scholarly journals Power and group work in physical education

2016 ◽  
Vol 23 (3) ◽  
pp. 339-353 ◽  
Author(s):  
Dean Barker ◽  
Mikael Quennerstedt
Keyword(s):  
Physical Education ◽  
Group Work ◽  
Potential Benefit ◽  
Power Relations ◽  
Teacher Authority ◽  
Different Types ◽  
Working Together ◽  
Student Power ◽  
Group Members ◽  
Data Source

Group work is used in physical education (PE) to encourage student-directed, collaborative learning. Aligned with this aim, group work is expected to shift some power from teacher to students and enable students to make decisions and co-construct meaning on their own. There are, however, very few investigations focusing on power in group work situations in PE, with most research focusing on learning and content. Assumptions about the nature of power and its mechanisms have been largely implicit. The purpose of this paper was consequently to explore power relations in PE group work. To do this, we have drawn primarily on observational data of three groups working together to choreograph a dance performance in a Swedish PE lesson. A small amount of pre- and post-lesson interview material is used as a complementary data source. Michel Foucault’s notion of power as action-on-action is used to identify different types of power relations in this group work. Four specific kinds of relations are presented concerning: (1) the students’ task; (2) other cultures; (3) gender; and (4) interactions with one another. These relations suggest that power relations are not simply created locally between group members, nor are power relations only a function of the members’ proficiency in the task. In these respects, the results encourage a reconsideration of learning in group work and open up new avenues for further research. The paper is concluded with practical considerations that relate to common assumptions about student power, teacher authority and the potential benefit of ambiguous tasks in group work.

Working in Groups: The Importance of Communication in Developing Trust and Cooperation

EDIS ◽  
2013 ◽  
Vol 2013 (11) ◽  
Author(s):  
Bryan D. Terry
Keyword(s):  
Group Work ◽  
Positive Experience ◽  
Total Group ◽  
Fact Sheet ◽  
Working Together ◽  
Group Members

Working together in groups can be a great experience or one filled with stress and anxiety. The success of group work depends largely on the trust developed among group members and the respect they show each other. When an individual has had a positive experience in a group, he/she is more likely to take risks, ask questions, and share ideas that will benefit the total group. This 3-page fact sheet was written by Bryan D. Terry, and published by the UF Department of Family Youth and Community Sciences, August 2013. http://edis.ifas.ufl.edu/fy1378

Gender Categorizations During Group Work in Physical Education

2020 ◽  
Vol 39 (2) ◽  
pp. 196-205
Author(s):  
Jeroen Koekoek ◽  
Annelies Knoppers
Keyword(s):  
Physical Education ◽  
Focus Groups ◽  
Group Work ◽  
Interview Data ◽  
Gender Neutral ◽  
Working Together ◽  
Same Gender ◽  
Gender Groups ◽  
Implicit Curriculum

Purpose: To explore how the use of gender categorizations inform children’s preferences of working with others in physical education. Method: Draw, write, and tell procedures were used to elicit the thoughts and feelings of 42 children, across four schools, about their peers and working together in groups. The children, aged between 11 and 13 years, were distributed across 14 focus groups to talk about conditions in group work that they thought facilitated and inhibited their learning. Results: Two meta-themes—(a) classmates and friendships and (b) work intention and trust—emerged from the interview data about their preferences for the ways groups were constituted. The results indicated that these children created or constructed categories of their peers based on gender but using gender-neutral words. Conclusion: Their constructions of working with others in PE contributed to an implicit curriculum consisting of different expectations for the same gender and for other gender groups.

