Author: Associate Professor of Strategy and Management Mary O'Sullivan,Mary O'Sullivan,Ann MacPhail
How do children and young people experience and understand sport and physical activity? What value do they attach to physical education and physical literacy? This important new book attempts to engage more directly than ever before with the experiences of young people by placing the voices of the young people themselves at the centre of the discussion. As the need to listen to young people becomes increasingly enshrined in public policy and political debate, this book illuminates our understanding of an important aspect of the everyday lives of many young people. With contributions from leading researchers and educationalists from around the world, the book draws on a diverse range of methodological and theoretical perspectives to demonstrate how we can better understand the unique perspectives of young people, how teachers and coaches can respond to and engage with the voices of young people, and how young people can be afforded opportunities to shape their education and leisure experiences. The book presents a fascinating range of case studies from around the world, including the experiences of African American girls and masculine sporting identities in Australia, and addresses both theoretical and policy debates. Young People’s Voices in Physical Education and Youth Sport is essential reading for any serious student or professional with an interest in PE, youth sport, sports development, sports coaching, physical activity and health, education or youth work.
To understand and more creatively capture the social world, visual methods have increasingly become used by researchers in the social sciences and education. However, despite the rapid development of visual-based knowledge, and despite the obvious links between human movement and visual forms of understanding, visual research has been scarce in the fields of physical culture and physical education pedagogy. This groundbreaking book is the first to mark a "visual turn" in understanding and researching physical culture and pedagogies, offering innovative, image-based research that reveals key issues in the domains of sport, health, and physical education studies. Integrating visual research into physical culture and pedagogy studies, the book provides the reader with different ways of "seeing", looking at, and critically engaging with physical culture. Since human movement is increasingly created, established, and pedagogized beyond traditional educational sites such as schools, sport clubs, and fitness gyms, the book also explores the notion of visual pedagogy in wider physical culture, helping the reader to understand how visual-based technologies such as television, the internet, and mobile phones are central to people’s engagement with physical culture today. The book demonstrates how the visual creates dynamic pedagogical tools for revealing playful forms of embodiment, and offers the reader a range of visual methods, from researcher-produced photo analysis to participatory-centred visual approaches, that will enhance their own study of physical culture. Pedagogies, Physical Culture and Visual Methods is important reading for all advanced students and researchers with an interest in human movement, physical education, physical culture, sport studies, and research methods in education.
This is the first research methods book to focus entirely on physical education and youth sport. It guides the reader through the whole research process; from the first steps to completion of a dissertation or practice-based project, and introduces key topics such as: formulating a research question qualitative approaches quantitative approaches mixed method research literature review case studies survey, interviews and focus groups data analysis writing the dissertation. Each chapter includes a full range of useful pedagogical features, including chapter summaries, practical activities, case studies, dialogues with active researchers and guidance on further reading and resources. With contributions from some of the world’s best-known researchers in the field, this book is indispensible reading for all students and professionals working in physical education, youth sport, sports coaching and related subjects.
How can or does youth sport reconcile what seems to be a fundamental contradiction between understandings of sport and disability? Has youth sport been challenged in anyway? Have alternative views of sport for disabled people been presented? Examining some of the latest research, this book considers the relationship between sport and disability by exploring a range of questions such as these. Disability and Youth Sport further challenges current thinking and therefore serves to stimulate progressive debate in this area. Drawing on a breadth of literature from sports pedagogy, sociology of sport, disability studies, inclusive education, and adapted physical activity, a socially critical dialogue is developed where the voices of young disabled people are central. Topics covered include: researching disability and youth sport inclusion policy towards physical education and youth sport constructions of disability through youth sport the voices of young disabled people the historical context of disability sport With its comprehensive coverage and expert contributors from around the globe, this book is an ideal text for students at all levels with an interest in youth sport, disability studies, or sport policy.
