scholarly journals Awakening Movement Consciousness in the Physical Landscapes of Literacy: Leaving, Reading and Being Moved by One’s Trace

2011 ◽  
Vol 5 (2) ◽  
pp. 73-92 ◽  
Author(s):  
Rebecca J. Lloyd
Keyword(s):  
Physical Education ◽  
Human Condition ◽  
The Body ◽  
Whole Child ◽  
Physical Literacy ◽  
Political Purpose ◽  
The World ◽  
Cognitive Frame ◽  
Curricular Revision ◽  
Being Moved

Physical literacy, a concept introduced by Britain’s physical education and phenomenological scholar, Margaret Whitehead, who aligned the term with her monist view of the human condition and emphasis that we are essentially embodied beings in-the-world, is a foundational hub of recent physical education curricular revision. The adoption of the term serves a political purpose as it helps stakeholders advocate for the educational, specifically literacy, rights of the whole child. Yet, one might wonder what impact conceptual shifts of becoming “physically literate” in lieu of becoming “physically educated” have on physical education research and practice. Terms such as “reading” the game and metaphors that describe the body as an “instrument of expression” are entering the lexicon of physical education but from a seemingly cognitive frame of reference. Arguably, the extent to which the adoption of physical literacy has on dissolving Cartesian views of the body and the mechanization of movement it performs has yet to be questioned. This article thus acts as an invitation to explore physical literacy in a Merleau-Pontian inspired act of inscribing the world through movement and how a reading of a reversible imprint might awaken a more fluent sense of what it means to become physically literate as new curricular pathways in the field of physical education emerge.

scholarly journals Sport experience and the symbolism of the body. Story of a student´s initial training | Experiencia deportiva e imaginario corporal. Relato de una alumna en formación inicial

2020 ◽  
Vol 13 (27) ◽  
pp. 121
Author(s):  
María Esther Prados Megías ◽  
Bella Aurelia Maldonado Mora
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Narrative Research ◽  
The Body ◽  
Initial Training ◽  
Body Model ◽  
Rhythmic Gymnastics ◽  
The World ◽  
Sports Sciences ◽  
Educational Careers

ResumenLas experiencias que tienen jóvenes deportistas a lo largo de su trayectoria deportiva y educativa van dando sentido y significado al modo en cómo éstos, como futuros profesionales del campo de las ciencias de la actividad física y el deporte, van construyendo diferentes concepciones de la motricidad humana. Desde el enfoque de la investigación biográfica narrativa profundizamos en el relato de Glissade, alumna en formación inicial que ha desarrollado su trayectoria deportiva en el mundo de la Gimnasia Rítmica. El objetivo de este trabajo es indagar en algunas de las representaciones del modelo corporal y los aspectos emocionales-relacionales que constituyen la identidad deportiva de esta mujer y cómo ello está presente en su formación inicial. El relato de Glissade nos acerca a dos cuestiones: las tensiones entre su cuerpo de mujer y las exigencias del deporte que practica, ambos sujetos a cánones tradicionales sobre lo bello/estético y los aprendizajes emocionales que están presentes en su práctica deportiva. Este trabajo evidencia la importancia de visibilizar y conocer la experiencia de las personas desde su propia voz, ya que ello permite reflexionar sobre creencias, pensamientos y modelos que persisten en los procesos de formación inicial de futuros profesionales de la educación física y el deporte.AbstractThe experiences that young sportsmen and women have throughout their sporting and educational careers are giving meaning and significance to the way in how they, as future professionals in the field of physical activity and sports sciences, are building different conceptions of human motricity. From the focus of biographical narrative research, we delved into the story of Glissade, a student in initial training who has developed her sports career in the world of Rhythmic Gymnastics. The aim of this work is to investigate the representations of the body model and the emotional-relational aspects that constitute the sports identity of this woman and how this is present in her initial training. Glissade´s story brings us closer to two questions: the tensions between her body as a woman and the demands of a sport she plays, both are subject to traditional canons of beauty/aesthetics and the emotional learnings that are present in their sports practice. This work shows the importance of making visible and knowing the experience of people from their own voice, since this allows reflection on beliefs, thoughts and models that persist in the processes of initial training of future professionals in physical education and sport.

