{"title":"体育运动的连续性:探索英格兰中学生对体育教育的意义和目的的描述","authors":"Matthew Berkshire, James Mason, Jack Hardwicke","doi":"10.1177/1356336x241256866","DOIUrl":null,"url":null,"abstract":"Physical education (PE) has long been contested as various discourses compete and conflict on what the subject is and what its purpose ought to be. Within these discussions, less attention has been placed on student accounts of the purpose of compulsory secondary school PE in England, and on the meanings constructed based on experiences of the subject. Therefore, this study sought to build on and extend the insights in this area from the student perspective. Drawing on data generated through six focus groups with 27 students, aged between 11 and 14, we show the obdurate nature of dominant sport discourses within PE in England. The meaning and purpose of PE were largely constructed as sport and positive experiences of PE came mostly from students who enjoyed and participated in sport. PE-as-sport was reported to broadly, and sometimes negatively, influence student experiences based on ability, gender and through lack of choice and autonomy within the subject. We do not conclude with clear ‘practical’ recommendations for change in practice, but instead suggest a continued focus on critically questioning the role of sport in PE amongst practitioners and researchers is necessary.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"53 1","pages":""},"PeriodicalIF":2.6000,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The continuity of PE-as-sport: Exploring secondary school students' accounts of the meaning and purpose of physical education in England\",\"authors\":\"Matthew Berkshire, James Mason, Jack Hardwicke\",\"doi\":\"10.1177/1356336x241256866\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Physical education (PE) has long been contested as various discourses compete and conflict on what the subject is and what its purpose ought to be. Within these discussions, less attention has been placed on student accounts of the purpose of compulsory secondary school PE in England, and on the meanings constructed based on experiences of the subject. Therefore, this study sought to build on and extend the insights in this area from the student perspective. Drawing on data generated through six focus groups with 27 students, aged between 11 and 14, we show the obdurate nature of dominant sport discourses within PE in England. The meaning and purpose of PE were largely constructed as sport and positive experiences of PE came mostly from students who enjoyed and participated in sport. PE-as-sport was reported to broadly, and sometimes negatively, influence student experiences based on ability, gender and through lack of choice and autonomy within the subject. We do not conclude with clear ‘practical’ recommendations for change in practice, but instead suggest a continued focus on critically questioning the role of sport in PE amongst practitioners and researchers is necessary.\",\"PeriodicalId\":47681,\"journal\":{\"name\":\"European Physical Education Review\",\"volume\":\"53 1\",\"pages\":\"\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-05-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Physical Education Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/1356336x241256866\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Physical Education Review","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/1356336x241256866","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The continuity of PE-as-sport: Exploring secondary school students' accounts of the meaning and purpose of physical education in England
Physical education (PE) has long been contested as various discourses compete and conflict on what the subject is and what its purpose ought to be. Within these discussions, less attention has been placed on student accounts of the purpose of compulsory secondary school PE in England, and on the meanings constructed based on experiences of the subject. Therefore, this study sought to build on and extend the insights in this area from the student perspective. Drawing on data generated through six focus groups with 27 students, aged between 11 and 14, we show the obdurate nature of dominant sport discourses within PE in England. The meaning and purpose of PE were largely constructed as sport and positive experiences of PE came mostly from students who enjoyed and participated in sport. PE-as-sport was reported to broadly, and sometimes negatively, influence student experiences based on ability, gender and through lack of choice and autonomy within the subject. We do not conclude with clear ‘practical’ recommendations for change in practice, but instead suggest a continued focus on critically questioning the role of sport in PE amongst practitioners and researchers is necessary.
期刊介绍:
- Multidisciplinary Approaches: European Physical Education Review brings together contributions from a wide range of disciplines across the natural and social sciences and humanities. It includes theoretical and research-based articles and occasionally devotes Special Issues to major topics and themes within the field. - International Coverage: European Physical Education Review publishes contributions from Europe and all regions of the world, promoting international communication among scholars and professionals.