Showing papers in "Physical Education & Sport Pedagogy in 2014"
TL;DR: In this paper, the authors provide a critical review of 74 self-determination theory-grounded peer-reviewed studies in the field of physical education, to identify research gaps, and to provide suggestions for moving this line of research forward by discussing how insights from a pedagogical view can contribute to the development of SDT-based research.
Abstract: Background: During the last 30 years, several theories of motivation have generated insights into the motives underlying learners' behavior in physical education. Self-determination theory (SDT), a general theory on social development and motivation, has enjoyed increasing popularity in physical education research during the past decade. SDT states that for students to be optimally motivated for physical education, it is critical to support the satisfaction of their innate, psychological needs for autonomy, competence, and relatedness by being autonomy-supportive, by structuring the environment, and by creating a warm and solid relationship with the students.Purpose: Our goal was to provide a critical review of 74 SDT-grounded peer-reviewed studies in the field of physical education, to identify research gaps, and to provide suggestions for moving this line of research forward by discussing how insights from a pedagogical view can contribute to the development of SDT-based research.Findings: The included ...
235 citations
TL;DR: A review of the game-centred approaches (GCAs) to teaching and coaching literature highlighting a number of core concepts thought to provide justification for the use of GCAs including (a) its potential to enhance participant motivation, (b) potential for tactical transfer, and (c) development of decision-making skills and effective decision-makers.
Abstract: Background: In 2006, Oslin and Mitchell published a review of the game-centred approaches (GCAs) to teaching and coaching literature highlighting a number of core concepts thought to provide justification for the use of GCAs including (a) its potential to enhance participant motivation, (b) potential for tactical transfer, and (c) development of decision-making skills and effective decision-makers. Oslin and Mitchell also suggested recommendations for future GCA research.Purpose: The purpose of this paper was threefold: (a) to present a review of Anglophone research into GCAs building on the previous review of Oslin and Mitchell published in 2006; (b) to identify new trends in research since 2006; and (c) to investigate the extent to which the initial suggestions and future research directions suggested by Oslin and Mitchell have been addressed.Data collection: GCA literature since 2006 was searched systematically using a three-phase approach. Phase 1 included initial searches of the EBSCO database using ...
205 citations
TL;DR: In this paper, the authors explore the literature base around models-based practice (MBP) and ask if this multi-models approach to curriculum planning has the potential to be the great white hope of pedagogical change or, if in fact, it is a white elephant that should be reconsidered or abandoned.
Abstract: Background: Many critical curriculum theorists in physical education have advocated a model- or models-based approach to teaching in the subject This paper explores the literature base around models-based practice (MBP) and asks if this multi-models approach to curriculum planning has the potential to be the great white hope of pedagogical change or, if in fact, it is a white elephant that should be reconsidered or abandonedPurpose: To review the literature around pedagogical and curricular change in physical education that relates to teachers experience of models-based practice This review of research on teachers’ perceptions and use of MBP was undertaken in an effort to ascertain the ways in which practitioners’ interpreted this type of change in practiceData collection: Papers were selected by searching EBSCO databases with the identifiers “Instructional Models”, “Sport Education”, “Teaching Games for Understanding” and their hybrids, “Cooperative learning”, “Teaching Personal and Social Responsib
161 citations
TL;DR: In this article, the authors examine how Canadian model youth sport coaches learn to facilitate positive youth development (PYD) while others struggle in articulating how they promote the development of their athletes in actual practice.
Abstract: Background: Research indicates that some youth sport coaches have specific strategies in their coaching plan to facilitate positive youth development (PYD) while others struggle in articulating how they promote the development of their athletes in actual practice. These variations can be largely attributed to the fact that coaching is a complex activity and that coaches have varying levels of experience and education. Although many studies have explored how coaches learn to coach, to date, none have specifically examined how they learn to facilitate PYD.Purpose: To examine how Canadian model youth sport coaches learn to facilitate PYD.Participants and setting: Sixteen model high school coaches were purposefully recruited. Coaches were on average 33 years of age and had an average of 12 years of coaching experience. Participants were involved in individual and team sports (e.g. basketball, volleyball, soccer, wrestling, ice hockey).Data collection: Coaches participated in semi-structured interviews which l...
