Showing papers in "Sport Education and Society in 2018"
TL;DR: Reflection and reflective practice is seen as an established part of coaching and coach education practice and is accepted enthusiastically and unquestioningly, and is assumed to be "good" for coaching and coaches as discussed by the authors.
Abstract: Reflection and reflective practice is seen as an established part of coaching and coach education practice. It has become a ‘taken-for-granted’ part of coaching that is accepted enthusiastically and unquestioningly, and is assumed to be ‘good’ for coaching and coaches. Drawing on sociological concepts, a primarily Foucauldian lens, the purpose of this paper is to provide a critical analysis of reflection and to unpack some of the assumptions underlying it and problematize the seemingly unproblematic. This paper challenges the current dominant cognitive assumptions about reflection (and coaching) as an individual, asocial, ahistorical process and explores through concepts such as power/knowledge, discourse and the self, the extent that reflection is discursive and constructs coaches’ subjectivities. The analysis considers unintended consequences of reflection as a form of surveillance that normalizes coaches’ practices through the act of confession. The paper thus challenges the prevailing descript...
107 citations
TL;DR: In this article, the authors present an Open Access article distributed under the terms of the Creative Commons Attribution-Non-Commercial-No-Derivatives License (http://natureconservancycreativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Abstract: © 2016 The Author(s). Published by Taylor & Francis.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://
creativecommons.org/Licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the
original work is properly cited, and is not altered, transformed, or built upon in any way.
92 citations
TL;DR: In this paper, the authors examine physical education teachers' perceived importance in a mixed-methods design, and data sources included responses to an online survey (N = 105) and individual telephone interviews (n = 23).
Abstract: Previous research related to occupational socialization theory has indicated that, in certain school contexts, physical education (PE) and physical education teachers are socially constructed as being less important than, or marginal to, the primary purpose of schooling. This research highlights the challenges associated with occupying a position of marginality. Another way to look at the social experiences of physical education teachers is to examine the extent to which they feel as if they matter to those around them. Drawing upon qualitative and quantitative data sources, the purpose of this study was to examine physical education teachers’ perceived mattering. A mixed-methods design was employed, and data sources included responses to an online survey (N = 105) and individual telephone interviews (N = 23). Quantitative data were analyzed using 2 × 2 (education × teaching level) Factorial MANOVA; interview data were analyzed using analytic induction and constant comparison. Quantitative analyse...
69 citations
TL;DR: In this paper, the sociocultural aspects of Antonovsky's theory of salutogenesis have been explored for sport, health and physical education (SHPE) programs for children and young people.
Abstract: Sport, health and physical education (SHPE) researchers have increasingly embraced the salutogenic model of health devised by Aaron Antonvosky, to re-understand and problematise the relation between movement, physical activity or physical education on one hand, and health on the other. However, contemporary research employing Antonovsky's theories has almost exclusively focused on the sense of coherence scale. In so doing, we suggest salutogenic researchers have missed opportunities to explore the sociological aspects of Antonovsky's work. In responding to this challenge, we demonstrate the generative possibilities posed by social theory for those seeking to inform and design salutogenically oriented SHPE programmes for children and young people. As such, we first review Antonovsky's theory of salutogenesis to highlight the sociocultural aspects of his model. We then draw on these sociocultural underpinnings to propose additional, alternative approaches to salutogenic research in SHPE, according t...
60 citations
TL;DR: The glorification of masculinity and sporting prowess is viewed as a potentially negative influence on participation in sport and physical education (PE) as mentioned in this paper, and participation in PE has been heavily gendered.
Abstract: Participation in sport and Physical Education (PE) has historically been heavily gendered, and the glorification of masculinity and sporting prowess is viewed as a potentially negative infl...
51 citations
TL;DR: In this paper, the authors report data from the evaluation of a coach education program provided by a major national governing body of sport (NGB) in the UK, and investigate how the original CPD programme was enacted across eight professional sports clubs, and to understand how professional knowledge was interpreted and negotiated between participants at the NGB and sports club levels.
