Defining Physical Education: The Social Construction of a School Subject in Postwar Britain

1994 ◽  
Vol 34 (2) ◽  
pp. 247
Author(s):  
Christopher W. Pollock ◽  
David Kirk
2009 ◽  
Vol 28 (2) ◽  
pp. 173-191 ◽  
Author(s):  
Laura Azzarito ◽  
Melinda Solmon

Despite significant theoretical and practical progress over the past 20 years, the social construction of gender and its link to youths’ participation in physical activity in school contexts remain critical issues that call for further socioeducational scrutiny. In this study, researchers investigated the ways students’ embodiment of discursive constructs differed in terms of gender and race, and the relation between students’ embodied discursive constructs and students’ favorite or least favorite physical activities in physical education classes. The participants were 528 students from three public high schools. A survey was developed to assess students’ embodiment of discursive constructs. These results suggest that discursive constructs are influential in producing students’ choice of “gender-appropriate” physical activities. To destabilize the gender binary, therefore, the creation and promotion of a discourse of the “multiplicity of physicality” is proposed.


1997 ◽  
Vol 6 (2) ◽  
pp. 189-210 ◽  
Author(s):  
Susan L. Greendorfer ◽  
Laurna Rubinson

This review of the extant literature suggests that the examination of homophobia, heterosexism and gay/lesbian identities in sport remains a topic of analysis for very few scholars. In addition, there may be debate whether articles relative to masculinity and femininity, traditional gender role constructions, gender relations and the social construction of sport and sport as masculine culture should be included. Despite the narrowness or breadth of topics considered, homophobia, a weapon of sexism and hegemonic masculinity (and femininity) becomes a powerful resistance to patriarchy and male domination. The review begins with definitions of homophobia and moves to research and discussions that focus more directly on homophobia in sport and physical education. To present the breadth of topics that could be considered, additional sections include articles dealing with lesbianism in sport, heterosexism in sport, and a brief overview of homophobia in the popular press. Lack of theoretical frameworks, applications of theory and insufficient impirical evidence contribute to an uneveness in the literature and make it difficult to draw specific conclusions.


2007 ◽  
Vol 12 (2) ◽  
pp. 141-158 ◽  
Author(s):  
José María González Ravé ◽  
Luis Miguel Ruiz Pérez ◽  
Maria Carrasco Poyatos

2015 ◽  
Vol 34 (1) ◽  
pp. 18-35 ◽  
Author(s):  
Carmen Peiró-Velert ◽  
Pere Molina-Alventosa ◽  
David Kirk ◽  
José Devís-Devís

This paper examines teachers’ use of printed curriculum materials (PCM) during physical education (PE) instruction in Spanish secondary schools and the role they play in the enacted curriculum and in the construction of pedagogical knowledge. Three hundred and ten participants (mean age: 37.7 ± 8.7) responded to an interview-questionnaire on teachers’ pedagogical roles and tasks linked to PCM in PE. Results indicated that while PCM were used very frequently for registering students’ attendance and recording observational notes from lessons, textbooks were less and infrequently used. Both, ‘materials for data registration’ and ‘student textbook’ showed the highest and lowest level of teachers’ satisfaction, respectively. ‘Student diary’ was the PCM used more by female and less experienced teachers than their counterparts, while textbooks were used more by experienced teachers than those with less years of teaching experience. Over fifty percent of teachers considered PCM to be ‘Quite important’ because they facilitate students to study theoretical knowledge, investigate and be creative. The paper discusses the contribution of teachers’ use of PCM to the enacted curriculum and their participation in the social construction of PE knowledge through Bernstein’s theory of pedagogic device. In particular, it indicates that PE teachers are relatively independent from external agencies in curriculum development and participate in the social construction of pedagogical knowledge. Female and less experienced teachers’ use of PCM facilitated students’ participation in the construction of knowledge, which suggests weaker framing of the teaching-learning process..


2009 ◽  
Vol 26 (2) ◽  
pp. 277-295 ◽  
Author(s):  
Samaya Farooq ◽  
Andrew Parker

This qualitative study of a British Islamic independent school explores the construction of religious masculinities within the lives of a cohort of Muslim adolescent males. An ethnographic analysis is presented whereby boys’ physical education is located as a strategic site for the development of Muslim masculine identities. Adopting a symbolic interactionist perspective, the article discusses the representation of pupil masculinities within the school and the specific role that Islam, sport, and physical education played in respondent lives. Findings highlight how religion provided a central mechanism through which pupils sought to construct and negotiate their masculine selves. In turn, physical education served as an avenue through which respondents could embrace and embody their sense of self and express a series of broader religious ideals.


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