Abstract:This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Barker, D., Aggerholm, K., Standal, Ø. F., Larsson, H. (2017)
AbstractBackground: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been wellreceived in educational contexts, these models seek to extend students' capacities within a limited number of 'human activities' (Arendt, 1958). The activity of human practising, which is concerned with the … Show more
“…Kirk (2010) claims that explicit standards of excellence are crucial if physical education is to survive as a school subject. There is nothing to suggest however, that pupils must have the same standards of excellence (see Barker, Aggerholm, et al [2017] for a discussion of this issue). Indeed, rejecting one-size-fits-all standards may be an important step in helping all pupils to identify as movers.…”
Section: Discussionmentioning
confidence: 99%
“…1 When learning a new task, it is generally not clear to which aspects of the task the person should attend. It is only through repetition that fragments of a task (or the particulars of a task) shift into the subsidiary awareness and become embodied knowledge (Polanyi, 1966, p. 13; see also Barker, Aggerholm, Standahl, & Larsson, 2017).…”
There is a substantial body of physical education scholarship focusing on movement learning. The question of how pupils themselves make sense of movement learning has however, largely escaped attention. Answers to such a question would seem to be highly germane if educators are to engage in pupilcentered pedagogies. In light of this absence, the aim of this investigation was to describe how movement learners made sense of their own movement development. Drawing on theoretical tenets of Gilbert Ryle (2009. The concept of mind. New York, NY: Routledge) and Michael Polanyi (1969. Knowing and being. Essays by Michael Polanyi. Chicago, IL: University of Chicago Press), three cases from an investigation in which movement learning was occurring are presented. The investigation was conducted during a physical education project week with pupils from an upper secondary school. Data were produced using observations, informal interviews, semi-structured interviews, and research diaries as a group of pupils learned to juggle. The results suggest that: the aspects of moving to which learners attend change as they learn; learners have a relatively limited capacity to verbally articulate what they learn, and; learners' expectations of ideal ways of moving have considerable impact on how they come to make sense of their own ways of moving. The practical implications of these points are discussed in the final section of the paper.
“…Kirk (2010) claims that explicit standards of excellence are crucial if physical education is to survive as a school subject. There is nothing to suggest however, that pupils must have the same standards of excellence (see Barker, Aggerholm, et al [2017] for a discussion of this issue). Indeed, rejecting one-size-fits-all standards may be an important step in helping all pupils to identify as movers.…”
Section: Discussionmentioning
confidence: 99%
“…1 When learning a new task, it is generally not clear to which aspects of the task the person should attend. It is only through repetition that fragments of a task (or the particulars of a task) shift into the subsidiary awareness and become embodied knowledge (Polanyi, 1966, p. 13; see also Barker, Aggerholm, Standahl, & Larsson, 2017).…”
There is a substantial body of physical education scholarship focusing on movement learning. The question of how pupils themselves make sense of movement learning has however, largely escaped attention. Answers to such a question would seem to be highly germane if educators are to engage in pupilcentered pedagogies. In light of this absence, the aim of this investigation was to describe how movement learners made sense of their own movement development. Drawing on theoretical tenets of Gilbert Ryle (2009. The concept of mind. New York, NY: Routledge) and Michael Polanyi (1969. Knowing and being. Essays by Michael Polanyi. Chicago, IL: University of Chicago Press), three cases from an investigation in which movement learning was occurring are presented. The investigation was conducted during a physical education project week with pupils from an upper secondary school. Data were produced using observations, informal interviews, semi-structured interviews, and research diaries as a group of pupils learned to juggle. The results suggest that: the aspects of moving to which learners attend change as they learn; learners have a relatively limited capacity to verbally articulate what they learn, and; learners' expectations of ideal ways of moving have considerable impact on how they come to make sense of their own ways of moving. The practical implications of these points are discussed in the final section of the paper.
“…They claimed that existing models align with three forms of human activitylabour, work, and action (Arendt 1958) but neglect a fourth form of activity: that of practising. Drawing on the work of Peter Sloterdijk (2013), Aggerholm and colleagues proposed a practising model containing a philosophical rationale, a set of guiding principles, and an illustration of how a module could look in the classroom (Aggerholm et al 2018;Barker et al 2018). Citing Kirk (2013) and Metzler (2011) amongst others, the authors claimed that the model can complement existing approaches (see Landi, Fitzpatrick, and McGlashan 2016) and stands to make a contribution to the ongoing revitalization of physical education.…”
Section: Introductionmentioning
confidence: 99%
“…Practising and principles of the movement-oriented practising model Aggerholm et al (2018) and Barker et al (2018) proposed a model for introducing 'practising' to physical education. As a unique form of human activity, practising is concerned with the improvement of the self (Sloterdijk 2013).…”
“…Development of movement capability can from this perspective be described as '[...] a reflective process coming from the moving body that is based on physical sensations and an increased bodily awareness' (Parviainen & Aromaa, 2017, s. 478). Teaching about movement capability should thereby give students possibilities to explore their movement experiences through meaningful challenges and space for making their own decisions (Barker et al, 2018). Movement capability is, according to research, largely a tacit knowledge (Nyberg & Larsson, 2014).…”
Research suggests that young people’s understanding of how their bodies move in space and time is deteriorating. The aim of this study was to examine how students learn to analyse sensations and feelings while running. In total, 94 students aged 16–19 years and seven physical education (PE) teachers from two different secondary schools participated in the study. Five different PE lessons were designed, conducted and analysed based on the tenets of variation theory. Two questions guided the investigation: (a) What aspects of the running movement do students discern as critical for increased awareness of body posture in running? (b) In what way do lesson designs and teaching techniques affect students’ identification of critical aspects of body posture in running? The paper provides examples of how embodied exploration of body awareness can be used as an educational means to enhance movement capabilities. Two themes are identified and described: tentative critical aspects of body posture for running, and differences in students’ ways of developing movement capability. The paper concludes with a summary of the main results along with reflections on issues that require further attention.
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