115 citations
TL;DR: In this paper, the authors show a need for explicating what it is to learn in physical education with a particular focus on learning to move with the meaning potential seen as ''meaning potential''.
Abstract: Purpose: The aim of this article is to show a need for explicating ‘what’ there is to learn in physical education (PE) with a particular focus on learning to move with the meaning potential seen as ...
80 citations
TL;DR: In this article, the authors compared motor assessment outcomes of the Test of Gross Motor Development-2 and the Movement Assessment Battery for Children-2 (MABC-2) in school-age children.
Abstract: Background: Competence in the motor domain is associated with positive, health-related outcomes. Physical education teachers often administer assessments into their programs to measure motor competence for a variety of reasons. Recently, researchers have questioned the relatedness of performance on different assessments. Purpose: The purpose of this study was to compare motor assessment outcomes of the Test of Gross Motor Development-2 (TGMD-2) and the Movement Assessment Battery for Children-2 (MABC-2) in school-age children.Method: Sixty-five children (M = 6.7 years) completed the TGMD-2 and the MABC-2. The TGMD-2 includes two subscales: object control and locomotor skills. The MABC-2 includes three subscales: manual dexterity, aiming and catching, and balance. Standard scores and percentile rankings were used for analysis.Findings: Although 10 of the possible 12 Pearson correlations were significant, the range of r² values was 0.07–0.27 indicating low practical significance. A paired samples t-test rev...
73 citations
TL;DR: The 2012 International Convention on Science, Education and Medicine in Sport (ICSEMIS) invited symposium as mentioned in this paper focused on the impact of neo-liberalism on physical education curricula, resources, practices, status and teacher education.
Abstract: With claims that neo-liberalism is the ‘specific defining political/economic paradigm of the age in which we live … ’ [Apple, Michael. 2006. Educating the ‘Right’ Way: Markets, Standards, God, and Inequality. New York: Taylor & Francis, 14.], an invited symposium at the 2012 International Convention on Science, Education and Medicine in Sport (ICSEMIS), under the auspices of the Association Internationale des Ecoles Superieures d'Education Physique (AIESEP), sought to consider if, globally, physical education has been touched by neo-liberalism. Entitled School Physical Education Curricula for Future Generations: Global Patterns? Global Lessons? the symposium featured six speakers from Africa, Australia, Korea, New Zealand, UK, and the USA. Each of the speakers articulated the impact of instantiations of neo-liberalism on their countries’ physical education curricula, resources, practices, status, and teacher education. The speakers’ accounts suggest ‘the indigenization of neoliberalism in different places...
69 citations
TL;DR: In this paper, it has been suggested that examining teaching narratives and metaphors might be one way for teacher education to help pre-service teachers in recognising their pre-existing beliefs about teaching and learning.
Abstract: Background: Pre-service teachers (PSTs) typically do not change their beliefs about teaching and learning during teacher education unless they are confronted with, and challenged about, their held beliefs through powerful and meaningful experiences that cause them to recognise and value the change process and its consequences for themselves and their learners. It has been suggested that examining teaching narratives and metaphors might be one way for teacher education to help PSTs in recognising their pre-existing beliefs about teaching and learning. Such practices assist PSTs to reflect on and examine these beliefs and how they impact both their teaching and the learning of their students.Purpose: To understand how the process of examining metaphors influences PSTs' development of beliefs about teaching and learning.Data collection: Sixteen PSTs' initial metaphors and their revised metaphor with narrative of how and why their metaphor did or did not change. The metaphors were collected at the beginning a...
57 citations
TL;DR: This article highlighted the overbearing attention given in government policies in many countries to sport and performance-based curriculum and the reductive distortions it effects in teachers' and pupils' thinking and their pedagogical transactions.