Abstract: This paper reports data from the evaluation of a coach education programme provided by a major national governing body of sport (NGB) in the UK. The programme was designed for youth sport coaches based on research evidence that suggests that CPD is most effective in supporting practitioner learning when it is interactive, collaborative and located in practice. At the same time, the NGB was keen to ensure that in order to meet the objectives of the organisation, there was some consistency in delivery across the various practice sites. The research aimed to investigate how the original CPD programme was enacted across eight professional sports clubs, and to understand how professional knowledge was interpreted and negotiated between participants at the NGB and sports club levels. Over a 2-year period, data were collected from a series of focus groups and extended individual semi-structured interviews. Participants were 7 senior managers, 8 coach educators, 8 Academy club directors and 12 sports club...
50 citations
TL;DR: In this paper, a thematic analysis was conducted of 15 in-depth interviews with community sports coaches providing sports lessons to socially vulnerable youth, and the results showed that the sports coaches aimed to create meaningful sporting experiences for youths.
Abstract: Sport is widely recognised as having the potential to enhance the personal development of socially vulnerable youth, yet there is very limited knowledge on how community sports coaches can create optimal social conditions for life skill development and transferability. We adopt a salutogenic approach in order to study whether and how community sports coaches create these optimal social conditions. Based on the salutogenic framework, a thematic analysis was conducted of 15 in-depth interviews with community sports coaches providing sports lessons to socially vulnerable youth. As part of the interviews, the sports coaches were presented with several training scenarios and asked how they would respond in specific training situations. The results showed that the sports coaches aimed to create meaningful sporting experiences for youths. These meaningful sporting experiences were considered a precondition for keeping youths engaged in the sporting activities, as well as a precondition for life skill dev...
46 citations
TL;DR: This article explored and discussed data on young people's knowledge and understanding of health, fitness and physical activity, selected from a wider study which focused on the role of secondary schools in effectively promoting physical activity.
Abstract: Critical discourse analysis was used to explore and discuss data on young people’s knowledge and understanding of health, fitness and physical activity, selected from a wider study which focused on the role of secondary schools in effectively promoting physical activity. A mixed methods approach was utilised, involving an online survey to teachers in all state secondary schools in the UK (n = 603 responding schools) and case studies centred on eight randomly selected state secondary schools from nine Government regions across England. Within each case study school, teacher interviews and pupil focus groups were conducted involving 17 teachers and 132 children aged 12–15 years, respectively. The healthism discourse was evident in the way young people talked about health, fitness and physical activity and two key themes emerged, these being: (i) issues with young people’s knowledge and understanding of health, fitness and physical activity in the form of reductive, limited and limiting conceptions; conceptual confusion; a preoccupation with appearance, weight, fat, shape and size; limited progression in learning; and complexities in understandings; and (ii) divides between young people’s health knowledge and health behaviour, and dilemmas underpinning these divides. Improved understanding of issues with young people’s knowledge and understanding of health, fitness and physical activity and of divides and dilemmas regarding associated behaviours should assist in developing critical pedagogies which challenge the dominance and stability of the healthism discourse and more effectively promote healthy, active lifestyles amongst young people.
46 citations
TL;DR: In this article, a qualitative analysis of 10 women football coaches who had recently completed various association football coach education courses was carried out and the findings revealed high levels of gender discrimination and inappropriate cultural practice.
Abstract: In recent years, there has been a significant increase in the provision of formal coach education. However, research has repeatedly demonstrated how coach education has had a limited impact on the learning and development of coach practitioners. To date however, these investigations have avoided female coach populations. Ten women football coaches who had recently completed various association football coach education courses participated in this study. Following the interpretive analysis of 10 semi-structured interviews the findings revealed high levels of gender discrimination and inappropriate cultural practice. The women's experiences are discussed in line with the Bourdieuian notions of social acceptance, symbolic language and power. The women coaches provided a number of recommendations for future coach education provision, which in turn, may help to improve the experiences for those women who participate in the coach education process.