Body image(s): Problematizing future physical education teachers’ beliefs about the body and physical activity through visual imagery

2021 ◽  
pp. 1356336X2110562
Author(s):  
Gustavo González-Calvo ◽  
Vanesa Gallego-Lema ◽  
Göran Gerdin ◽  
Daniel Bores-García
Keyword(s):  
Physical Activity ◽  
Body Image ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Great Influence ◽  
The Body ◽  
Physical Education Teachers ◽  
Visual Methods ◽  
Teachers Beliefs ◽  
The World

Visual culture affects the way people understand the world and themselves, contributing to the creation of certain roles and stereotypes, some of which are related to body image. This study focused on interrogating future physical education teachers’ beliefs about the body and physical activity to understand the construction of bodily subjectivities and their perceptions of how these are influenced by visual (physical) culture. Data were collected through the use of visual methods consisting of photo-elicitation and individual interviews with 23 students from a Primary Education Degree with a specialization in physical education at a Spanish university. Data were analyzed using thematic content analysis. The results of the study show that these future physical education teachers are aware of both the great influence of gender stereotypes and the values of consumerism in the field of physical activity stemming largely from the media, which inevitably will shape their future professional practice. However, the results also highlight how these future physical education teachers consider and position the subject of physical education as an important space where they could help students problematize and challenge these beliefs. We suggest that a focus on visual (physical) literacy is needed for future physical education teachers (and their students) to understand the world from a socially critical perspective and transform it in the interest of equity and social justice.

Freeing the Mind through the Body: Women's Thoughts on Physical Education in Late Qing and Early Republican China

NAN Nü ◽  
2006 ◽  
Vol 8 (2) ◽  
pp. 316-358
Author(s):  
Denise Gimpel
Keyword(s):  
Physical Education ◽  
The Body ◽  
Republican China ◽  
Female Development ◽  
Late Qing ◽  
The World ◽  
The Status ◽  
Early Republican ◽  
The Mind ◽  
Present Text

AbstractPhysical education (tiyu/ticao) was an important topic in China at the turn of the nineteenth century. Healthy citizens were to provide the foundations of a healthy China, one that could find its rightful place among the strong nations of the world and no longer be considered the "sick man of Asia." Many texts dealt with the kind of physical education that was perceived as necessary, and the physique was an issue in both educational regulations, school curricula and general reform demands. However, as elsewhere in the world, there was a clear distinction made between what was felt appropriate and necessary for men and women. Moreover, as the present article shows, there was also a clear gender line in the manner in which physical training and culture were functionalized by individual writers. By highlighting some of the different approaches to and interpretations of the concept of tiyu/ticao, the present text seeks to demonstrate how it could be used to maintain the status quo by simply remolding the subordinate female role but also to seek a real autonomous realm for female development.

The Figure of Teacher Expected in Modern Physical Education

2016 ◽  
Vol 1 (1) ◽  
pp. 117-138
Author(s):  
Józef Węglarz
Keyword(s):  
Physical Education ◽  
The Body ◽  
Physical Culture ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Modern Education ◽  
The World

Modern education is meant to prepare comprehensively a person to live independently in specific social and cultural realities. A part of this versatility covers preparing the student to participate in physical culture in adulthood. It is a main goal of the process of physical education. To fulfil this purpose, it is necessary to equip the student with fixed beliefs about the need to care for his body and with skills to command it. These powers (axiological and technological ones) should be supported by extensive knowledge of the needs and possibilities of the body to such an extent that all activities relating to the body are rational. It is the task of physical education teacher who is supposed to introduce the student into the world of physical culture. The teacher is expected to be the student’s guide to the world of the body’s value.

scholarly journals Increase of students' motor activity in volleyball lessons

2020 ◽  
pp. 159-161
Author(s):  
Z. V. Syrovatko
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motor Activity ◽  
The Body ◽  
Educational Institutions ◽  
Muscular System ◽  
The People ◽  
The Social ◽  
The World ◽  
Youth Activity

In the article, the motor activity of students of higher educational institutions. The importance of physical education of student youth in a pandemic has been determined. The necessity of increasing motivation for physical education classes by means of volleyball has been substantiated. It was revealed that volleyball is the most popular sport among today's youth. Physical activity is of less importance in the life of the people, and even in the process of the evolution of the world, the biological needs of the people have been formulated with the needs of people, water, self-preservation, meager. Physical activity is positively infused into the psyche and into the physical health and is an important, fundamental official who formulates, protects and changes. Seemingly, it’s an hour to take physical rights in the body of people singing mechanisms, as a result of which the functions of not only the muscular system, but the mental, heart-vascular, nervous system and herbal systems are accepted. Besides. Physical activity is injected into the social function of the people, the spawn, on the preoccupation of the society with the kidnapped person, so the possibility is more active in the suspension. Do not bother with those of the current year, to actively develop the promotion of a healthy way of living, seemingly infusing regular people with physical rights, different kinds of sports, about those who need food to feed students from the middle of youth activity.