Working Together

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Randi Veiteberg KVELLESTAD ◽  
Ingeborg STANA ◽  
VATN Gunhild
Keyword(s):  
Design Education ◽  
Critical Evaluation ◽  
Business Environment ◽  
Arts And Crafts ◽  
Action Research Project ◽  
Student Groups ◽  
Different Types ◽  
Working Together ◽  
Personal Qualities ◽  
Manual Skills

Teamwork involves different types of interactions—specifically cooperation andcollaboration—that are necessary in education and many other professions. The differencesbetween cooperation and collaboration underline the teacher’s role in influencing groupdynamics, which represent both a foundation for professional design education and aprequalification for students’ competences as teachers and for critical evaluation. As a testcase, we focused on the Working Together action-research project in design education forspecialised teacher training in design, arts, and crafts at the Oslo Metropolitan University,which included three student groups in the material areas of drawing, ceramics, and textiles.The project developed the participants’ patience, manual skills, creativity, and abilities,which are important personal qualities for design education and innovation and representcornerstones in almost every design literacy and business environment. The hope is thatstudents will transform these competences to teaching pupils of all ages in their futurecareers.

Reflections on student power: An absurdist viewpoint

2020 ◽  
pp. 175774382098417
Author(s):  
Brad Bierdz
Keyword(s):  
Higher Education ◽  
Social Interaction ◽  
Social Identity ◽  
Power Relations ◽  
Social Power ◽  
Relevant Research ◽  
Educational Spaces ◽  
Student Power ◽  
Attention To Students

This exploration takes a look at how students in higher education are disempowered through regimes of social power that are always already extant and ubiquitous within educational regimes. Moreover, this exploration pays particular interest and attention to students in higher education because in many cases throughout relevant research, these student populations are conceived as being the most empowered students within a broad educational landscape, which this piece foundationally challenges. Fundamentally, this article uses a Camusian or Absurdist notion of power and social identity to make sense of how students in higher education take up space within seemingly disempowered educational spaces only to insistently and futilely call to themselves and other students as empowered, although such insistences are empty fallacies of specific social humanities hailing towards their only perceived means of ‘valuable’ social interaction defined by modern conceptions of humanity always already within power relations.

Facing Loss of Vision: The Response of Adults to Visual Impairment

1981 ◽  
Vol 75 (2) ◽  
pp. 41-45 ◽  
Author(s):  
Donna L. Emerson
Keyword(s):  
Group Therapy ◽  
Group Work ◽  
Low Vision ◽  
Psychosocial Problems ◽  
Short Term ◽  
Reactive Depression ◽  
Before And After ◽  
Group Members ◽  
Social Group Work ◽  
Group Experience

Short-term group therapy, using social group work, was utilized to treat the psychosocial problems of two groups of elderly low-vision clients and one group of young adult clients with low vision (N = 24). Group members showed psychosocial movement in three phases: shock, reactive depression, and readjustment. Evaluations measured the change in attitudes before and after group therapy. At the end of therapy, 17 persons, compared to none before the therapy, were at the point of self-acceptance and readjustment. Clinical examples illustrate the interplay of intrapsychic and group-experience factors leading to readjustment.

Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

1995 ◽  
Vol 58 (2) ◽  
pp. 21-24 ◽  
Author(s):  
Janet K. Winter ◽  
Joan C. Neal
Keyword(s):  
Student Perceptions ◽  
Group Work ◽  
Group Processes ◽  
Writing Quality ◽  
Student Opinions ◽  
Group Members ◽  
Effective Group ◽  
Student Grades ◽  
Learning And Achievement

Understanding student perceptions of group work should help educators prepare students to be effective group members in the classroom and at work. This study ascer tained student perceptions of their learning and achievement in group situations. The following correlations were determined: (a) There was a relationship between student grades and perceptions of the writing quality as well as perceptions of the amount learned about group processes; (b) there was no correlation between grades and student opinions of the quantity of work achieved, the type of person who hindered the group the most, and whether the student enjoyed the group work.

De glazen deur

KWALON ◽  
2019 ◽  
Vol 24 (2) ◽  
Author(s):  
Sofie Sergeant ◽  
Leendert van de Merbel
Keyword(s):  
Ethical Issues ◽  
Collaborative Reflection ◽  
Participatory Action ◽  
Ethical Considerations ◽  
Policy And Practice ◽  
Target Groups ◽  
Collective Inquiry ◽  
Creative Research ◽  
Working Together ◽  
Group Members