43 citations
TL;DR: In this article, the authors highlight how gender is reproduced through pedagogical practice in Physical Education (PE), but there has been much less focus on how it might be challenged in PE.
Abstract: Research continues to highlight how gender is reproduced through pedagogical practice in Physical Education (PE), but there has been much less focus on how it might be challenged. This paper report...
42 citations
TL;DR: In this article, the authors reflect on the numerous contributions of feminist research in helping to frame critical analyses of contemporary health imperatives and their impact on girls' experiences of their lives.
Abstract: In this paper, I reflect on the numerous contributions of feminist research in helping to frame critical analyses of contemporary health imperatives and their impact on girls’ experiences of their ...
TL;DR: This article examined the complexities involved in teacher enactment of new policy in schools with the added caveat of investigating the impact that high-stakes exams place on teachers to act as agents of change.
Abstract: Policy enactment is a dynamic process, which invites agents to uniquely create and recreate policy as an ongoing process. Few policies arrive in school fully formed and the process of policy enactment involves teachers navigating policy frameworks in a way that provides success for each individual pupil. This research examines the complexities involved in teacher enactment of new policy in schools with the added caveat of investigating the impact that high-stakes exams place on teachers to act as agents of change. The primary objective was to ascertain whether inhibitors and facilitators identified in literature were recurring during the period of change in physical education (PE). The secondary objective was to investigate how PE teachers enact curriculum change utilising a flexible curriculum framework to achieve success at examination level. The research reflects a journey from the broad realms of curriculum studies towards a more in-depth analysis of the realist theory of analytical dualism. S...
TL;DR: In this paper, the authors identify and explore emergent themes in inclusive PE in the specific context of pre-service teacher preparation programs, and examine students' preconceptions about "disability".
Abstract: This paper identifies and explores emergent themes in inclusive PE in the specific context of pre-service teacher preparation programs. Fully inclusive PE encompasses four areas: knowledge and curricula related to ability and disability, teacher attitudes, pre-service teacher education and a reframing of our understandings of multiple perspectives on physical literacy. Fully accessible PE involves material and attitudinal conditions configured to render these programs actually usable by all those whose ‘inclusion’ is intended. Access is, indeed, conceptually implied in ‘inclusion’, however, in practice the latter can easily become more of a slogan naming an aspiration than a realizable state of affairs. Unless an organization or individual brings a universal commitment to access, attitudinal barriers may prevent full inclusion from becoming a reality. The paper uses qualitative case study methodology to examine pre-service teacher education students’ preconceptions about ‘dis’ability and analyses ...
TL;DR: This article explored how our understandings of gender and PE have developed since the publication of Shaping Up to Womanhood in 1992, and reflected back on their research which, usin...
Abstract: This article explores how our understandings of gender and Physical Education (PE) have developed since the publication of Shaping Up to Womanhood in 1992. I reflect back on my research which, usin...
TL;DR: In this paper, the authors examined how adolescent males construct and experience their masculine identities within the context of physical education (PE) and found that the adolescent pupils internalised and performed an orthodox form of masculinity that centred on strength, pain tolerance and the policing of others.
Abstract: This research examines how adolescent males (ages 16–17 years) construct and experience their masculine identities within the context of physical education (PE). A class of 23 boys and 3 girls from a state secondary school in Scotland were observed over a period of 3 months. During the third month, five of the observed pupils volunteered to take part in a conversation with the lead researcher which was guided by their participation in a repertory grid task. The same five participants also took part in a one-to-one semi-structured interview. The analysis of the evidence revealed that the adolescent pupils internalised and performed an orthodox form of masculinity that centred on strength, pain tolerance and the policing of others. More inclusive masculinities appeared to be emerging, however, the hypermasculine and public nature of the PE environment made it very difficult for the pupils to freely adopt or perform these alternative, more inclusive forms of masculinity. Additionally, pupils who did ...
