‘That is like a 24 hours-day tournament!’: using social media to further an authentic sport experience within sport education

Luguetti, Carla; Goodyear, Victoria A.; André, Mauro Henrique

doi:10.1080/13573322.2017.1292235

Cited by 11 publications

(6 citation statements)

References 31 publications

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“…As comunidades de prática investigadas nos estudos selecionados apresentaram diferentes focos, como: aprender a ensinar Educação Física (GOMES et al, 2014; CARDOSO; BATISTA; GRAÇA, 2016; YOUNG; MacPHAIL, 2015); aprender a implementar modelos de ensino (GOODYEAR; CASEY; KIRK, 2014; YOON; ARMOUR, 2017; LUGUETTI et al, 2019); elaborar um currículo (PARKER et al, 2010); aprender a aplicar determinada abordagem de ensino TANNEHILL, 2013;OLIVER et al, 2018;LUGUETTI et al, 2019); e aperfeiçoar práticas de ensino (PARKER; PATTON; TANNEHILL, 2012; PATTON; PARKER; PRATT, 2013; GOODYEAR; CASEY, 2015; MARTIN, 2017; PATTON; PARKER, 2017; EIRÍN-NEMIÑA, 2018).…”

Section: Empreendimento Em Conjuntounclassified

Comunidade de prática na formação e desenvolvimento profissional na educação física: uma metassíntese

Ristow

Backes

Bianchessi

et al. 2020

Cad. Educ. Fís. Esp.

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INTRODUÇÃO: A aprendizagem e o desenvolvimento profissional em Educação Física ocorrem em diferentes contextos. Entre eles, as comunidades de prática são consideradas um contexto promissor, pois possibilitam a participação ativa, envolvendo os membros em um ambiente colaborativo onde o aprendizado e o desenvolvimento ocorrem com e através das relações pessoais. OBJETIVO: Desse modo, o objetivo deste estudo foi realizar uma metassíntese a respeito dos fatores que influenciam o desenvolvimento e manutenção das comunidades de prática de professores e futuros professores de Educação Física.MÉTODOS: A metassíntese é uma metodologia de revisão sistemática que sintetiza os resultados de estudos qualitativos em categorias. Os resultados dos estudos originais foram analisados e sintetizados a partir da análise de conteúdo. As categorias foram determinadas a priori: engajamento mútuo, empreendimento em conjunto e repertório compartilhado.RESULTADOS: Os resultados dos 16 estudos selecionados nos indicam que as comunidades de prática na formação e no desenvolvimento profissional tem origem a partir das necessidades dos interessados. A negociação quanto ao tema ou conteúdo dos encontros ocorreram tanto no início quanto ao longo dos encontros. A comunidades de prática apresentaram diferentes objetivos: aprender a ensinar Educação Física, aprender a implementar modelos de ensino, elaborar um novo currículo, aprender a aplicar uma determinada abordagem de ensino e aperfeiçoar práticas de ensino. Já a manutenção ocorreu a partir das trocas de experiências profissionais e das relações pessoais informais em diferentes contextos: em redes sociais, no estágio obrigatório do curso de graduação, na disciplina do curso de graduação e encontro de grupos de professores. Vale destacar o papel do facilitador para que o repertório compartilhado fosse criado. CONCLUSÃO: Em suma, as comunidades de prática se apresentam como um excelente contexto de aprendizagem e desenvolvimento profissional, já que as comunidades de prática investigadas parecem ter satisfeito as necessidades dos participantes.ABSTRACT. Community of practice in physical education teacher education and professional development: a metasynthesis.BACKGROUND: Learning and professional development in Physical Education occur in different contexts. Among them, communities of practice are considered to be a promising context as they enable active participation. Engaging members in a collaborative environment where learning and development take place with and through personal relationships.OBJECTIVE: Thus, the aim of this study was to carry out a meta-synthesis about the factors that influence the development and maintenance of communities of practice for teachers and future Physical Education teachers.METHODS: Metasynthesis is a systematic review methodology that synthesizes the results of qualitative studies in categories. The results of the original studies were analyzed and synthesized from the content analysis. The categories were determined a priori: mutual engagement, joint enterprise and shared repertoire.RESULTS: The results of the 16 selected studies indicate that the communities of practice in teacher education and professional development originate from the needs of those interested. Negotiations regarding the theme or content of the meetings took place both at the beginning and throughout the meetings. The communities of practice had different objectives: learn to teach Physical Education, learn to implement teaching models, develop a new curriculum, learn to apply a particular teaching approach and improve teaching practices. Maintenance, on the other hand, occurred based on the exchange of professional experiences and informal personal relationships in different contexts: in social networks, in the mandatory stage of the undergraduate course, in the subject of the undergraduate course and meeting of groups of teachers. It is worth highlighting the role of the facilitator so that the shared repertoire was created.CONCLUSION: In short, communities of practice present themselves as an excellent context for learning and professional development, since the communities of practice investigated seem to have satisfied the needs of the participants.