Abstract: Background: This paper represents the Discussant's response to the variety of papers presented to the AIESEP-ICSEMIS symposium entitled: School Physical Education Curricula for Future Generations: Global Patterns? Global Lessons? Glasgow, Glasgow 19–24 July 2012.Purpose: With reference to the symposium papers, this paper identifies some of the key features of neoliberalism and reflects on the very many challenges they present to Physical Education (PE) in schools and Initial Teacher Education in many countries across the globe.Findings: The paper highlights the overbearing attention given in government policies in many countries to sport and performance-based curriculum and the reductive distortions it effects in teachers' and pupils' thinking and their pedagogical transactions.Conclusions: Overgeneralised observations with regard to the practices described in the papers of this edition are unhelpful, while crystal ball gazing, questionable, even in our turbulent, socio-economic circumstances and profferi...
54 citations
TL;DR: In this article, the authors examine an international group of facilitators' collective knowledge and experience with ongoing physical education successful professional development (PD) and examine what constitutes successful PD from the perspective of program facilitators.
Abstract: Background: Facilitation within successful professional development (PD) requires individuals working with a cadre of teachers to examine and reframe their practices, navigating the complexities associated with educational reform initiatives. Although much has been written about the magnitude of the shift required of teachers within current reform, little is known about the changes necessary of facilitators as they make their practice more responsive to the demands of the current reform era.Purpose: The overall purpose of this research project was to examine an international group of facilitators' collective knowledge and experience with ongoing physical education PD. The research question guiding this study was: what constitutes successful PD from the perspective of program facilitators?Theoretical framework: Teacher change theory was used to examine facilitators' conceptions of successful PD.Participants and setting: Participants included 13 experienced PD facilitators chosen because of their experience...
45 citations
TL;DR: A large number of young people engage in sports because of friends, the enjoyment of participation, and the ability to feel healthy.
Abstract: Background: International studies have revealed that young people engage in sports because of friends, the enjoyment of participation, and the ability to feel healthy. Furthermore, it is often argu ...
TL;DR: This article explored how South Asian, Muslim girls experience, give meaning to, and negotiate physical activity in their daily lives, focusing on what the girls have to say about school-based PE and how this relates to their involvement in physical activity away from school.
Abstract: Background: Within physical education (PE) research in England, the focus on gender issues has predominantly been concerned with White, middle class, non-disabled girls' experiences, marginalizing girls falling outside these parameters.Purpose: Drawing on ‘middle ground’ thinking, using Hill Collins' matrix of domination and intersectionality, this paper reports on part of a larger study exploring how South Asian, Muslim girls experience, give meaning to, and negotiate physical activity in their daily lives. Specifically, this paper focuses on what the girls have to say about school-based PE and how this relates to their involvement in physical activity away from school.Research setting: The study is situated in one large, urban, co-educational, local authority school in Yorkshire, England. The school caters for 1850 11–18-year-old students; 95% of students are from minority ethnic communities; 76% classed as British Asian of Pakistani origin; 91% are Muslim; and 63% live in the top 10% most deprived neig...
TL;DR: In this article, the authors reflect and analyze the historical change of the Korean National Curriculum for Physical Education over the past 60 years, covering the first through to the seventh curriculum reform phases, and then propose the shaping and future directions of physical education (PE) national curriculum in Korea in a context of demonstrable global academic achievement among other neoliberal concerns.
Abstract: Background: Within the last half century, the Korean national curriculum has undergone seven periods of reform, each at intervals of just 6–8 years. The most recent ‘seventh curriculum’ was developed in 1997, and implemented in schools from 2001. Continual curriculum change has been driven by national and social needs, keeping in line with the philosophical and theoretical positions popular in the field of education. The main theme for the seventh curriculum that sets it apart from previous curriculum reform is it is a ‘differentiated curriculum.'Purpose: This study is intended to reflect and analyze the historical change of the Korean National Curriculum for Physical Education (KNCPE) over the past 60 years, covering the first through to the seventh curriculum reform phases, and then to propose the shaping and future directions of physical education (PE) national curriculum in Korea in a context of demonstrable global academic achievement among other neoliberal concerns.Discussion and conclusions: Fiftee...
TL;DR: In this article, the influence of neoliberalism on education in general and health and physical education (HPE) in particular in Aotearoa New Zealand is examined and two of the most significant changes fall under the rubric of provision.