Education by Fiona Dowling,Hayley Fitzgerald,Anne Flintoff
Issues of equity remain an essential theme throughout the study and practice of physical education (PE), youth sport and health. This important new book confronts and illuminates issues of equity and difference through the innovative use of narrative method, telling stories of difference that enable students, academics and professionals alike to engage both emotionally and cognitively with the subject. The book is arranged into three sections. The first provides an overview of current theory and research on difference and inequality in PE, youth sport and health, together with an introduction to narrative forms of knowing. The second section includes short narratives about difference that bring to life the key themes and issues in a range of physical activity contexts. The third section draws upon a selection of narratives to offer detailed, practical suggestions for how they might be used in, or inform, teaching sessions. This is the first book to explore issues of equity through narrative, and the first to examine the pedagogical value of a narrative approach within PE, youth sport and health. With contributions from many of the world’s leading equity specialists, it will be invaluable reading for all students, scholars and professionals working in PE, youth sport, health, sports development, gender studies and mainstream education programmes.
'We can reach far more people through sport than we can through political or educational programmes. In that way, sport is more powerful than politics. We have only just started to use its potential to build up this country. We must continue to do so.' – Nelson Mandela Nelson Mandela's statement reflects a widely held view that sport can contribute in unique and far-reaching ways to the delivery of important social outcomes. But is this really the case? Can sport bring people from different backgrounds together, and in so doing act as a force for social transformation and change? In the language of policymakers and practitioners, can sport contribute to social inclusion or could it be argued that sport acts to marginalize and disadvantage some groups in society? In other words could sport reinforce, rather than challenge, social inequality? Focusing on youth sport as a touchstone sector of sport in society, this book examines the theoretical and empirical bases of arguments for the role of sport in social inclusion agendas. Authors are drawn from around the world and offer critical perspectives on assumptions underpinning the bold claims made about the power of sport. This book represents the most up-to-date and authoritative source of knowledge on inclusion and exclusion in youth sport. As such, it is essential reading for those who want to use sport to 'make a difference' in young people's lives. It is, therefore, recommended for students, researchers, policy makers and practitioners working in sports development, sports coaching, sport studies or physical education.
Education by Tony Rossi,lisahunter,,Erin Christensen,Doune Macdonald,
Emerging Teachers’ Stories from the Staffroom and Beyond
Author: Tony Rossi,lisahunter,,Erin Christensen,Doune Macdonald,
Pre-service and beginning teachers have to negotiate an unfamiliar and often challenging working environment, in both teaching spaces and staff spaces. Workplace Learning in Physical Education explores the workplace of teaching as a site of professional learning. Using stories and narratives from the experiences of pre-service and beginning teachers, the book takes a closer look at how professional knowledge is developed by investigating the notions of ‘professional’ and ‘workplace learning’ by drawing on data from a five year project. The book also critically examines the literature associated with, and the rhetoric that surrounds ‘the practicum’, ‘fieldwork’ ‘school experience’ and the ‘induction year’. The book is structured around five significant dimensions of workplace learning: Social tasks of teaching and learning to teach Performance, practice and praxis Identity, subjectivities and the profession/al Space and place for, and of, learning Micropolitics As well as identifying important implications for policy, practice and research methodology in physical education and teacher education, the book also shows how research can be a powerful medium for the communication of good practice. This is an important book for all students, pre-service and beginning teachers working in physical education, for academics researching teacher workspaces, and for anybody with an interest in the wider themes of teacher education, professional practice and professional learning in the workplace.
Despite society’s current preoccupation with interrelated issues such as obesity, increasingly sedentary lifestyles and children’s health, there has until now been little published research that directly addresses the place and meaning of physical activity in young people’s lives. In this important new collection, leading international scholars address that deficit by exploring the differences in young people’s experiences and meanings of physical activity as these are related to their social, cultural and geographical locations, to their abilities and their social and personal biographies. The book places young people’s everyday lives at the centre of the study, arguing that it this 'everydayness' (school, work, friendships, ethnicity, family routines, interests, finances, location) that is key to shaping the engagement of young people in physical activity. By allowing the voices of young people to be heard through these pages, the book helps the reader to make sense of how young people see physical activity in their lives. Drawing on a breadth of theoretical frameworks, and challenging the orthodox assumptions that underpin contemporary physical activity policy, interventions and curricula, this book powerfully refutes the argument that young people are 'the problem' and instead demonstrates the complex social constructions of physical activity in the lives of young people. Young People, Physical Activity and the Everyday is essential reading for both students and researchers with a particular interest physical activity, physical education, health, youth work and social policy.
