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Daps, Dykes and Five Mile Hikes: Physical Education in Pupils' Folklore |
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This paper explores the relationship between the school and the body. It does so by considering the transfer from primary to secondary school. Analysing children's and young adult's stories about transfer reveals that physical education (PE), and more generally the body, are central to pupils' anticipations and anxieties about the move to secondary school. The paper argues that the fears pupils express about the dangers associated with secondary school PE should be placed within the context of the transition to adulthood. Secondary school PE is an integral part of the status passage to adulthood, during which the recognition of the body as physical, social and sexual is central.
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Stepping into Active Leisure? Young Women's Perceptions of Active Lifestyles and their Experiences.. |
..of School Physical Education
This paper reports the findings of a qualitative study which aimed to explore young women's perceptions of and attitudes towards involvement in physical activity and physical education (PE). Drawing on group and individual qualitative interviews with 21 15-year-old young women, it explores the nature, purpose and experiences of their physical activity involvement, both in and out of school. It examines how, in both settings, young women make conscious choices about their physical activity involvement. The data showed that although there were qualitative differences between the individual choices of different girls, many of these were made within a negotiation of gender relations. Contrary to much of the recent concern about girls' 'dropout' from physical activity and a perceived disinterest of young women in physical activity and sport, the young women in this study were involved in a range of physical activities outside of school and defined themselves as active. They also appeared to be positively influenced by contemporary discourses about the health benefits of exercise. This was in contrast to their perceptions of how they were defined within and through PE.
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Developing Citizenship through Sport: The Impact of a Sport-Based Volunteer Programme on Young Sport |
....Leaders
The Millennium Volunteers (MV) is a nation-wide government initiative designed to encourage citizenship in young people by providing opportunities to volunteer their time in the community for the benefit of themselves and others. This paper examines an MV programme focused solely on sport that sets out to provide training and support for young sport leaders to do volunteer work in their schools and the community. The rationale behind this study is to describe the psycho-social characteristics of young sport leaders (males = 138; females = 168; mean age = 16.6 years) from across England who were involved in the programme. Assessments were made on their motives and attitudes to volunteer work and their perceptions of leadership skills over a nine-month period. Overall results showed that leadership skills and volunteer motivations increased while the importance of and attraction to volunteering also changed over time. Providing a profile of young sport leaders and a measure of the impact of their volunteer activity may be of benefit to sporting organisations, educators and community administrators who wish to increase interest and opportunities in volunteer work by young people. This study demonstrates the advantage of using sport and volunteering as a means for encouraging pro-social behaviour and citizenship among young people and the positive impact this combination can have personally on the volunteer.
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The role of schools in constructing self-perceptions of sport and physical education in relation ... |
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...to people with disabilities
Relatively little work has been carried out upon the effect of educational environment upon the sporting involvement of children with disabilities. This paper is concerned with the educational experiences of a group of athletes who competed in the Sydney 2000 Paralympic Games. It highlights the major influence that the impact of the educational experiences of a child with a disability can have upon many areas of the child's life. Not only do the experiences of physical education within school have a long-term effect upon the participation, or otherwise, of individuals with disabilities in sport in later life, but they could also possibly affect the competitive strength of future Great Britain teams in the field of disability sport.
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Surveillance as a technique of power in physical education |
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This paper analyses surveillance as a technique of power in the culture of physical education, including its impact upon the health of teachers. Additionally, gendered aspects of surveillance are investigated because physical education is an important location in and through which bodies are inscribed with gendered identities. The embodied nature of physical educators' work renders the body as particularly significant in patterns of privilege and domination. The research was guided by Michel Foucault's work and poststructural feminist perspectives on the importance of power in social life. At nine schools across two international research sites, the functioning of surveillance was evidenced through the multi-directional workings of power in top-down, lateral, and bottom-up configurations. Data indicated that surveillance occurred on, through and about bodies. It had a strong gender dimension as the male gaze inscribed both female teachers' and students' bodies with value and competence. In terms of teachers' health, as well as responses to surveillance on a physical and emotional level, the workings of power were also influential in shaping teachers' identities.
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An economy of gendered practices? Learning to teach physical education from the perspective of... |
... Pierre Bourdiea's embodied sociology
This paper draws on Pierre Bourdieu's embodied sociology to construct a conceptual view of gender relations in Physical Education (PE) in England and Wales as one of a cultural economy of gendered practice. The argument presented retains, considers, and applies the interdependent concepts of field, habitus and capital that lie at the heart of Bourdieu's theoretical gaze. A process is then articulated that draws attention to a multi-stage cycle of the gendered cultural economy of practice. Over a period of engagement with the overlapping fields of PE, sport, and education, a gendered habitus is generated that becomes recognized as physical capital. This capital then becomes converted in the dual sense that it contributes strongly towards the formation of a sporting social identity and powerful scheme of valued, internalized dispositions for action that both qualify and pre-dispose the individual for entry into future fields of physical activity and sport. Having entered the de-limited field of Physical Education Teacher Education (PETE), student teachers then refine and reinforce their gendered habitus in ways which closely 'fit' those demanded by the field. It is suggested that this process orientates student teachers towards existing practice and prepares them to teach in ways which tend towards continuing rather than changing the existing gendered status quo in the subject. In conclusion, the utility of this conceptual approach and the insights it might generate are reflected upon.
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Recontextualizing and delivering the biomedical model as a physical education curriculum |
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This paper examines the problem of delivering a body of knowledge based on biomedical research as a school physical education discourse. The paper attempts to deconstruct the ideology of healthism upon which the discourse is based in order to show how ascetic practices in school physical education are promoted as a way of combating the hedonistic tendencies of modern lifestyles of the young. A critical examination is presented of the claims made by biomedicine in light of the paucity of evidence, the unresolved questions of individuality, the ineffective response to the consumer culture of modem youth, and the moral imperative that seem to be associated with the requirements for healthy living. The paper concludes that without reflection on what is being assumed in the recontexualization of biomedicine, a central tension will continue to exist between the dominant discourse of healthism and those it is attempting to influence. More specifically, the reduction of the disparity between healthism and the reality of consumer culture of modern youth must be achieved in order that the objectives of the discourse may be realized. Physical education teachers and biomedical experts will require a similar understanding of youth culture to those in the advertising industry if the values of physical activity are to be fully accepted.
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'I could do with a pair of wings': perspectives on physical activity, bodies and health from young.. |
...Australian children
There is little research that reports children's perspectives on physical activity, bodies and health. This paper, drawn from a larger multi-method study on physical activity in the lives of seven- and eight-year-old Australian children, attempts to 'give a voice' to 13 children's views. Interviews focused on children's activity preferences and related decision making and motivations pertaining to these activities, as well as how they thought about the relationships between physical activity, health and their bodies. Data suggest some tensions surrounding the importance of fun for children alongside their awareness of 'healthist' discourses that require self-monitoring and improvement.
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Situated learning in an Australian surf club |
The article examines learning and identity formation for young people in an Australian surf club. Drawing on Lave and Wenger's notion of situated learning, it identifies how membership in the surf club from an early age involves highly significant and meaningful learning and identity formation, where learning is co-constructed with other members as a process of negotiating meaning and knowledge. It identifies how membership in the surf club and participation in its practices over time provides the participants with access to resources for understanding and cultural knowledge through growing involvement in practice. In doing so it suggests that there is a need to view physical learning as a complex process that is inseparable from social and cultural 'webs of experience'.
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