Abstract: Primary Objective: This paper critically examines the influence neoliberalism has had on education in general and health and physical education (HPE) in particular in Aotearoa New Zealand.Main Outcomes and Results: Two of the most significant changes fall under the rubric of provision. First, recent government strategy has seen the amalgamation of colleges of education with universities and an associated pressure to rationalise professional programmes to academic options. For many teacher educators this widespread re-ordering of job descriptions, coupled with institutional responses to a national drive towards literacy and numeracy attention, has placed several HPE initial teacher education programmes in a precarious position. The second change has been the marked appearance of agencies and organisations that have assumed a right to deliver parts of curriculum and co-curriculum within many schools.Conclusions: While HPE has retained its status as a component of the most recent National Curriculum of Aotea...
TL;DR: The adaptability of PAL across a range of settings provides scope for future research to assess its ability to impact on children and adolescents within a rangeof healthy lifestyle interventions both inside and outside the school environment.
Abstract: Background: Peer-assisted learning (PAL) is a teaching strategy utilised in both the general classroom and physical education. Through the interaction with same-age or cross-age peers, learning can occur across various domains.Purpose: This review aimed to identify school-based PAL interventions and assess the tutor training provided, as well as the capacity of interventions to influence skill performance, physical activity and physical education participation, health and nutrition behaviours and anthropometric outcomes.Data collection: A systematic review of databases yielded 19 papers reporting PAL in school physical education, sport or physical activity programmes.Results: Only four randomised controlled trials were identified in this review and only two other studies had control groups. Nine of the 19 studies reported significant findings; the implementation of PAL in a range of different physical education and physical activity contexts led to a diverse range of outcomes. Tutor training varied consid...
TL;DR: In this paper, the authors identify coaches' in-competition communications with rugby players, through a series of case studies that provided an in-depth understanding of their activity, focusing on two coaches from each of three French national rugby teams (under 21, women, amateurs), giving a total of six coaches, during one official match each.
Abstract: Background: While there is significant interest in coach behaviour during training sessions and recognition of what it could add to existing knowledge on coaching, in-game coach behaviour has received little attentionPurpose: The purpose of this study was to identify coaches' in-competition communications with rugby players, through a series of case studies that provided an in-depth understanding of their activityParticipants and setting: This study focussed on two coaches from each of three French national rugby teams (under 21, Women, Amateurs), giving a total of six coaches, during one official match eachData collection: We used a multi-method approach employing: (1) pre-match semi-structured interviews for exploring coaches' conceptions, (2) recording of in-game coaches' communications, (3) game analysis using video and ‘scenario of the match’ clips and episodes, and (4) explicitation interviews conducted after the match exploring coaches' subjective experienceData analysis: A specific tool (Commu
TL;DR: In this article, the authors investigate whether past school and sporting experiences are powerful influences on Australian physical education teacher education (PETE) recruits' initial perspectives about effective physical education teaching practice and their receptiveness to an alternative pedagogical approach.
Abstract: Background: The development of intelligent, thinking performers as a central theme in physical education curriculum documents worldwide has highlighted the need for an evolution of teaching styles from the dominant reproductive approach. This has prompted an Australian university to change the content and delivery of a games unit within their physical education teacher education (PETE) course and adopt a productive student-centred approach that is compatible with current curriculum directives. The significance of prospective physical educators' biographies on their receptiveness to this pedagogical innovation was studied.Purpose: To investigate whether past school and sporting experiences are powerful influences on Australian PETE recruits' initial perspectives about effective physical education teaching practice and their receptiveness to an alternative pedagogical approach.Participants and setting: A total of 49 first year pre-service PETE students volunteered to take part in the study and were grouped ...
TL;DR: It would seem that PETE is not adequately preparing future PE teachers to promote healthy, active lifestyles and is not addressing previously identified issues in health-related teaching and learning.
Abstract: Background: Physical education teacher education (PETE) offers a context for students to learn about the promotion of active lifestyles in secondary schools through their interactions and experiences during the teacher education process. However, previous studies have found low levels of health-related fitness knowledge amongst PETE students, which is a concern given that there are high expectations of physical education (PE) to promote healthy, active lifestyles. In addition, international literature reveals a number of problematic issues associated with health-related teaching, learning and professional development in PE. Exploration of health-related experiences within the PETE process and consideration of the extent to which they address these previously identified issues were considered worthy of study because of PETE's potential to influence the health-related teaching of the students, and to ultimately impact the health-related knowledge and behaviour of the pupils they go on to teach.Purpose: To e...
