Background
In his agenda-setting article Making a difference? Education and “ability” in physical education, John Evans (2004) argues that our thinking about “ability” has become a taken for granted absent in PE. Evans (2004) raises critical concerns about the profession’s little skimpy attention to deal with these issues. In a similar vein, Hay (2008) proposes that studies of ability and assessment have received little attention in PE literature, and consequently, need more empirical work (Hay, 2008). Moreover, Evans (2004) argues that “ability” must be considered as something negotiable, and dependent on the discursive context. The context of PE is particularly influenced by discourses of healthism (Johns, 2005; Webb & Quennerstedt, 2010), sports (Hunter, 2004; Kirk, 2010), and masculinity (Wright, 1996; van Amsterdam, Knoppers, Claringbould, & Jongman, 2012). However, according to Hay and Macdonald (2010), scant research is evident in the academic PE literature on how such discourses shape the constitution of the students` abilities in PE. In this matter, the aim of our study is to investigate how “ability” is constituted in PE teaching practice.
Research question
How do the “able” and “less-able” students appear in PE teaching practice?
Theoretical framework
This study draws on material from the first-author’s Ph.D.-project, in which the main aim is to investigate how “PE” is constituted in teaching practice. Drawing on the work of Michel Foucault, discourse is a central concept in his Ph.D.-project. Foucault (1972, 1977) was exceedingly concerned with analysing how discourses produce knowledge/“truths” about objects, for instance, madness or punishment. Even though Foucault used discourse in several ways, we consider discourses as “practices that systematically form the object of which they speak” (Foucault, 1972, p. 49). In his works from the 1970’s, Foucault establishes a link between truth and power, arguing that “truth” is produced by systems of power (Foucault, 1980). Furthermore, Foucault argues that “it is in discourse that power and knowledge are joined together” (Foucault, 1978, p. 100). Thus, power-knowledge relations work through discursive practices, and produce “truths”. In other words, Foucault’s concept of power is related to how certain ideas and practices become accepted as normal and taken-for-granted, within a socio-cultural context. Thus, ideas and definitions concerning “ability” in PE, within a socio-cultural context, are accepted and often taken-for-granted as the norms or “truths”, by the agents (teachers, students, teacher educators, etc.) operating within this context. In our study, following Foucault (1977), we are attentive toward how discourses embedded in teaching practice produce what is considered as ‘truths’ on student ‘ability’ in PE, and thus how the classification of students as “able” / “less-able” unfolds in teaching practice.