

Curriculum Studies in Health and Physical Education

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Despite an extensive debate and an openness of teachers to a strength-based approach to health and physical education, it is not always clear what a salutogenic strengths-based approach might look like in practice, at least not in the day-today work in schools. The purpose of this article is to present a salutogenic strengths-based school initiative in Sweden and to identify health discourses in the school's practice. An insider perspective is used to explore health in the school through Brookfield's four lenses for exploring one's own teaching practice. Two health discourses are identified: (1) an individual health discourse rooted in the fostering of personal development, and (2) a value-based health discourse build up around social relations and the fostering of democratic values. The individual health discourse can be understood as based in a pathogenic norm, and in the investigated school practice the individual health discourse dominated the school health initiative despite the salutogenic intentions.

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Claiming ‘educative outcomes’ in HPE: the potential for ‘pedagogic action’

Cited by 27 publications

References 14 publications

Assessment literacy in primary physical education

Assessment literacy in primary physical education

Transformation of complex movements from policy to practice – a discourse analysis of Swedish physical education teachers’ concepts of moving

A salutogenic strengths-based approach in practice – an illustration from a school in Sweden

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