TL;DR: In this article, a study was conducted to establish the attrition and area transfer rates of PE teachers in Finland and also focused on the reasons behind why PE teachers are leaving the profession, and a total of 230 (23%) of 994 PE teachers who graduated between the years 1980 and 2006 moved out of PE teaching.
Abstract: Background: Teacher turnover has been identified as a major problem that represents instability in teaching. Teacher turnover can be divided into three components: attrition means that the teacher is leaving the profession; area transfer means that the teacher is changing his/her subject area and migration means that the teacher is moving from one school to another. The single most important concern is teacher attrition. Attrition is particularly high among teachers in their first five years of service. Although extensive research has been carried out on teacher attrition, no single study exists which comprehensively analyses the attrition of physical education (PE) teachers.Purpose: The purpose of the study was to establish the attrition and area transfer rates of PE teachers in Finland. This paper also focuses on the reasons behind why PE teachers are leaving the profession.Key findings: A total of 230 (23%) of 994 PE teachers who graduated between the years 1980 and 2006 moved out of PE teaching. Of th...
TL;DR: This paper explored physical education teachers' perceptions about the need for differentiation in their swimming programs (i.e. the differentiation "rhetoric" and the actual use of differentiation strategies in their swimmers' swimming lessons) and found that the value of differentiated teaching is well established; however, the implementation of such a technique is difficult due to differences in student skills and preferences.
Abstract: Background: This study was grounded in the differentiated instructional model where teachers tailor content, process/support, and product in response to their students' levels of readiness and interest. The value of differentiated teaching is well established; however, the implementation of such a technique is difficult due to differences in student skills and preferences.Purpose: In this study, we sought to explore physical education (PE) teachers' perceptions about the need for differentiation in their swimming programs (i.e. the differentiation ‘rhetoric’), along with their actual use of differentiation strategies (i.e. the differentiation ‘reality’) in their swimming lessons.Participants: Three Western Australian high school Year 8 and Year 9 PE teachers (two from a non-government school and one from a government school), ranging in age from 25 to 39 years and with 5 to 15 years of PE teaching experience, participated in this study. The study involved four classes, totaling 103 students.Data collecti...
TL;DR: The School to Club Links (SCL) initiative was one of nine PESSCL work strands designed to empower and strengthen the links between schools and local sports clubs in order to increase the number of children and young people in accredited sports clubs as discussed by the authors.
Abstract: Background: International concern regarding the marginalisation of physical education in school curricula worldwide led to international calls for the establishment and strengthening of national, regional and local networks to integrate physical education into education, sports, health and related policies. The subsequent introduction of the national Physical Education, School Sport and Club Links (PESSCL) strategy in England in 2002 appeared to address some of these concerns and was an innovative, ground breaking infrastructure in which schools and local partners worked together to deliver PESS to their communities. The School to Club Links (SCL) initiative was one of nine PESSCL work strands designed to empower and strengthen the links between schools and local sports clubs in order to increase the number of children and young people in accredited sports clubs. A European Union (EU) study entitled the Current Situation and Prospects for Physical Education in the European Union trumpeted the PESSCL strat...
TL;DR: The authors explores how colonialism, particularly British forms of sport physicality, impacted African people and deconstructs how curriculum and teaching in physical education during the post-colonial era is lost to the politics of knowledge in the school-society nexus, revealing how the school curriculum serves as a...
Abstract: Background: Physicality in human movement characteristic of indigenous sporting forms in Africa is grounded in a multitude of cultures. During the period of colonial Africa, there was the introduction of British sporting forms, policies, and practices in schools and society. It was through schools and missions that the colonists introduced sport activities, with colonial administrators and officers prioritizing athleticism over other activities, evident in after-school sports and games. Thus, schools along with Christian missions served as the instruments of colonial education, culture, and sport, with resources allocated selectively to advance racialized and classist education.Purpose: This paper explores how colonialism, particularly British forms of sport physicality, impacted African people and deconstructs how curriculum and teaching in physical education (PE) during the post-colonial era is lost to the politics of knowledge in the school–society nexus, revealing how the school curriculum serves as a...
