Health and body tensions and expectations for pre-service physical education teachers in Spain

González-Calvo, Gustavo; Varea, Valeria; Álvarez, Lucio Martínez

doi:10.1080/13573322.2017.1331426

Cited by 30 publications

(38 citation statements)

References 41 publications

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“…In 2014, when Gustavo started teaching a university subject related to the body and the teaching of PE, he commenced writing a "body journal". During the university course, students are asked to reflect on their bodily experiences during their practicum [36,37]. As Gustavo realised that the task would also be beneficial for him, he started his own reflective body journal.…”

Section: Body Journal As a Data Sourcementioning

confidence: 99%

“…I always leave the gym with the feeling that I have accomplished my daily duty. The emphasis that (pre-service) PE teachers place on their own bodies and the pressure they feel to conform to certain expectations of their professional roles has been well-documented [36,[39][40][41][42]. The body is the central focus for PE professionals [43,44], and I was no exception.…”

Section: Narratives Of Continuationmentioning

confidence: 99%

“…The pain in my back influences my professional subjectivity, making me enjoy my PE teaching profession less and decreasing my motivation. In this sense, it has been suggested that it is important for PE teachers to be healthy, not just to conform with the stereotype of a PE teacher [36] but also to feel comfortable with themselves.…”

Section: Narratives Of Disruption: Back Pain and Temporary Physical Dmentioning

confidence: 99%

“…I understand that the healthism ideology [60] aligns with consumer culture and individualised responsibilities, including aspects of the health assemblage, which are all key forces affecting the body [36,39]. And, although I try to resist that discourse, it appears that not fulfilling that self-imposed responsibility of being healthy leads me to feel that I am someone who is not fulfilling the expectations of fatherhood or, in relation to my fatherhood, as someone who does not comply with their new fatherhood ideals [65].…”

Section: Narratives Of Restitution: Damn It Now That I Am a Fathermentioning

confidence: 99%

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A Turning Point as an Opportunity to (Re)Think and Give a Voice to One’s Own Body

González-Calvo

Varea

2019

Societies

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This article explores the intersectionalities of masculinity, fatherhood, and physical activity in relation to a Physical Education teacher who has been diagnosed with an illness. In so doing, we draw on autobiographical narratives to delve into how embodied subjectivities are constructed to advance knowledge on a new embodied way of being a man and a PE teacher that can be accepted and embraced. The results are organised into three main themes: (1) narratives of continuation: the “before” of chronic illness; (2) narratives of disruption: back pain and temporary physical disability; and (3) restitution narratives: damn it, now that I am a father. The results suggest that narratives such as those presented in this article contribute to the continuously changing process of life projects and that illness can assist in redefining and reconstituting the persona of a PE teacher.

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Section: Body Journal As a Data Sourcementioning

confidence: 99%

Section: Narratives Of Continuationmentioning

confidence: 99%

Section: Narratives Of Disruption: Back Pain and Temporary Physical Dmentioning

confidence: 99%

Section: Narratives Of Restitution: Damn It Now That I Am a Fathermentioning

confidence: 99%

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A Turning Point as an Opportunity to (Re)Think and Give a Voice to One’s Own Body

González-Calvo

Varea

2019

Societies

Self Cite

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“…The use of body journals assisted these students to reflect on their practicum experiences, thereby developing their capacity to problematize their embodied subjectivities [42]. Data were generated from body journals that students were requested to complete during their primary school practicum 2 , which lasted for 12 weeks (see [43]), from September to November. During this period, the students were required to write about situations which they felt were significant regarding the embodied dimension of teaching and to send their written reflections to their university tutor.…”

Section: Methodsmentioning

confidence: 99%

Exploring Touch in Physical Education Practicum in a Touchy Latin Culture

2018

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Abstract:The decrease in touch has been explored in recent literature in relation to child protection discourses and no touch policies and it has been suggested that Physical Education (PE) has been weakened by the lack of touch. Significantly, the issue of touch has remained largely unexplored in Latin societies, which are characterised by an amplified tactile approach to people and comparatively little personal space. This paper examines how a group of pre-service PE teachers in Spain responded to, acted and negotiated touch with primary school students. It draws on data generated from body journals and the concepts of risk society, surveillance and moral panic. The findings indicate that touching school students is still common practice in Spain and was considered something positive. The influence of other individuals and certain spaces was also noted by participants, who felt more surveilled and distressed on particular occasions and some of them strategically introduced touch with students in a progressive manner. The results of the study invite us to reflect on the possibility of doing more harm than good by presenting topics about touch to pre-service teachers and how pre-service teacher educators may need to provide PE students with proper resources and understandings to successfully negotiate touch with school students.

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“I feel lonely, I don't understand you when you talk, and I find it hard to breathe”. Analysis of the emotional tensions of physical education students in the Spanish setting of COVID-19

Hortigüela-Alcalá

Chiva-Bartoll

Hernando-Garijo

2022

Teaching and Teacher Education

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Health and body tensions and expectations for pre-service physical education teachers in Spain

Cited by 30 publications

References 41 publications

A Turning Point as an Opportunity to (Re)Think and Give a Voice to One’s Own Body

A Turning Point as an Opportunity to (Re)Think and Give a Voice to One’s Own Body

Exploring Touch in Physical Education Practicum in a Touchy Latin Culture

“I feel lonely, I don't understand you when you talk, and I find it hard to breathe”. Analysis of the emotional tensions of physical education students in the Spanish setting of COVID-19

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