In this powerfully argued and progressive study, Kimberly Oliver and David Kirk call for a radical reconstruction of the teaching of physical education for girls. Despite forty years of theorization and practical intervention, girls are still disengaging from physical education, dropping out of physical activity, and suffering negative consequences in terms of their health and well-being as a result. This book challenges the conventional narrative that girls are somehow to blame for this disengagement, and instead identifies important new ways of working with girls, developing a new pedagogical model for ‘girl-friendly’ physical education. The book locates our understanding of the experiences of girls in physical education in the broader context of young people’s multifaceted engagements with popular physical culture. Adopting an activist perspective, it outlines a programme of action informed by principled pragmatism and based on four critical elements: student-centred pedagogy; critical study of embodiment; inquiry-based physical education centred-in-action, and listening and responding to girls over time. It explores the implications of this new thinking for teaching, research, PETE and policy, and outlines a future agenda for work in this area. Offering a profound theoretical critique of contemporary research and practice, as well as a new programme of action, Girls, Gender and Physical Education is essential reading for all researchers, advanced students and practitioners with an interest in the issues of gender, equity and inclusion in physical education.
For a full list of entries and contributors, sample entries, and more, visit the Routledge International Encyclopedia of Women website. Featuring comprehensive global coverage of women's issues and concerns, from violence and sexuality to feminist theory, the Routledge International Encyclopedia of Women brings the field into the new millennium. In over 900 signed A-Z entries from US and Europe, Asia, the Americas, Oceania, and the Middle East, the women who pioneered the field from its inception collaborate with the new scholars who are shaping the future of women's studies to create the new standard work for anyone who needs information on women-related subjects.
Canada's magazine for physical and health educators.
Social Science by Spencer Harris,Chris Mackintosh,Dr. Andrew Adams,Dr. Aaron Beacom,Dr. Barbara Bell,Stuart Bonner,Steve Bullough,Dr. Jonathan Grix,Gemma Hart,Dr. Hazel Hartley,Kevin Hylton,Richard Moore,Dr. Lesley Phillpots,Dr. Alex Stewart,Leona Trimble
Author: Spencer Harris,Chris Mackintosh,Dr. Andrew Adams,Dr. Aaron Beacom,Dr. Barbara Bell,Stuart Bonner,Steve Bullough,Dr. Jonathan Grix,Gemma Hart,Dr. Hazel Hartley,Kevin Hylton,Richard Moore,Dr. Lesley Phillpots,Dr. Alex Stewart,Leona Trimble
Category: Social Science
The papers in this collection are concerned with identifying and developing theoretical and conceptual insights into UK-based sports development policy and practice, at a time when policy towards the development of sport in England has taken a turn away from what has been termed ‘sport for good’ to ‘sport for sport’ - resulting in a shift from promoting physical activity to a focus on sport for sport. This significant change of strategic direction for sport in England has also been mirrored internationally as global economic and financial pressures have ensured that state-funded services have become prone to greater scrutiny in terms of efficiency and effectiveness. This level of scrutiny has arguably placed greater pressure on the validity of state support for the use of sport as a tool of development. Certainly in the UK, the London Olympics gaze and the installation of a new national government have contributed to a shift in sports development from inclusion-related aspirations to those more bluntly concerned with participation targets and medal winning potential. This backdrop of legitimacy, viability and coherence to and of sport development sets the tone for many of the presentations at the symposium and certainly connects the papers presented in this volume. The challenge of the symposium to bring academic and practitioners together is also reflected in the chapters presented here. Each brings elements of translation from theory to practice and should allow not only for reflection on professional practice, but also for closer synergies between academics and practitioners. In so doing, this volume addresses a concern voiced by Barrie Houlihan (2011) that that academics are not doing enough to narrow the gap between researchers and research users. This volume makes a significant contribution to that agenda. In the first chapter Kevin Hylton and Hazel Hartley discuss sports development as a profession. They argue that whilst sports development may claim to be a profession, on closer inspection it fails to meet a number of criteria commonly attached to professions — for example a common or agreed definition, a unifying body, any enforceable entry requirements, an ethical code, and has no powers of exclusion or restrictions of practice. Lesley Philpott and Jonathan Grix explore the increasing politicisation of physical education (PE) and youth sport policy with a focus on the School Club Links work strand of the UK Government’s ‘Physical Education and Sport Strategy for Young People’ (PESSYP). Steve Bullough, Gemma Hart, Richard Moore and Stuart Bonner presenting a number of key issues emanating from their evaluation of the Sport Unlimited programme and emphasise the importance of the ‘student voice’ in designing and developing school-based sports. Alex Stewart explores the relationship between the cultural production of amateur boxing and the aims of sports development as a process of personal and social change. His paper provides an example of the utility of sociological theory to sports development practice. Aaron Beacom examines the tension between the city and state as stakeholders in the bidding for Olympic and Paralympic Games and argues that multi-stakeholder diplomacy can provide a useful lens through which to view the dynamics of state and sub-state diplomacy in relation to the Olympic and Paralympic Games. Chris Mackintosh examines the shifting dynamics of public sector sports development and sets out to identify the range and nature of challenges that face public sector sports development practitioners. He points to an ongoing tension between pure sports development and sport-for-development objectives. Leona Trimble investigates the issue of women’s leadership via a coaching project in South Africa and examines some of the possibilities of sport and policy aimed at using sport as an agent of change. She presents some critical discussion of the limitations and fallibility of such approaches.
Discrimination in sports by Jonathan Long,Thomas Fletcher,Beccy Watson
Author: Jonathan Long,Thomas Fletcher,Beccy Watson
Publisher: Routledge Research in Sport, Culture and Society
Category: Discrimination in sports
Social inequalities are often reproduced in sport and leisure contexts. However, sport and leisure can be sites of resistance as well as oppression; they can be repressive or promote positive social change. This challenging and important book brings together contemporary cases examining different dimensions of inequality in sport and leisure, ranging from race and ethnicity to gender, sexual orientation, disability, religion and class. Presenting research-based strategies in support of social justice, this book places the experiences of disadvantaged communities centre stage. It addresses issues affecting participation, inclusion and engagement in sport, while discussing the challenges faced by specific groups such as Muslim women and LGBT young people. Including original theoretical and methodological insights, it argues that the experiences of these marginalised groups can shed a light on the political struggles taking place over the significance of sport and leisure in society today. Sport, Leisure and Social Justice is fascinating reading for students and academics with an interest in sport and politics, sport and social problems, gender studies, race and ethnicity studies, or the sociology of sport.
Here is a book written for all those who work with young people from disadvantaged groups, whether in schools or youth organisations. It will be of particular relevance to academic researchers with an interest in social capital and also to community educationalists and youth leaders, secondary teachers and students who are studying towards qualifications in community education and youth work. The book will also interest people who are concerned with community welfare: politicians, the police, community sports development officers and youth coaches. Adolescents today are demonised by politicians and the media across the world. We are bombarded with assertions of young people's antisocial behaviour and gang fighting and the link to depletion of social capital. This book examines the extent to which young people are engaging with the indicators of social capital, as illustrated by a sample group of 16-18 year-olds in the most socially deprived urban areas of Glasgow in Scotland. Ross Deuchar's compelling research reveals the adolescents' views on life in the city, the influence of gang culture and territoriality on their own lives and on the social capital within their communities. The book features the voices of young people, some of them asylum seekers or from ethnic minority backgrounds, who have become disenfranchised by educational failure, unemployment and poverty and also of those who have faced great challenges but have overcome them. The book examines the extent of their civic participation, social networks and levels of reciprocity and trust, and presents case studies of projects and initiatives which are helping to re-engage young people. Dr Ross Deuchar is senior lecturer in Education at the University of Strathclyde in Glasgow. He is the author of "Citizenship, Enterprise and Learning: Harmonising Competing Educational Agendas".
Author: Leo B. Hendry,Janet Shucksmith,Kate Philip
Publisher: Weidenfeld & Nicolson
What can schools do to promote a healthy lifestyle to young people growing up today? The authors of this book acknowledge that health education must compete with other pressures on school and community work, but argue strongly for its importance. The book reviews recent research on adolescent health, setting it within theoretical frameworks, such as lifestyle development, health education models and styles of intervention. It raises many important issues for professionals working with young people in both school and community contexts.