1
AIESEP International Conference - Guadeloupe 2017
Title:
“Is PE aiming at Physical Literacy or simply a health and fun action experience?”
Anders Halling and EsbenVolshøj, VIA University College, Innovationslab in Movement and Pedagogy, dep. Further Education, Denmark.
Oral Présentation
Sub-theme specify the number: 1. Diversity in Physical Education and Sport: Opportunities and Challenges for Sport Pedagogy
Abstract (300 words)
Introduction
The PE curriculum in Denmark is directed by multiple goals addressing competencies, knowledge and skills. It has a strict goal-orientation, which can result in PE being moreinstrumentalized and motivated by external rationales. Another direction for PE is pointed out by Physical literacy (PL) defined as the motivation, physical competence, understanding and knowledge to maintain physical active throughout life (Whitehead, 2007)
The aim of the research was to study how the PE-teacher support’s the development of the pupil’s PL and how it is expressed in practical sessions.
Methods
Short-term ethnographic fieldwork was carried out in grade 7 PE classes. Videos supported the field notes. Semi-structured interviews were conducted with PE-teachers and a focus group of six pupils separately.
Results
The PE classes were dominated by physical activities rationalized in a health perspective or aiming at having fun. Alongside the activities, the pupils and the teacher were negotiating the understanding of the activity, pose or feeling..Thenegotiation determines the level of the pupil’s participation in the PE Classes.
Conclusions
The physical activities in this research tended to be motivated by Kretchmarseasystreet strategies – instrumentalist and entertaining (Kretchmar, 2006).
The opportunities for the pupils to participate and negotiate physical activity seems to have an effect on pupils PL. A value-based approach to PE may positively influence the pupils PL as a contrary to the goal oriented focus and the scientific approach by the PE-teacher. It seems essential that the pupils be given room to immerse themselves into a specific subject and develop their own sense of meaning and be able to negotiate physical activities on a higher level.
Didactic framing giving room for negotiation thereforeseems important, and astrategy for the teaching environment might belonger courses for the single subject, introduction of theme-based courses, focusing on what to learn and to include both the pupils mind and their body (Hansen, 2017).
References (max 5):
Hansen, T. (2017). Moving Secondary School. Phd project, University of South Denmark (SDU). Danish
Kretchmar, R. S. (2000). Kretchmar Moving and being moved: Implications for practice. National Association for Physical Education in Higher Education.
Kretchmar, R. S. (2006). Life on Easy Street : The Persistent Need for Embodied Hopes and Down-to-Earth Games by Life on Easy Street : The Persistent Need for Embodied Hopes and Down-to-Earth Games. Quest, 11.
Whitehead, M. (2007). Physical Literacy: Philosophical Considerations in Relation to Developing a Sense of Self, Universality and Propositional Knowledge. Sport, Ethics and Philosophy, 1(3), 281–298.
Key words (5):
Physical literacy, Physical education, Easy street activities, PE Curriculum, Ethnographic fieldwork