TL;DR: In this article, the authors compare case studies of two pre-service teachers in PE during their practicum at a secondary school in Belgium, finding that teachers experience emotional flux when they are involved in an organizational critical incident (OCI).
Abstract: Background: Emotions play a major role in the learning of pre-service teachers. However, there is a lack of in-depth research on emotion in the context of physical education (PE), especially during the practicum. Lazarus’s model and its concepts of appraisal and coping is a salient theoretical framework for understanding the emotional process. Aim: To understand the role of personal and contextual factors in the emotional process experienced by pre-serviceteachers in PE. Participants: Contrasting case studies of two pre-service teachers in PE during their practicum at a secondary school in Belgium. Data collection and analysis: Participants were interviewed after viewing an audiovisual recording of a lesson they gave and encouraged to express the emotions and describe the strategies they used to cope with an unanticipated event called an ‘organizational critical incident’ (OCI). The verbatim was analysed using QSR-NVivo software to describe these emotions, appraisals and coping strategies. Findings: Pre-service teachers experience emotional flux when they are involved in an OCI. They appraise the situation as being either a challenge or a threat. Perception of self-efficacy in classroom management and the ability to seize opportunities as they emerge in an unfolding situation are determinant factors in the choice of coping strategies. Conclusions: The study reveals that OCIs are experienced as negative emotional episodes, more or less intense. Immersed in such an emotional situation, the choice of a coping strategy is linked to personal factors, such as goal hierarchy and a perception of high self-efficacy, coupled with contextual factors, such as pupils’ rate of activity.
TL;DR: In this article, the authors report on the qualitative findings of the impact of the Active Kids Active Minds (AKAM) intervention that included one hour of moderate to vigorous daily physical activity for the promotion of learning in a regional primary school in Australia.
Abstract: Background: The association between physical activity/fitness with cognitive and academic functioning has become a topic of considerable research interest. Increasingly, schooling systems are being expected to respond to these relationships through curricular and extra-curricular interventions.Purpose: This paper reports on the qualitative findings of the impact of the Active Kids Active Minds (AKAM) intervention that included one hour of moderate to vigorous daily physical activity for the promotion of learning in a regional primary school in Australia. It gives student and teacher voice to the corpus of literature on physical activity and academic performance intervention studies that are gaining momentum in the bid to justify and promote forms of school-based physical activity.Participants: Twelve Year 5 students, their classroom teachers, and the school principal's perspectives are shared in this paper. They were key informants from 107 students and 5 teachers who participated in the intervention.Data...
TL;DR: The findings suggest some of the children with ADHD chose and organized their own PA while other children performed PA that was immediately in front of them with minimal organization of their PA behaviors.
Abstract: Background: Physical educators suggested that they are not well-informed about behaviors of children with disabilities, especially attention-deficit hyperactivity disorder (ADHD). Children with ADHD represent a significant number of students in school systems worldwide who often experience difficulties in performing fundamental movement skills. Reasons for these challenging movement behaviors are not clearly understood. There were no significant effects of stimulant medication on performance of the Test of Gross Motor Development-2 (TGMD-2) for 22 children with ADHD. Six boys with ADHD possessed superficial content knowledge about physical activity (PA) participation. Poor movement skills may be related to a mismatch between content knowledge and specific skill performance, which can be problematic at individual skill levels.Purpose: To explore how children with ADHD regulate PA participation by listening to PA stories.Participants and setting: Ten children with ADHD participated in this study. They were ...
TL;DR: In this article, the authors investigated the process of perspective transformation in three purposively sampled youth sport coaches in the UK and found that the emphasis of the GUBOG perspective is upon fun, age-appropriate game forms, child consultation, inclusivity, mutual respect and other elements.