TL;DR: In this article, the authors examine the construction of race and racism in two national contexts (Norway and England) as a means of putting race and anti-racism on the PE policy research agenda and adopt a critical whiteness perspective to analyse how whiteness, as a system of privilege, contributes to the racialisation of valued knowledge in PE.
Abstract: Analyses of curricula in a range of countries show how they tend to reinforce, rather than challenge, popular theories of racism. To date, we know little about the contribution of physical education (PE) curriculum policy to the overall policy landscape. This paper examines the construction of race and racism in two national contexts (Norway and England) as a means of putting race and anti-racism on the PE policy research agenda. It adopts a critical whiteness perspective to analyse how whiteness, as a system of privilege, contributes to the racialisation of valued knowledge in PE and asks, who potentially benefits and/or is marginalised within the learning spaces available in the texts? The discourse analysis reveals that two discursive techniques of whiteness combine to privilege white, Eurocentric knowledge content. Unmarked white PE practices and students are constructed as universal, normative and contingent. As a result, non-white PE practices and students are positioned on the margins in co...
TL;DR: This paper explored the reality of formalized elite sport coaching mentoring programs using semi-structured interviews with 15 mentors of elite coaches on formal programs, across a range of sports and revealed the importance of understanding the complexities of elite sports coaching environments.
Abstract: Formalized mentoring programmes have been implemented increasingly by UK sporting institutions as a central coach development tool, yet claims supporting formal mentoring as an effective learning strategy are often speculative, scarce, ill-defined and accepted without verification The aim of this study, therefore, was to explore some of the realities of formalized elite sports coaching mentoring programmes Data were collected using semi-structured interviews with 15 mentors of elite coaches on formal programmes, across a range of sports The findings were read through a Bourdieusian lens and revealed the importance of understanding the complexities of elite sports coaching environments, that elite sports coach development is highly specific and, therefore, should not be over-formalized, and how current elite sport coach mentoring programmes may be better conceptualized as a form of social control rather than being driven by pedagogical concerns Following this empirically based analysis of pract
TL;DR: In this paper, the authors explored the construction of gender relations in sport and physical education (PE) through a national study of Spanish university degree curricula and found that gender knowledge within sport and PE degrees was recontextualised as universities and lecturers interpret and translate this into the pedagogical texts that make up the PASS curricula.
Abstract: This paper draws on research that aimed to explore the construction of gender relations in sport and physical education (PE) through a national study of Spanish university degree curricula. Spain is a useful case study through which to explore gender knowledge within sport and PE degrees, because, unlike many other countries, it has a common, national curriculum framework for its Physical Activity and Sport Science (PASS) degrees. In addition, it has recently passed a new law concerning the introduction of gender knowledge in higher education (HE). Drawing on Bernstein’s (1990) framework of the pedagogic device, this paper examines how this HE gender policy becomes recontextualised as universities and lecturers interpret and translate this into the pedagogical texts that make up the PASS curricula. Purposive sampling was used to select 16 of the 37 universities offering PASS degrees in 2012/2013. The research analysed 16 PASS documents at the degree level and 763 individual subject handbooks. Usin...
TL;DR: In this article, the authors present the reflective method of critical companionship through which they explored and addressed the aforementioned purposes and made the case for the quiddity or the just whatness of coaching as involving complex, relational acts which can be somewhat explained through recourse to the developing theory of orchestration.
Abstract: The general purpose of this article is threefold. Firstly, it is to further the notion of coaching as orchestration through developing insight into precisely how and what coaches orchestrate. Secondly, it is to firmly position coaching as a relational practice, whilst thirdly it is to better define coaching’s complex nature and how it can be somewhat ordered. Following an introduction where the purpose and value of the article are outlined, we present the reflective method of critical companionship through which we explored and addressed the aforementioned purposes. The case for the quiddity, or the ‘just whatness’ (i.e. the inherent nature or essence) of coaching as involving complex, relational acts which can be somewhat explained through recourse to the developing theory of orchestration is subsequently made. In doing so, two precise examples of how we as coaches orchestrate sporting practice are presented. The article concludes with both a summary of the principal argument(s) made, and some re...