scholarly journals Lendo o mundo nas aulas de educação física no ensino médio: por uma ecologia de saberes contra-hegemônicos sobre as práticas corporais e o corpo

2021 ◽  
Vol 19 (3) ◽  
pp. 1-8
Author(s):  
Daniel Teixeira Maldonado ◽  
Uirá De Siqueira Farias ◽  
Valdilene Aline Nogueira
Keyword(s):  
High School ◽  
Physical Education ◽  
Paulo Freire ◽  
Sao Paulo ◽  
The Body ◽  
São Paulo ◽  
Critical Reading ◽  
The Social ◽  
The World ◽  
Body Practices

OBJETIVO: Relatar uma experiência político-pedagógica que ampliou a leitura de mundo dos estudantes do Ensino Médio sobre os conhecimentos contra-hegemônicos produzidos sobre as práticas corporais e o corpo durante as aulas de Educação Física. MÉTODOS: Foi relatada uma experiência educativa com estudantes do 1º ano do curso de Eletrônica integrado ao Ensino Médio do Instituto Federal de São Paulo – Campus SP, entre os meses de agosto e dezembro de 2020. A turma possui aproximadamente 40 alunos e o currículo é constituído por duas aulas semanais de Educação Física. RESULTADOS: Os estudantes realizaram uma leitura crítica do mundo sobre os saberes contra-hegemônicos sociais, políticos, econômicos, históricos, biológicos e fisiológicos que se relacionam com as práticas corporais e o corpo, produzidos pela literatura científica e movimentos sociais, durante as aulas do componente curricular. CONCLUSÃO: Ao fazer um diálogo entre os conceitos de leitura de mundo e ecologia de saberes contra-hegemônicos, produzidos por Paulo Freire e Boaventura de Sousa Santos, passamos a defender que a função social das aulas de educação física está relacionada com a leitura crítica do mundo dos saberes produzidos sobre as danças, lutas, esportes, ginásticas, jogos, brincadeiras e a relação da sociedade com o corpo, pelos grupos que foram marginalizados no sistema capitalista.ABSTRACT. Reading the world in physical education classes in high school: For an ecology of counter-hegemonic knowledge about body practices and the bodyOBJECTIVE: To report a political-pedagogical experience that expanded the reading of the world of high school students about the counter-hegemonic knowledge produced about body and body practices during physical education classes. METHODS: An educational experience was reported with students from the 1st year of the electronics course integrated with high school at the Federal Institute of São Paulo - Campus SP, between the months of august and december of the year 2020. the class has approximately 40 students and the curriculum is consisting of two weekly physical education. RESULTS: The students carried out a critical reading of the world about the social, political, economic, historical, biological and physiological counter-hegemonic knowledge that is related to body and body practices, produced by scientific literature and social movements, during the classes of the curricular component. CONCLUSION: By making a dialogue between the concepts of world reading and the ecology of counter-hegemonic knowledge, produced by Paulo Freire and Boaventura de Sousa Santos, we come to defend that the social function of Physical Education classes is related to the critical reading of the world of knowledge produced on dances, fights, sports, gymnastics, games and the relationship of society with the body, by groups that were marginalized in the capitalist system.

Benefits of Physical Literacy and Gymnastics for Physical Education of Older Adults and Seniors

2014 ◽  
Vol 4 (2) ◽  
pp. 94-109
Author(s):  
Viléma Novotná ◽  
Iveta Holá ◽  
Kateřina Doležalová
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Physical Education ◽  
Population Group ◽  
Well Being ◽  
The Elderly ◽  
Optimal Level ◽  
The Body ◽  
Body Posture ◽  
Physical Literacy