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Section: Empreendimento Em Conjuntounclassified

Comunidade de prática na formação e desenvolvimento profissional na educação física: uma metassíntese

Ristow

Backes

Bianchessi

et al. 2020

Cad. Educ. Fís. Esp.

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“…The judges were responsible for teaching the rules to teammates and upholding rules during the competition. The journalists were responsible for collecting information about their team and updating their team’s portfolio on Facebook (Kinchin, 2001; Luguetti et al, 2017). The choreographers were responsible for helping the coaches to create routines, and specifically artistry compositions.…”

Section: Methodsmentioning

confidence: 99%

The complexity, tensions and struggles in developing learning communities throughout a Sport Education season

Luguetti

Lopes

Sobrinho

et al. 2018

European Physical Education Review

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Several studies demonstrate that Sport Education (SE) supports the development of an authentic sport experience. However, the ‘messiness’ attached to the reality of effectively enacting SE is less prominent in the literature. The aim of this study is therefore to capture the complexity, tensions and struggles (for both lecturers and undergraduate students) of delivering and experiencing an authentic Artistic Gymnastics (AG) SE season within learning communities. Action research framed this 13-week study. Participants included 33 undergraduate students, four lecturers (one experienced in SE and three experienced in AG) at a university in Brazil and a professor with expertise in teaching and researching SE who was contacted regularly throughout the SE season. Data were collected weekly and included: (a) weekly collaborative lecture group meetings after each class; (b) student reflective diaries; (c) lead lecturer weekly observations collected as field notes; (d) Facebook posts; and (e) student focus groups. Data analysis involved inductive process and constant comparison. Results conveyed: (a) the relationship of trust and interdependence between the lecturers who implemented SE; (b) how students created a safe environment that allowed them to overcome fear; and (c) how lecturers and students negotiated the different levels of students’ engagement during the season and the associated feeling of frustration. Lecturers and students developed into two separate communities of learners. Future studies should continue to examine the effectiveness of a community of learners within the SE context and specifically encourage lecturers and students to work together as one learning community, learning from, and with, each other.

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“…There are already many studies on the use of apps in the context of health in physical education (Goodyear, Kerner, and Quennerstedt 2019;Luguetti, Goodyear, and André 2019;McKenzie and Lounsbery 2013). It is interesting for our research interest that these studies show that young people are often critical of the use of digital media in physical education.…”

Section: Digital Media In Secondary School Pe Classesmentioning

confidence: 99%

The use of digital media in primary school PE – student perspectives on product-oriented ways of lesson staging

Greve

Thumel

Jastrow

et al. 2020

Physical Education and Sport Pedagogy

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Background: There is a controversial debate about the use of digital media in physical education. There are various research results, which mostly do not relate to primary school, however. There are no known studies showing how media educational goals can be integrated into physical education. Our contribution takes this desideratum as its starting point. Taking both current discussion lines in sports pedagogy about physical education in elementary school and the basic assumptions of media education into account, we designed, implemented and evaluated teaching units for the use of digital media in physical education. Purpose: This occurred with regard to the research question of how students in elementary school interpret and experience the use of digital media in physical education when media educational goals and objectives of physical education are addressed equally. This raises the question which opportunities and limitations for educational processes (with regard to movement education, general education and also media education) can be reconstructed. Method: To address the question of students' perspectives and interpretations on the usage of digital media in physical education, tablets were used in the PE classroom of four primary school classes over the period of one school year. Lessons were developed and carried out in which students were tasked with creating media products using the tablets and the iMovie app. The teaching units were evaluated afterwards based on the research approach of focusing on the perspectives of the students involved. For this purpose, we conducted and analyzed 39 guided interviews with the students after each lesson. The data was analyzed using the grounded theory methodology. Findings: From the analysis of the interviews we developed a category system that describes phenomena of an extended range of access to the experience of physical activity in PE. These are captioned using the categories 'New creative roles and tasks' (which is divided in the two subcategories 'The empowered camera child' and 'The cool actor') and 'Focused products' (which is divided in the three subcategories 'Re-recording of a product', 'Improving and developing the product', and 'Appreciation and recognition of the product'). The results show that the children's main focus is on their experience of movement.

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‘That is like a 24 hours-day tournament!’: using social media to further an authentic sport experience within sport education

Cited by 11 publications

References 31 publications

Comunidade de prática na formação e desenvolvimento profissional na educação física: uma metassíntese

Comunidade de prática na formação e desenvolvimento profissional na educação física: uma metassíntese

The complexity, tensions and struggles in developing learning communities throughout a Sport Education season

The use of digital media in primary school PE – student perspectives on product-oriented ways of lesson staging

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