Session Information
08 SES 06, Physical Activity, Health and Health Education
Paper Session
Contribution
Background. Today, the Danish sport culture plays an important role in the lives of most Danish children. The Danish welfare system is epitomized by a large public sector and universal, egalitarian and generous welfare. These ideals and values are also permeated the history of sport in Denmark where most sport is organized in two strong national organizations (Ibsen, Hansen, & Storm, 2010). It is through these organizations that most Danish children learn sport culture by participation in activities in local voluntary sport clubs. They adopt the values and practices that are common in the sport community (having focus on specific areas (ex. handball or football) competition, goal orientation, performance).
Denmark, like other European countries (ex. Czech Republic, France, Germany, Hungary), experience problems with the status of Physical Education and a growing number of children that are not motivated to participate in physical education or physical activity all together (Puhse & Gerber, 2005). One solution to these challenges that has gained significant political attention in Denmark in the past few years is collaboration between the public schools and the voluntary sport clubs. The strong Scandinavian sport culture seems to offer schools and teachers a helping hand in motivation pupils. However, the purpose of PE in the school system is quite different from the values in the dominating sports culture, but these differences are not evident to the pupils. The pupils seem to develop their basic assumptions about what PE in school is on what they learn about sport in the clubs. If Physical education in public schools should continue to have different values and goals than those that are dominating in the clubs we need to better understand how the pupils perceive the subject “Physical Education”.
The purpose of this study is to analyze how pupils’ meta-understanding of physical education is different from how they understand other subjects and how this difference affects the practice in, and, ultimately, the learning outcomes of physical education.
The theoretical framework is Wengers (1998) concept of Communities of Practice.
Method
Expected Outcomes
References
Charmaz, K. (2006). Constructing Grounded Theory. London: Sage. Dahler-Larsen, P. (2008). Displaying qualitative data. Odense: Syddansk Universitetsforlag. Ibsen, B., Hansen, J., & Storm, R. K. (2010). Elite sport development in Denmark. I B. Houlihan, & M. Green, Routledge haandbook of sport development (s. 381-393). London: Routledge. Miles, M. B., & Huberman, M. A. (1994). Qualitative data analysis (Årg. 2). London: Sage. Puhse, U., & Gerber, M. (2005). International comparison of physical education. Oxford: Meyer og Meyer. Wenger, E. (1998). Communities of practice - Learning, meaning, and identity. Cambrigde: Cambridge Univesity Press. Yin, R. K. (2009). Case study research - Design and methods (4. udg.). London: Sage.
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