Asia-Pacific Journal of Health, Sport and Physical Education最新文献_第2页

Indigenous knowledges as a way to disrupt norms in physical education teacher education 本土知识作为打破体育教师教育规范的一种方式

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-04-19 DOI: 10.1080/18377122.2017.1315950

S. Whatman, M. Quennerstedt, Juliana M. McLaughlin

{"title":"Indigenous knowledges as a way to disrupt norms in physical education teacher education","authors":"S. Whatman, M. Quennerstedt, Juliana M. McLaughlin","doi":"10.1080/18377122.2017.1315950","DOIUrl":"https://doi.org/10.1080/18377122.2017.1315950","url":null,"abstract":"ABSTRACT The maintenance and reproduction of prevailing hegemonic norms have been well explored in physical education teacher education (PETE). A related problem has been the exclusion of Indigenous knowledges around health and physical education (HPE) in students’ experiences of HPE and PETE. The danger is that certain ways of being and becoming a PE teacher, other than the sporty, fit, healthy (and white) teacher, are excluded, positioning other preservice teachers’ experiences, knowledges and ways to teach as deficient. In this paper, we discuss findings from an investigation (Australian Office for Learning and Teaching CG10-1718) into the HPE practicum experiences of Indigenous Australian preservice teachers, illustrating the resources they bring to Australian HPE and PETE through the lens of John’s Dewey’s notion of growth and Todd’s [(2014). Between body and spirit: The liminality of pedagogical relationships. Journal of Philosophy of Education, 48(2), 231–245] ideas of liminality of pedagogical relations. This enables us to discuss Indigenous preservice teachers’ capacity in disrupting norms in HPE and fostering the liminality of the pedagogical relations in PETE.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115123391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 22

Hearing their voices: Asian American college students’ perspectives on sport and physical education 倾听他们的声音:亚裔美国大学生对运动和体育教育的看法

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-04-13 DOI: 10.1080/18377122.2017.1315952

Yomee Lee, J. Hokanson

{"title":"Hearing their voices: Asian American college students’ perspectives on sport and physical education","authors":"Yomee Lee, J. Hokanson","doi":"10.1080/18377122.2017.1315952","DOIUrl":"https://doi.org/10.1080/18377122.2017.1315952","url":null,"abstract":"ABSTRACT Although Asian Americans are the fastest growing minority in the USA with over 18 million in population, and have a long history, they remain underrepresented in sport and physical education. As we are living in a world that is becoming more diverse and multicultural, it is important to learn about the cultural meanings and significance of sport and physical education to Asian Americans, particularly as they are constantly marginalised and otherised. The purpose of this paper is to ‘hear the voices’ of Asian American college students. To enable this, qualitative research methods were employed to delve into the complexities of racial dynamics related to the sporting experiences of Asian American men and women (N = 10). The setting of the study was at a predominately White (anglosaxon) university in the Northeastern part of the USA. In this research, Asian American college students talk about how sport and physical education serve as a bridge that connects them with two different worlds, a tool that gives them lifelong skills, and a way to influence others as role models. Their stories reveal useful cultural knowledge and information that may serve as a powerful pedagogical tool for those in sport and physical education.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"570 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127066770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Adolescent girls’ experiences of basketball in Australian and Japanese clubs 青少年女孩在澳大利亚和日本俱乐部的篮球经历

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-03-24 DOI: 10.1080/18377122.2017.1304156

R. Light, W. Yasaki

引用次数: 1

Community connections in health and physical education: a reflection of stakeholder experiences 保健和体育方面的社区联系:反映利益攸关方的经验

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-03-22 DOI: 10.1080/18377122.2017.1304157

G. Mcgrath, L. Alfrey, R. Jeanes

引用次数: 4

Exploring Australian secondary physical education teachers’ understanding of physical education in the context of new curriculum familiarisation 探究新课程熟悉背景下澳大利亚中学体育教师对体育的理解

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-01-02 DOI: 10.1080/18377122.2016.1272425

S. Pill, Steven A. Stolz

{"title":"Exploring Australian secondary physical education teachers’ understanding of physical education in the context of new curriculum familiarisation","authors":"S. Pill, Steven A. Stolz","doi":"10.1080/18377122.2016.1272425","DOIUrl":"https://doi.org/10.1080/18377122.2016.1272425","url":null,"abstract":"ABSTRACT This paper explores Australian secondary physical education (PE) teachers’ understanding of PE in the context of new curriculum familiarisation. Data was initially collected through online surveys (phase 1), and based on this data, participants were sourced from, and volunteered to be interviewed as part of phase 2 (interviews). The analysis of the phase 2 data highlighted a diverse array of teachers’ views relating to PE that ranged from PE being synonymous with sport and a strong desire to develop habits and patterns of behaviour for long-term physical activity participation in recreational pursuits. Although the multi-activity program model is highly problematised in academic literature, it was found that the multi-activity model is prominent and uncontested in most secondary school PE programs. A conflict between the rhetoric and reality of the educative importance of PE was evident. Therefore, it is argued that there is a gap between the proposition for a curriculum to demonstrate the value of learning ‘about’, ‘through’ and ‘in’ movement, and the ‘everyday practice’ of PE found in schools.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123531625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