TL;DR: In this article, the authors examine how healthism, ideal body discourses and performative body discourse influence adolescents' non-participation in physical activity and their identity construction concerning exercise, sport and physical education.
Abstract: Drawing on semi-structured interviews with older adolescents, this article examines how healthism, ideal body discourses and performative body discourses influence their (non)participation in physical activity (PA) and their identity construction concerning exercise, sport and physical education. We illustrate that body transformation through PA, and related slim body desire and the fear of masculinised female bodies, affect adolescents’ decisions to engage in or drop out of sport. Also, a non-hegemonic body shape combined with a display of low physical competence triggers classmate and teachers’ rejection and marginalisation, affecting adolescents’ construction of embodied identities and preventing them from being active. Finally, adolescents who are competent in sport are less influenced by ideal body discourses than by performative body discourses. We highlight the health promotion effects of these hegemonic discourses and suggest strategies to challenge them.
TL;DR: In this article, the authors highlight the importance of physical education as one of the most important arenas for social integration in western countries, and discuss the research within physical education over the past few decades.
Abstract: As western countries have become increasingly diverse, education is often emphasized as one of the most important arenas for social integration. However, research within physical education over the...
TL;DR: The Digital Technologies and Learning in Physical Education: Pedagogical Cases as discussed by the authors focuses on expanding the knowledge about the ways in which digital technologies are being used by teachers to support and enhance young peoples' learning in physical education.
Abstract: Digital technology has been the focus of recent debates in physical education with questions being considered about its influence on pedagogy and the future of the subject. Yet, there is scant knowledge about how digital technologies are being used by teachers and whether their use has influenced students learning. ‘Digital Technologies and Learning in Physical Education: Pedagogical Cases’ focuses on expanding the knowledge about the ways in which digital technologies are being used by teachers to support and enhance young peoples' learning in physical education. The premise of the book is to develop the understanding of pedagogy and digital technology in education. Furthermore, it seeks to encourage critical reflection on the use of digital technology in physical education. This book review explores the central ideas of the book, its approach and an evaluation of its content.
TL;DR: Oliver et al. as discussed by the authors reported on the responses from adolescent girls to the use of an activist approach and found that the majority of the adolescent girls responded negatively to the approach.
Abstract: This paper reports on the responses from adolescent girls to the use of an activist approach (Oliver, K. L., & Kirk, D. (2015). Girls, gender and physical education: An activist approach. London: R...
TL;DR: Charmaz et al. as discussed by the authors explored the role of school and university partnership teams in the professional development of physical education pre-service teachers during their one year Postgraduate Certificate in Education course in England.
Abstract: This study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.] was adopted. This research highlights that the process of knowledge development in physical education teacher education (PETE) is socially constructed and complex. Much of the PSTs’ development was influenced by various communities of practice, particularly their school placements’ PE departments, but also their university-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to PSTs’ development. University-based learning was credited by PSTs with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. This study identifies the capability of school/university partnerships to facilitate enhanced knowledge development in PETE. Taking into consideration the evolving nature of PETE within a political context that is progressively moving towards an entirely school-based model, an evidence-based debate over the manner and nature of the subject knowledge to be developed is needed.
TL;DR: Based on a socio-ecological framework for physical education (PE), this paper explored and analyzed the perspectives of physically active and inactive adolescent boys and girls with different socioeconomic status (SES), regarding the meanings that PE had on their physical activity (PA) lifestyles throughout childhood and adolescence.
