18 SES 08, Technology and Social Networking in Teacher Education and Physical Education
A fundamental dimension of school physical education (PE) is arguably movement and movement activities. However, there is a lack of discussion, in the context of PE, regarding what can be called capability to move in terms of coordinative abilities, body consciousness and educing bodily senses (Larsson et al. 2011; Redelius et al. 2009; Evans 2004; Shusterman 2004; Kirk 2010; Tinning 2010). In this presentation we want to contribute to this discussion in terms of what capability to move can mean, and how this capability can be developed in the context of PE when introducing new artifacts. Our study focuses on the growing use of exergames as a form of teaching aid in PE (Quennerstedt et al. 2013) and subsequently this study explores the potential contribution of these games to teaching and learning the capability to move. Many of these games include imitating movements and one aim of using the games in PE, apart from fighting obesity and increasing students’ fitness levels, is their potential contribution to motor skill acquisition (Meckbach et al. 2013). The aim with the presented study is twofold. Firstly, we will explore a specific Exergame’s contribution to a group of students’ motor skill acquisition in terms of their different ways of knowing two dance movements. Secondly, we will discuss necessary conditions for learning and developing capability to move and the game’s potential contribution ‘as a teacher’ in relation to the potential contribution of a PE-teacher.
Evans, J. (2004). Making a difference? Education and ‘ability’ in physical education. European Physical Education Review, 10(1) 95-108. Kirk, D. (2010). Physical Education Futures. Oxon: Routledge. Larsson, H., Redelius, K., & Fagrell, B. (2011). Moving (in) the heterosexual matrix. On heteronormativity in secondary school physical education. Physical Education and Sport Pedagogy, 16(1) 67–81. Meckbach, J., Gibbs, B., Almqvist, J., & Quennerstedt, M. (2014). Wii teach movement qualities in physical education. Sport Science Review, 23(5-6), 241-266. Pang, M. F. (2003). Two Faces of Variation: On Continuity in the Phenomenographic Movement. Scandinavian Journal of Educational Research, 47(2), 145–156. Quennerstedt, M., Almqvist, J., Meckbach, J., & Öhman, M. (2013). Why do Wii teach physical education in school? Swedish Journal of Sport Research, 2, 55-81. Redelius, K., Fagrell, B., & Larsson, H. (2009). Symbolic capital in physical education and health. To do, to be or to know? That is the gendered question. Sport, Education and Society,14(2): 245–260. Shusterman, R. (2004).Somaesthethics and education: Exploring the terrain. In: Laura Bresler (ed) Moving bodies moving minds (pp.51–60). Dordrecht: Kluwer Academic Publisher. Tinning, R. (2010). Pedagogy and human movement. Theory, practice, research. Oxon: Routledge.
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