Abstract: Background: Drawing upon concepts from Mezirow's transformative learning theory, this research investigated the process of perspective transformation in three purposively sampled youth sport coaches in the UK. Perspective transformation is the process by which adults revise their culturally defined frames of reference which have arisen out of their unique, personal meaning perspectives and individual meaning schemes. Give Us Back Our Game (GUBOG) is an approach to youth sport which aims at developing sporting talent while, at the same time, fulfilling the human rights and dignity of children in its various programmes. The emphasis of the GUBOG perspective is upon fun, age-appropriate game forms, child consultation, inclusivity, mutual respect and other elements.Aim: This research comes at a time when there is a call for a more sensitive and inclusive approach to youth sport and its coaching. While referring to the GUBOG perspective, we investigated the processes of critical reflection, rational discourse ...
TL;DR: In this paper, the authors explored interrelated learning processes among elite athletes by exploring the performance-related learning that takes place between elite trampoline athletes in their training environment and made the case that such learning may be described most accurately as apprenticeship learning.
Abstract: Background: Elite athletes often take part in group trainings and use teammates as learning resources. Despite this, research on the training and learning of elite athletes tends to characterise this training and learning as primarily individual.Purpose: This study, explores interrelated learning processes among elite athletes by exploring the performance-related learning that takes place between elite trampoline athletes in their training environment. The case will be made that such learning may be described most accurately as apprenticeship learning.Participants: The research focuses on a case study involving two Danish synchronised trampoline jumpers, Daniel and Peter, and their training as part of the Danish national trampolining team.Data collection: The data were generated through participant observation. During 10 days of observations, the principal researcher held informal talks with the athletes and the coach and took descriptive field notes. At the conclusion of the observation period, each athl...
TL;DR: In this article, the authors identify methods, methodology and epistemology adopted in the body of research carried out on the building of values in physical education classes, in schools during the decade 2000-2010.
Abstract: Background: There is a wide range of published research analysing the possible influences of physical education at school over the building of values. Some of these studies indicate positive outcomes while others demonstrate that the influence of physical education at school over the values built by students is not as beneficial as believed. When we consider the need to study the theme further, we believe it is important to appraise the quality of the research done; in particular to check the coherence between the theoretical referential adopted and the choice of methodology, which involves the epistemological line of thought as well as the research techniques selected by the authors of that research.Purpose: The scope of this study is to identify methods, methodology and epistemology adopted in the body of research carried out on the building of values in physical education classes, in schools during the decade 2000–2010.Data collection: In order to achieve the purpose defined, we undertook a survey of t...
TL;DR: In this paper, the development of an English university's undergraduate students' E-Mentoring programme, initiated in response to an earlier study that gave attention to pupil voice concerning being placed on their school's G&T register for Physical Education, was explored.
Abstract: Background: Programmes to support children identified as gifted and talented in physical education in the UK have evolved as a result of the work of the Youth Sports Trust and the Excellence in Cities (EiC) scheme. However, beyond insights regarding Gifted and Talented (G&T) Policy, there remains little understanding of the pupil experiences as part of practices within UK schools.Purpose: This article reports on the development of an English university's undergraduate students' E-Mentoring programme, initiated in response to an earlier study that gave attention to pupil voice concerning being placed on their school's G&T register for Physical Education. Drawing upon the theoretical concepts of Bernstein, the processes that underlie the interactions between school pupil and university student were explored. Bernstein's model of the pedagogic device was adopted to better understand the processes underlying the construction, transmission and acquisition of practices and experiences between student mentor and...
TL;DR: In this paper, the authors focused on the links between cooperation and trust judgments about one's partner in dyadic cooperative interactions during climbing lessons, and characterized the processes by which students constructed trust judgments in cooperative interactions.
Abstract: Introduction: One of the aims of physical education (PE) is to develop social skills such as cooperation, teamwork, and mutual helping among students. Cooperation is a broad research topic, implicating several disciplines in the human sciences (e.g. psychology, sociology, linguistics, philosophy). It is also an important topic in various domains of practice like organizational management, ergonomics, sports performance, and PE and sports pedagogy. Studies in sport have shown that cooperation between partners is not automatically produced by the cooperative structure of the learning tasks.In this exploratory study, we focused on the links between cooperation and trust judgments about one's partner. We characterized the processes by which students construct trust judgments in dyadic cooperative interactions during climbing lessons. This study was carried out within the theoretical and methodological frameworks of the ‘course of action.’Method: Two middle-school students in 10th-grade participated in this st...