‘I don’t want my parents’ respect going down the drain’: South Asian, Muslim young women negotiating family and physical activity “我不希望父母对我的尊重付之东流”:南亚穆斯林年轻女性在家庭和体育活动方面的谈判

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-01-02 DOI: 10.1080/18377122.2016.1240592

A. Stride, A. Flintoff

{"title":"‘I don’t want my parents’ respect going down the drain’: South Asian, Muslim young women negotiating family and physical activity","authors":"A. Stride, A. Flintoff","doi":"10.1080/18377122.2016.1240592","DOIUrl":"https://doi.org/10.1080/18377122.2016.1240592","url":null,"abstract":"ABSTRACT Young women’s relationship with physical activity has been explored extensively, yet the focus is often upon young women who are White. This paper considers South Asian, Muslim young women’s experiences of physical activity and how these are influenced by family. A ‘middle ground’ feminist approach is used, drawing upon the work of Hill Collins [(2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. London: Routledge] and Hamzeh [(2012). Pedagogies of deveiling: Muslim girls and the hijab discourse (critical construction). Charlotte, NC: Information Age Publishing]. Data were generated with 13 young women using participatory approaches in focus group settings, and individual interviews. This research highlights how the young women’s families can both enable and challenge opportunities and involvement in physical activity. The paper discusses how gender and religion intersect with family and wider community to influence experiences in multiple, diverse and fluid ways. The young women’s narratives suggest that experiences are not determined solely by these influences; rather, they emerge as active agents negotiating different contextual challenges in their quest to be physically active.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130509052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Why play outside? Problematising outdoor play as a biopedagogical task 为什么在外面玩?将户外游戏视为一项生物教育任务

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-01-02 DOI: 10.1080/18377122.2016.1272426

D. Robinson, Joe Barrett

引用次数: 1

Reconceiving barriers for democratic health education in Danish schools: an analysis of institutional rationales 重新认识丹麦学校民主健康教育的障碍:制度基础的分析

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-01-02 DOI: 10.1080/18377122.2016.1277546

Dina Danielsen, M. Bruselius-Jensen, Dan Laitsch

{"title":"Reconceiving barriers for democratic health education in Danish schools: an analysis of institutional rationales","authors":"Dina Danielsen, M. Bruselius-Jensen, Dan Laitsch","doi":"10.1080/18377122.2016.1277546","DOIUrl":"https://doi.org/10.1080/18377122.2016.1277546","url":null,"abstract":"ABSTRACT Health promotion and education researchers and practitioners advocate for more democratic approaches to school-based health education, including participatory teaching methods and the promotion of a broad and positive concept of health and health knowledge, including aspects of the German educational concept of bildung. Although Denmark, from where the data of this article are derived, has instituted policies for such approaches, their implementation in practice faces challenges. Adopting a symbolic interactionist analytical framework this paper explores and defines two powerful institutional rationales connected to formal and informal social processes and institutional purposes of schools, namely conservatism and Neoliberalism. It is empirically described and argued how these institutional rationales discourage teachers and students from including a broad and positive concept of health, the element of participation, and the promotion of general knowledge as legitimate elements in health education. This paper thus contains a perspective on health education practice, which, in a new way, contributes to explain the relatively slow progress of democratic approaches to school health education.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126739405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Editorial Note 编辑注意

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-01-02 DOI: 10.1080/18377122.2017.1284636

Chris Hickey

引用次数: 0

Socialisation and learning to teach using the teaching personal and social responsibility approach 社会化和学习使用个人和社会责任教学方法进行教学

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-01-02 DOI: 10.1080/18377122.2016.1272424

K. Richards, Barrie Gordon

{"title":"Socialisation and learning to teach using the teaching personal and social responsibility approach","authors":"K. Richards, Barrie Gordon","doi":"10.1080/18377122.2016.1272424","DOIUrl":"https://doi.org/10.1080/18377122.2016.1272424","url":null,"abstract":"ABSTRACT Occupational socialisation theory (OST) is a dialectical approach to understanding teachers’ recruitment, training, and lived experiences in school settings. Research using this model has shown that socialisation influences how physical educators interpret or ‘read’ pedagogical models. However, this research has not been extended to the teaching personal and social responsibility (TPSR) model, which differs from other models in its concurrent focus on responsibility and physical activity outcomes. This study, therefore, sought to understand how physical educators learned to use the model in light of current and prior socialisation. Participants included eight physical education teachers (five females, three males) from two schools in New Zealand. Data collection included four individual interviews with each teacher and systematic and ethnographic observations of teaching. Results indicated that prior socialisation and influences within the current school influenced fidelity to the TPSR model. Social support and alignment of the model with other school initiatives supported implementation, whereas a lack of clarity and competing priorities reduced fidelity. Results are discussed in relation to OST, and future directions for research are proposed.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130685821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 25