Learning movement culture: mapping the landscape between physical education and school sport

Ward, Gavin

doi:10.1080/13573322.2012.690342

Cited by 17 publications

(16 citation statements)

References 33 publications

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“…Our interest here lies in how such learning objectives relate to the practice of PE in Swedish schools. Ward (2014) contends that the movement cultures perspective offers a useful conceptual vantage point from which to seek to strengthen the integration of sport and PE. According to Crum (1993): (m)ovement culture contains the set of movement actions and interactions (sport, play, dance, or other fitness activities) that encompass a group's leisure.…”

Section: Pe-a Subject Undergoing Changementioning

confidence: 98%

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: Pe-a Subject Undergoing Changementioning

confidence: 98%

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

Larsson

Karlefors

2015

Sport, Education and Society

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“…It was partly to move away from such a 'meritocratic mode' that Bart Crum (1993), more than 20 years ago, introduced 'movement culture' as the core of physical education. Rather than making 'unrealistic effect claims' (Crum, 1993, p. 352) on behalf of physical education, Ward (2014) agrees that physical education must be recognized as part of the larger movement culture in society, and a place to learn about this, 'Physical Education should be a learning context in which pupils develop a personal movement identity which inherently involves utilising a range of Sporting activities to enable them to become critical and lifelong consumers of Movement Culture ' (p. 577).…”

mentioning

confidence: 99%

‘It's the other assessment that is the key’: three Norwegian physical education teachers' engagement (or not) with assessment for learning

Leirhaug

MacPhail

2015

Sport, Education and Society

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The international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice as an important part of the future development of the subject. Appreciating that physical education must be recognized as part of the larger movement culture in society and is a place to learn about movement culture, this study explores how AfL is understood and enacted by physical education teachers and the extent to which such enactment complements or challenges learning movement cultures within physical education. This study shares how three Norwegian physical education teachers used AfL to term what they were practicing with respect to assessment in physical education. We follow the interactions of the selected teachers throughout focus groups, using the empirical data as our 'dialogue partner' in reconstructing and discussing their assessment stories. We conclude that the need of embedding AfL in learning theory may well be one of the strongest challenges to enacting AfL in physical education. We acknowledge that not only are most existing theories of learning defined cognitively, but also that learning connected to physical education and activity is, to a large extent, practical and embodied, and also linked to the powerful discourses of sport and related areas such as health.

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“…'Movement Culture maintains the educational purpose of Physical Education by developing meaningful subject matter and contextualised learning that reflect contemporary and evolving participation in Sport.' 12 In fact, Größing argued in terms of a tradition of German and Austrian Leibeserziehung, which translates as physical education in English. However, Leibeserziehung is different from and in fact more than just physical education.…”

Section: Modern Sport Is Universalmentioning

confidence: 98%

“…Apparently, man is not only a 'homo faber,' but also a 'homo ludens,' and in modern times, a 'homo sportivus.' 49 However, the way people play and compete in modern societies is very often quite formal, rational, bureaucratic, and specialized, according to 12 M. Krüger the principles of the modern world. Therefore and regarding the irrationality, emotionality, and bodily related elements of modern sport, this indeed does not contradict Guttmann, rather constitutes an argument for the relevance of powerful social constraints in modern societies.…”

Section: What Is 'Modern Sport' Today?mentioning

confidence: 99%

Global Perspectives on Sports and Movement Cultures: From Past to Present – Modern Sports between Nationalism, Internationalism, and Cultural Imperialism

Krüger

2015

The International Journal of the History of Sport

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Learning movement culture: mapping the landscape between physical education and school sport

Cited by 17 publications

References 33 publications

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

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

‘It's the other assessment that is the key’: three Norwegian physical education teachers' engagement (or not) with assessment for learning

Global Perspectives on Sports and Movement Cultures: From Past to Present – Modern Sports between Nationalism, Internationalism, and Cultural Imperialism

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