<i>‘It has really amazed me what my body can now do’</i>: boundary work and the construction of a body-positive dance community

Hill, Joanne; Sandford, Rachel; Enright, Eimear

doi:10.1080/17430437.2015.1073946

Cited by 7 publications

(7 citation statements)

References 33 publications

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“…Thus, appreciative inquiry proved useful when exploring teachers' and coaches' pedagogical experiences. Hill et al (2015) articulated similar benefits when using appreciative inquiry.…”

Section: Appreciative Inquiry In Pespmentioning

confidence: 92%

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Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology

Sargent

Casey

2019

Sport, Education and Society

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“…Thus, appreciative inquiry proved useful when exploring teachers' and coaches' pedagogical experiences. Hill et al (2015) articulated similar benefits when using appreciative inquiry.…”

Section: Appreciative Inquiry In Pespmentioning

confidence: 92%

“…Appreciative inquiry has been used to in explore areas such as student disengagement (Gray et al, 2019), coaches' practices (Pill, 2015) and embodiment (Hill et al, 2015). The word "appreciate" in appreciative inquiry is seen as 'valuing; recognising the best in people and in organisations' (Cooperrider and Whitney, 2005, p.7).…”

Section: Introductionmentioning

confidence: 99%

Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology

Sargent

Casey

2019

Sport, Education and Society

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“…Building upon the emergent work of Gray, Treacy and Hall (2017), Pill (2015) and Hill et al (2015), our application of appreciative inquiry uses a '4-D' (discovery, dream, design and destiny) cycle (Cooperrider and Whitney's 2001):…”

Section: Appreciative Inquirymentioning

confidence: 99%

“…Appreciative interviewing forms the basis of the discovery phase and is often the impetus for further inquiry. Therefore, while appreciative inquiry is not a technique or method, there are methods and questions which are more aligned with the approach (Hill et al 2015). The appreciative interview helps to bring to new data to light which highlight experience, values and strengths that can be collectively shared (Watkins and Cooperrider 2000).…”

Section: Appreciative Inquirymentioning

confidence: 99%

Exploring pedagogies of digital technology in physical education through appreciative inquiry

Sargent¹,

Casey²

2018

Digital Technology in Physical Education

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From a pedagogical perspective, what physical education (PE) teachers think, say and do with regards to digital technology has received little attention (Lupton 2015). This chapter examines a case study of 'Patrick', a UK PE teacher who embedded digital technology into his teaching. Using a case study approach guided by appreciative inquiry, this chapter draws on the views and experiences of Patrick, and others in his school, regarding digital technology use in an effort to understand the factors and experiences that influence how and why he uses digital technology. By developing a culture around digital technology both in the school and his practice, Patrick established simple routines and strategies to develop his pedagogy of digital technology.

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“…Some types of dance (when not practiced at a professional level) focus more on the functionality of the body (e.g., ballroom dance could be an example) than on appearance. The focus lies more on the capability of the body and physical competence and empowerment, sensing what one’s own body can do instead of how it looks and how it is perceived by others ( Tiggemann, 2015 ; Hill et al, 2016 ). Evidence for a relationship between ballroom dance and body image is however scarce.…”

Section: Introductionmentioning

confidence: 99%

Yoga, Dance, Team Sports, or Individual Sports: Does the Type of Exercise Matter? An Online Study Investigating the Relationships Between Different Types of Exercise, Body Image, and Well-Being in Regular Exercise Practitioners

Marschin

Herbert²

2021

Front. Psychol.

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Physical activity, specifically exercising, has been suggested to improve body image, mental health, and well-being. With respect to body image, previous findings highlight a general benefit of exercise. This study investigates whether the relationship between exercising and body image varies with the type of exercise that individuals preferentially and regularly engage in. In addition, physical efficacy was explored as a potential psychological mediator between type of exercise and body image. Using a cross-sectional design, healthy regular exercise practitioners of yoga, ballroom dance, team sports, or individual sports as well as healthy adults reporting no regular exercising were surveyed. Body image and its different facets were assessed by a set of standardized self-report questionnaires, covering perceptual, cognitive, and affective body image dimensions particularly related to negative body image. In addition, participants were questioned with regard to mental health. Participants were 270 healthy adults. Descriptive statistics, measures of variance (ANOVA), and multiple linear regression analysis with orthogonal contrasts were performed to investigate differences between the different exercise and non-exercise groups in the variables of interest. In line with the hypotheses and previous findings, the statistic comparisons revealed that body dissatisfaction (as one important factor of negative body image) was most pronounced in the non-exercise group compared to all exercise groups [contrast: no exercise versus exercise (all groups taken together)]. Physical efficacy, as assessed with a standardized questionnaire, mediated the difference between type of exercise (using contrasts) and body image including perceptual, cognitive, and affective body image dimensions. The findings shed light on so far less systematically investigated questions regarding the relationship between types of exercise, like yoga and ballroom dance, and body image. The results underscore the relevance of considering possible influencing factors in exercise research, such as the perception of one’s physical efficacy as a mediator of this relationship.

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‘It has really amazed me what my body can now do’: boundary work and the construction of a body-positive dance community

Cited by 7 publications

References 33 publications

Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology

Appreciative inquiry for physical education and sport pedagogy research: a methodological illustration through teachers’ uses of digital technology

Exploring pedagogies of digital technology in physical education through appreciative inquiry

Yoga, Dance, Team Sports, or Individual Sports: Does the Type of Exercise Matter? An Online Study Investigating the Relationships Between Different Types of Exercise, Body Image, and Well-Being in Regular Exercise Practitioners

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