Access to the target group In participatory action research (PAR) the research team should include researchers and experts by experience (and their allies affected by the issue). PAR emphasizes collective inquiry and contribution to changes in policy and practice. In their opening essay Sergeant and Van de Merbel state that it is not enough to promote PAR as a vital way in bringing positive change in policy and practice. In order to conduct PAR in an ethical and just way, one needs to create room, space and time for PAR. PAR is more than a method; it needs time, good overthinking, collaborative reflection, creative research methods, coaching and training for all research group members, and – as Xavier Moonen states in his reply – sometimes also protection of vulnerable people. Moonen argues that this vulnerability should be taken into account and experts by experience should be protected from tokenism and research that does not meet their interests. This means, according to Moonen, that ethical considerations must be made. Gatekeepers should keep in mind that participation is a basic right and that pro’s and con’s should be considered in that light. In reaction to Moonen, Sergeant presents the ‘Working together, learning together’ and the results that come from this research project. She pleads for respecting intergroup-diversity within target groups and for looking beyond procedural ethical issues towards crossing the boundaries between dis- and ability.

A Systematic Review on Leadership Styles in Small and Medium Enterprises

2021 ◽  
Vol 12 (1) ◽  
pp. 26-26
Author(s):  
S.E. Donny Sita ◽  
N.A. Mohd. Nor
Keyword(s):  
Systematic Review ◽  
Leadership Styles ◽  
Leadership Style ◽  
Small And Medium Enterprises ◽  
Research Question ◽  
Main Research ◽  
Working Together ◽  
Group Members ◽  
Medium Enterprises ◽  
And Control

Earlier notions of leadership opined that leadership can be found in one's genes that determine how an individual behaves and reacts to his/her surrounding (Bass, 1985). That is, a leader can still be detected in a group of people although nobody may be appointed to lead at the outset. In the past, an individual became a leader through inheritance of a rank or the throne in a country or in an institution. However, the temperament or characteristic of an individual determine whether one can lead or not. A leader acts as a conflict contributor, a resolver or peacemaker, and a punisher (King et al., 2009). Besides being dominant over the rest of the group members, a leader needs to influence the followers too with his/her leadership style. The leadership style of a leader depends on the attitude of him/her to influencing followers in the organisation. The modern era indicates that an uncertainty or complex situations are not uncommon. In a context of a small and medium enterprises (SMEs), turbulences arising in an enterprise require an effective leader to sustain a strong sense of opportunity for all followers. Such participation allows followers to share opinions, make better decisions and control the resources. In fact, followers and the leader cannot be separated. Likewise, leadership runs in tandem with development. Development occurs as leadership pushes it (Banyai, 2009). Hence, without proper leadership to lead the followers, it would be rather difficult to reach the mutual goals of the enterprise (Poskas & Messer, 2015). Also, a good leadership through guidance and effective communication enables followers to improve themselves. Hence, to conduct a relevant systematic review, the current paper is guided by the following main research question: how are leadership styles practiced among leaders in the context of small and medium enterprises? The focus of this paper is on the leaders of small and medium enterprises where followers are working together towards achieving the mutual goals of the enterprise. Keywords: leader; leadership style; PRISMA; small and medium enterprises; systematic literature review

Didactic Proposal for Physical Education for Three-Year Olds in Early Childhood Education

2021 ◽  
pp. 262-279
Author(s):  
Carmen Delgado Ruiz ◽  
Elena Portero Ponce ◽  
Elena González Vela ◽  
María Muñoz Álvarez
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Performing Arts ◽  
Autonomous Community ◽  
Childhood Education ◽  
La Mancha ◽  
Different Types

Throughout this chapter the authors are going to present a didactic proposal, called “Lights, Camera, and Action” that is arranged to be carried out with three-year-old boys and girls and consists of five sessions, which will be spread over 15 days, and physical activity will be performed twice a week. In this proposal, topics like the typical in the performing arts such as circus, theater, dance, and music are explored. In this playful and motivating way, physical activity will be promoted, through our own content such as jumps, turns, and different types of balance. The didactic proposal contains objectives, competences, and contents, regulated by the Curriculum Decree 67/2007 establishing Early Childhood Education in the Autonomous Community of Castilla-La Mancha (Spain).

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