The quality of life of the elderly is becoming a serious problem of contemporary society. Low level of physical literacy of this group of citizens does not encourage their need for exercise, it does not motivate to physical activity and to the change of lifestyle. The aim of the paper is to select and organize the knowledge about the concept and the direction of physical education of older adults and seniors, to define the conceptual content of physical literacy in education, to provide an example of a possible way to differentiate the offer of education for each age category and to present the appropriate proposal of movement and gymnastics programs for a selected population group. As a method of solution of the issue has been selected questionnaire and interval scaling. The questions in questionnaire survey were selected with regard to the appropriateness of defined gymnastic exercises involved in the concept of physical literacy. The questions were answered by 28 experts, university teachers. Descriptive statistics were used for the classification and analysis of the obtained data. The greatest impact responses gained Importance of exercises for correct body posture and basic locomotion were in responses stated as the most important, followed by realisation of the movements of the body and its parts, orientation in space and balance exercises. In the area of knowledge safety of physical activity, the execution of the movement and the importance of prevention and health benefits reached nearly 90%. Into the content of physical literacy of older people and seniors were selected five groups of inventories of gymnastic activities: body posture, locomotion, balance, flexibility and handling skills. Physical education of elderly population should be oriented to the optimal level of health focused fitness, acquiring specific skills, strengthening of resilience, well-being and social cohesion.

Traversing

2020 ◽  
Author(s):  
Susanna Trnka
Keyword(s):  
Lived Experience ◽  
Martin Heidegger ◽  
Family Members ◽  
Human Condition ◽  
The Body ◽  
Dance Floor ◽  
The Earth ◽  
The World ◽  
Czech Society ◽  
Ethnographic Analysis

This book is about our ways of seeing, experiencing, and moving through the world and how they shape the kinds of people we become. Drawing from concepts developed by two phenomenological philosophers, Martin Heidegger and Jan Patočka, and putting them in conversation with ethnographic analysis of the lives of contemporary Czechs, the book examines how embodiment is crucial for understanding our being-in-the-world. In particular, the book scrutinizes three kinds of movements we make as embodied actors in the world: how we move through time and space, be it by walking along city streets, gliding across the dance floor, or clicking our way through digital landscapes; how we move toward and away from one another, as erotic partners, family members, or fearful, ethnic “others”; and how we move toward ourselves and the earth we live on. Above all, the book focuses on tracing the ways in which the body and motion are fundamental to our lived experience of the world, so we can develop a better understanding of the empirical details of Czech society and what they can reveal to us about the human condition.

scholarly journals Assessment for learning in Physical Education: Its emergent relationships with motor competence development and intrinsic motivation toward physical literacy

2018 ◽  
Vol 20 (2-3) ◽  
pp. 213-234
Author(s):  
Ana Luísa Quitério
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Assessment For Learning ◽  
Competence Development ◽  
Whole Child ◽  
Physical Literacy ◽  
Motor Competence ◽  
Physically Active ◽  
Child Education ◽  
Active Lifestyles

By pursuing the well-known idea that assessment for learning is paramount for enhance learning, this paper argues that assessment for learning in physical education (PE) is the best process and strategy to ensure an adequate motor competence development, physical literacy and foster intrinsic motivation in PE. There is the need to consider assessment for learning as a cornerstone for successful motor competence development, PE learning and physical literacy, recognized as an essential basis for the whole-child education. The current paper presents a set of arguments supporting motor competence development and its assessment within PE. Finally, it is briefly provided a background to improve the strategies that facilitate the promotion of PE autonomy-supportive environments in order to enhance motor competence, intrinsic motivation for PE learning, physical literacy, and physically active lifestyles.

scholarly journals The Movement of Repetition: Incorporation through Mimetic, Ritual and Imaginative Movements

2020 ◽  
Vol 42 (2) ◽  
pp. 87-100
Author(s):  
Christoph Wulf
Keyword(s):  
Human Body ◽  
Homo Sapiens ◽  
Human Condition ◽  
The Body ◽  
Human Being ◽  
Central Importance ◽  
Nature And Culture ◽  
The World ◽  
Cultural World ◽  
Body Knowledge

SummaryThe movement of repetition is irrevocably linked to the constitution of the human body and is therefore a human condition. The process of hominisation makes this clear. In the body of Homo sapiens and in his movements a connection between nature and culture is created. The movement of repetition is of central importance. Repetition is essential for the evolution of Homo sapiens, the development of communities and individuals. Repetitions are mimetic; they lead to productive imitations in which new elements and events also emerge. Mimetic movements and the repetitive aspects they contain open up the historical and cultural world to people. Repetitions in rituals lead to the acquisition of an implicit silent practical body knowledge. The emotions arising in mimetic processes are movements through which an orientation in the world takes place. The imaginations based on the eccentricity of the human being and on movements of repetition contribute to the development of a collective and individual imaginary.

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