Symbolic capital in physical education and health: to be, to do or to know? That is the gendered question

Redelius, Karin; Fagrell, Birgitta; Larsson, Håkan

doi:10.1080/13573320902809195

Cited by 81 publications

(102 citation statements)

References 13 publications

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“…Further, student views of expected outcomes of physical education, and the knowledge produced through participation in physical education (Quennerstedt, 2013), can be quite different from learning outcomes stated in the official curriculum. The lack of alignment and the connected problems for validity and equality in assessments, most often with a reference to Bernstein's (1975) three message systems (curriculum, pedagogy and assessment), is well documented in physical education (Annerstedt & Larsson, 2010;Hay & Macdonald, 2008;Redelius, Fagrell, & Larsson, 2009;Redelius & Hay, 2009). Conscious that the question of validity and the AfL strategies employed are dependent of both the actual curriculum, and the wider political, social and cultural contexts, the next section provides a brief presentation of educational assessment and physical education in Norway in a bid to set the context of the study.…”

Section: Assessment For Learningmentioning

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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Section: Assessment For Learningmentioning

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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“…Our contribution to the discussion of coordinative abilities, body consciousness and educing bodily senses as was described as lacking in PE (Larsson, Redelius, and Fagrell 2011;Redelius, Fagrell, and Larsson 2009;Evans 2004;Shusterman 2004;Kirk 2010;Tinning 2010) has included some aspects of what the capability to move can mean. Firstly, this phenomenon can be conceived of as subject-specific knowing, thus not 'merely' physical skills isolated from mental skills as our theoretical perspective on practical knowledge was described.…”

Section: What the Dance Games Need To Do To Improve 'As A Teacher'mentioning

confidence: 99%

Exergames ‘as a teacher’ of movement education: exploring knowing in moving when playing dance games in physical education

Nyberg

Meckbach

2015

Physical Education and Sport Pedagogy

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“…In general, research on PE in Sweden shows a striking lack of clarity over the purpose of the subject, particularly in terms of its educational purpose (Ekberg, 2009;Larsson & Redelius, 2008;Redelius, Fagrell, & Larsson, 2009). The same can be said about PE in many countries, and a number of scholars have drawn attention to the subject's diverse and often blurred educational objectives (e.g.…”

Section: Introductionmentioning

confidence: 99%

Communicating aims and learning goals in physical education: part of a subject for learning?

Redelius

Quennerstedt

Öhman

2015

Sport, Education and Society

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Based on a socio-cultural perspective on learning, the aim of this article is to examine how aims and learning goals are communicated in physical education (PE) practice. A special focus is on scrutinising how teaching practices are framed in terms of whether and how the aims and learning goals are made explicit or not to students. The aim is also to relate these kinds of communications to different movement cultures. The result shows that many of the students taking part in the study do not understand what they are supposed to learn in PE. However, if the goals are well articulated by teachers, the students are more likely to both understand and be aware of the learning outcomes and what to learn in PE. The opposite is also true. If the goals and objectives are not clarified, students find it difficult to state the learning objectives and know what they are supposed to learn.

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Symbolic capital in physical education and health: to be, to do or to know? That is the gendered question

Cited by 81 publications

References 13 publications

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

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

Exergames ‘as a teacher’ of movement education: exploring knowing in moving when playing dance games in physical education

Communicating aims and learning goals in physical education: part of a subject for learning?

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