Exploring ‘what’ to learn in physical education

Nyberg, Gunn; Larsson, Håkan

doi:10.1080/17408989.2012.726982

Cited by 71 publications

(91 citation statements)

References 29 publications

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“…In the last few decades 'knowledge and learning' have become leitmotifs in discussions about physical education (PE; Nyberg & Larsson, 2014). In autumn 2011 we observed a number of PE lessons in secondary schools throughout Sweden with the overall aim of exploring what constitutes important knowledge in PE and the processes of teaching and learning that take place in the subject.…”

Section: Introductionmentioning

confidence: 99%

Physical education cultures in Sweden: fitness, sports, dancing … learning?

Larsson

Karlefors

2015

Sport, Education and Society

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In a significant article from 1993, Crum describes the purpose of physical education (PE) as a 'planned introduction into movement culture'. In broad terms, this purpose is tantamount to the stated purpose of Swedish PE in national steering documents. Crum contends, however, that physical educators do not prioritise learning, which is largely due to the different 'movement cultures' that constitute the PE lessons. This article explores how practice unfolds in movement cultures that are included in Swedish PE and their implications for teaching and learning in the subject. Some 30 (indoor) PE lessons in eight secondary schools in four cities throughout Sweden were video recorded. At 'first glance' these lessons indicated the prevalence of four logics of practice: a physical training logic, a sports logic, a sport technique logic and a dance logic. However, further analysis revealed that the teachers' and students' actions were not entirely in line with a logic of practice of training the body, winning the game, learning sporting skills or learning to dance. Instead, the PE practice largely unfolded as a 'looks-like-practice', where the purpose of teaching was blurred, and where any 'planned introduction into movement culture' was difficult to identify. In the final section, the authors discuss how physical activity logics can be recontextualised in a PE setting in order to emphasise the educational contribution of PE.

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Section: Introductionmentioning

confidence: 99%

Physical education cultures in Sweden: fitness, sports, dancing … learning?

Larsson

Karlefors

2015

Sport, Education and Society

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“…More broadly speaking, the cultural demand to be normal might also be related to the ways many Swedish PE teachers seem to value orderliness, cohesiveness and harmonious cooperation among the students . All in all, the incentives for PE students to cross borders relative to social norms are few; especially as unlike competitive sport, PE only pays limited attention to actually developing students' capabilities (Nyberg and Larsson 2012).…”

Section: Issues Of Gender In Pementioning

confidence: 99%

Heterotopias in physical education: towards a queer pedagogy?

Larsson

Quennerstedt

Öhman

2014

Gender and Education

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PostprintThis is the accepted version of a paper published in Gender and Education. This paper has been peerreviewed but does not include the final publisher proof-corrections or journal pagination.Citation for the original published paper (version of record):Larsson, H., Quennerstedt, M., Öhman, M. (2014) Heterotopias in physical education: towards a queer pedagogy?. Gender and Education AbstractThis article sets out to outline how prevailing gender structures can be challenged in physical education (PE) by exploring queer potentials in an event that took place during a dancing lesson in an upper secondary physical education class. The event and its features were documented through video recording and post-lesson interviews with the teacher and some of the students. It is argued that the event can be seen as a heterotopia, according to Michel Foucault a 'counter-site' enabling the resistance to authority, where the production of normalcy was challenged. Further, even though the event happened spontaneously, the authors suggest that it can show a way towards a queer pedagogy for PE through teaching paradoxically; it indicates a preferred ethos of the lesson and the use of conceptual tools by teachers and students that make them able to intervene in the production of normalcy.

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“…Numerous post-developmental analyses of physical activity pedagogies make visible how physical literacy discourses enact governmentalities of citizenship, individualism, responsibility, and aesthetics (Evans & Rich, 2011;Larsson & Quennerstedt, 2012;Lundvall, 2015;Nyberg & Larsson, 2014). We are concerned here with the consequential extensions of these pedagogies (Kummen, 2011) …”

Section: Pedagogies Of Movement In Canadian Educationmentioning

confidence: 99%

Movement/ing Provocations in Early Childhood Education

Land¹,

Danis²

2016

J Child. Stud.

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Nicole Land is a PhD candidate, sessional instructor, and research assistant in the School of Child and Youth Care, University of Victoria, where she also works with early childhood educators as a pedagogical facilitator. Drawing on feminist science studies and feminist new materialist perspectives, she is interested in attending to, and experimenting with, how fat(s) and muscle(s) can be practiced, move, and matter in early childhood education. Email: nland@uvic.ca Ildikó Danis is an early childhood educator at University of Victoria Child Care Services. She has a degree in early childhood special needs education from Georgia State University, Atlanta, and experience in the Canadian, US, and Hungarian educational environments. Her interest in the complex and inclusive ways of forming "natural childhoods" spurred her curiosity about children's relations with place and everyday, natural materials. Her focus on child-material relations and movement pedagogies is motivated by a commitment to attending to stories and events that evolve by chance in the themes of children's relations with other species, with the material world, and with place. Email: idanis12@uvic.ca (Rotas, 2015), engaging the tensions, productivities, and pauses of movement. We anticipated an abundance of movement within our indoor space and discussed how we might engage (with) running bodies or draw exuberant explorative movement into intentional engagements within the space. We were startled by how deeply difficult movement can be and how demanding movement is of our pedagogical response-ability (Haraway, 2015). Movement/ing Provocations in Early Childhood EducationAs part of an ongoing inquiry-based research project into pedagogical practices at a child care centre in British Columbia, Canada, a collective of educators, researchers, children, and families have been imagining how early childhood education pedagogies and practice might adequately respond to, or engage with, the complex, contested, and politicized worlds of contemporary childhoods. We-Ildikó (an early childhood educator) and Nicole (a doctoral student pedagogista)-position our pedagogical practices within a commonworlding ethic (Pacini-Ketchabaw, Taylor, & Blaise, 2016) and cultivate a sustained engagement with "the broader, relational contexts that children inhabit as integral parts of the universe" (Blaise, Hamm, & Iorio, 2016, p. 2). Our inquiry work launches from a politicized attention to the contested ethical dimensions of pedagogy, wherein a necessity to confront ongoing settler colonialism (Clark, PaciniKetchabaw, & Hodgins, 2014;Nxumalo, 2016), a concern with the infiltration of neoliberal paradigms within education (Ashton, 2014;Osgood, Scarlett, & Giugni, 2015), and an impulse to be response-able to contemporary Euro-Western anthropogenic forces (Taylor & Pacini-Ketchabaw, 2015) inform our practices.In the furniture-free space of the child care centre, we began to put our pedagogical practice to work with movement. Engaging with Drawing on an inquiry-based project focu...

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Exploring ‘what’ to learn in physical education

Cited by 71 publications

References 29 publications

Physical education cultures in Sweden: fitness, sports, dancing … learning?

Physical education cultures in Sweden: fitness, sports, dancing … learning?

Heterotopias in physical education: towards a queer pedagogy?

Movement/ing Provocations in Early Childhood Education

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