18 SES 02, Learning to Move in and through Physical Education: An embodied experience
Current knowledge of how people learn to move has been powerfully influenced by the field of motor learning (Fischman, 2007). Motor learning concepts like ‘program’, ‘skill acquisition’ and ‘performance’ are largely taken for granted within physical education and sport settings (Evans & Penney, 2008). There are two interrelated problems with this situation. First, although the motor learning field provides sophisticated theories of movement learning, these theories take a dualistic approach, separating mind and body (Nyberg & Carlgren, 2014; Light & Kentel, 2015). As a result, they are insufficient on their own to explain and inform the events that occur when someone is learning to move. Second, existing motor learning theories organize different ways of moving hierarchically where a narrow range of movements – typically related to elite performance in team sports – are seen as gold standards (Larsson & Quennerstedt, 2012). Learners whose movements deviate from these standards are marginalized. Learners that have special needs or bodies dissimilar to elite athletes, indeed, people with little experience of team sports in general are disadvantaged by framing movement learning in this way.
To counter these problems, the current investigation involved developing and implementing a pedagogical sequence based on alternative perspectives of moving bodies. Building on recent research of Nyberg and colleagues (Nyberg & Carlgren, 2014; Nyberg & Larsson, 2014), we used concepts of Gilbert Ryle (Ryle, 2009) regarding dispositions, actualization and intelligent practice, along with the work of Michael Polanyi (Polanyi, 1969, 2002) on practical knowledge, connoisseurship, and types of attention, to create a series of learning experiences for movement learners in physical education lessons. These perspectives challenged dualistic thinking and provided radically different starting points for both the practice and analysis of movement learning. The specific aims of the project addressed through the interplay of pedagogical, empirical and analytical activities were to:
1. Identify the meanings which students ascribe to movement learning when participating in movement sequences underpinned by Ryle and Polanyi’s theories.
2. Explain how the meanings which students ascribe to movement learning support, expand and challenge formal theories relating to movement.
Barker, D., Bergentoft, H., & Nyberg, G. (in press). What would physical educators know about movement education? A review of literature, 2006-2016. Quest. Chow, J. Y. (2013). Nonlinear learning underpinning pedagogy: Evidence, challenges, and implications. Quest, 65, 469-484. Chow, J. Y., & Atencio, M. (2014). Complex and nonlinear pedagogy and the implications for physical education. Sport, Education and Society, 19(8), 1034-1054. Evans, J., & Penney, D. (2008). Levels on the playing field: The social construction of physical 'ability' in the physical education curriculum. Physical Education and Sport Pedagogy, 13(1), 31-47. Fischman, M. G. (2007). Motor learning and control foundations of kinesiology: Defining the academic core. Quest, 59(1), 67-76. Larsson, H., & Quennerstedt, M. (2012). Understanding movement: A sociocultural approach to exploring moving humans. Quest, 64(4), 283-298. Light, R. L., & Kentel, J. A. (2015). Mushin: learning in technique-intensive sports as a process of uniting mind and body through complex learning theory. Physical Education and Sport Pedagogy, 20(4), 381-396. Nyberg, G., & Carlgren, I. M. (2014). Exploring capability to move–somatic grasping of house-hopping. Physical Education and Sport Pedagogy(ahead-of-print), 1-17. Nyberg, G., & Larsson, H. (2014). Exploring ‘what’ to learn in physical education. Physical Education and Sport Pedagogy, 19(2), 123-135. Polanyi, M. (1969). Knowing and being. Essays by Michael Polanyi. Chicago: University of Chicago Press. Polanyi, M. (2002). Personal knowledge: Towards a post-critical philosophy. London: Routledge. Ryle, G. (2009). The concept of mind. New York: Routledge. Wallian, N., & Chang, C. W. (2006). Development and learning of motor skill competencies. In D. Kirk, D. Macdonald & M. O'Sullivan (Eds.), Handbook of Physical Education (pp. 292-311). Thousand Oaks, CA: Sage. Ward, P. (2013). The role of content knowledge in conceptions of teaching effectiveness in physical education. Research Quarterly for Exercise and Sport, 84, 431-440.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.