Abstract: Based on a socio-ecological framework for physical education (PE), this study explored and analysed the perspectives of physically active and inactive adolescent boys and girls with different socioeconomic status (SES), regarding the meanings that PE had on their physical activity (PA) lifestyles throughout childhood and adolescence. An interpretative and qualitative design was adopted and operationalised through an individual two-hours in-depth interview. Thematic analysis identified five main themes that distinguish active from inactive adolescents: ‘Early experiences of PE at primary school’; ‘PE experiences in middle and secondary school’; ‘Friendly, professional and pedagogue. That’s what I want from my PE teacher’; ‘Friends in PE and PA’; ‘Active lifestyles? Are schools and PE ready for making a difference …’. Regardless of the lifestyle, girls revealed more PE negative experiences, related to uninteresting and competitive activities, groups’ constitution and logistic factors. SES played a m...
TL;DR: The role that school health and physical education (HPE) plays in the making of physically active and healthy citizens continues to be rearticulated within the field of HPE practice.
Abstract: The role that school health and physical education (HPE) plays in the making of physically active and healthy citizens continues to be rearticulated within the field of HPE practice. In Australasia ...
TL;DR: In the field of education, the international trend is to turn to criterion-referenced grading in the hope of achieving accountable and consistent grades as discussed by the authors, despite a national criterion-based grading system.
Abstract: In the field of education, the international trend is to turn to criterion-referenced grading in the hope of achieving accountable and consistent grades. Despite a national criterion-referenced gra ...
TL;DR: In this paper, the authors investigate "no touch policies" as a practical teacher concern that includes the body as a location, a source and a means in educational activity, and argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques.
Abstract: In this article, we investigate ‘no touch policies’ as a practical teacher concern that includes the body as a location, a source and a means in educational activity We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis of how teachers handle student interaction and teaching intentionsWe consider teaching as a caring profession Caring, as a practical teacher concern, requires wisdom regarding the right time to use bodily touch and to refrain from such use This wisdom involves the ability to discern people’s needs, desires, interests and purposes in particular situations and act appropriately From a body pedagogical perspective we approach intergenerational touch not only as a discursive and power-related question but as an essential tension in the intersection of the
TL;DR: The results suggest that pre-service teachers face several challenges and dissonances between what they learn during their undergraduate programme and what the Australian HPE curriculum expects them to teach.
Abstract: This paper explores how a cohort of pre-service Health and Physical Education (HPE) teachers from an Australian university describe and construct their understandings of health and the body. Given that the courses that these undergraduates take in their degree programme present different perspectives on health and the body, a relevant question is to what extent these perspectives adequately equip these future HPE teachers to successfully teach the recently released Australian HPE curriculum. The participants in this study were 14 pre-service teachers, 11 females and 3 males, aged between 18 and 26 at the time of the first interview. The data used for this paper were taken from a larger study and were generated through interviews, the analysis of two undergraduate course profiles and an analysis of the new National HPE curriculum. Results reveal that there are some dominant discourses in health-related courses that may have a significant impact on these students. The purpose of HPE, the role of the...
TL;DR: In this paper, the authors analyzed the perspectives of physical trainers and fitness instructors in relation to their body image, professional practice, and the consumer culture, and found that there exist several links between corporeal identity, body image and consumer culture.
Abstract: The purpose of this study was to critically analyse the perspectives of physical trainers and fitness instructors in relation to their body image, professional practice, and the consumer culture. Fourteen fitness professionals (8 personal trainers, 6 fitness instructors), between 28–37 years of age, volunteered to participate in the study. The data were collected through semi-structured interviews and analysed inductively through narrative content analysis. Two main categories emerged: (a) multiple representations of body image as an instrument of professional practice and (b) strategies for keeping a lean, youthful, and professional body image while coping with the standards of the consumer society. Each had its corresponding subcategories. The results show that there exist several links between corporeal identity, body image, and the consumer culture. Some of these connections represent sources of credibility and cultural capital, whereas others have detrimental physical and psychological conseq...