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Exploring capability to move – somatic grasping of house-hopping
Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Dalarna, Sweden.
Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
2015 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 20, no 6, 612-628 p.Article in journal (Refereed) Published
Abstract [en]

Purpose: The aim of this study is to explore what it means to be able to move in different ways. What does it mean, from the perspective of the learners, to know how to carry out a specific movement? What is there to know and how could this insight contribute to the planning of developing learners' capability to move in different ways? As an example of a ‘new’ way of moving to be learnt, a movement called ‘house-hop’ (i.e. a 360-degree rotation initiated on the ground and completed in the air) was introduced as an object of learning in a physical education (PE) class in a secondary high school in Sweden. The paper explores learners' different ways of moving as expressing different ways of knowing how to ‘house-hop’ comprising also certain aspects of the movement being discerned simultaneously by the learners. In this way, an attempt will be made to explicate what there is to know when knowing a movement.

Background: Evans initiated a discussion about what ‘ability’ means and how it is recognized and valued within the context of PE which has been further discussed in a growing body of critical research. He also raised the question of which ‘abilities’ the PE subject is supposed to develop while at the same time stating that ‘talk of physically educating the body’ in terms of ‘practical knowledge,' ‘physical literacy’ or ‘kinesthetic intelligence’ has ‘almost disappeared from the discourse of PE'. Rather, physical education in terms of the theme of this paper, capability to move, is reduced to implicit and taken-for-granted ‘standards of excellence,' only reluctantly discussed by PE teachers. There is a need for conceiving capability to move as an educational aim so that it can be explicitly discussed and dealt with in physical education.

Theoretical framework and method: The study takes as its starting point an epistemological perspective on capability to move corresponding with Ryle's ‘knowing how,' challenging the distinction between mental and physical skills in regarding the knowing involved in capability to move as comprising interwoven mental and physical processes. Additionally, phenomenography and Variation Theory are used as analytical framework integrated in a Learning Study. Learning Study is a kind of design experiment inspired by the Japanese Lesson Study, where the main aim is to explore an object of learning.

Findings and discussion: The findings show different ways of knowing house-hop as well as several aspects to discern in order to know the movement in a powerful way. The knowing involved in house-hopping can be seen as somatic grasping comprising mental and physical skills as an integrated whole. The paper discusses how this approach to investigating learners' different ways of knowing a new way of moving to be learnt can contribute to the planning of teaching and learning capability to move.

Place, publisher, year, edition, pages
2015. Vol. 20, no 6, 612-628 p.
Keyword [en]
Physical Education, Knowing, Movement, Phenomenography, Learning Study
National Category
Educational Sciences
Research subject
Educational Sciences in Arts and Professions
Identifiers
URN: urn:nbn:se:su:diva-98924DOI: 10.1080/17408989.2014.882893ISI: 000361486500003OAI: oai:DiVA.org:su-98924DiVA: diva2:685835
Available from: 2014-01-09 Created: 2014-01-09 Last updated: 2017-12-06Bibliographically approved
In thesis
1. Ways of knowing in ways of moving: A study of the meaning of capability to move
Open this publication in new window or tab >>Ways of knowing in ways of moving: A study of the meaning of capability to move
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this thesis has been to investigate the meaning of the capability to move in order to identify and describe this capability from the perspective of the one who moves in relation to specific movements. It has been my ambition to develop ways to explicate, and thereby open up for discussion, what might form an educational goal in the context of movements and movement activities in the school subject of physical education and health (PEH).

In this study I have used a practical epistemological perspective on capability to move, a perspective that challenges the traditional distinction between mental and physical skills as well as between theoretical and practical knowledge. Movement actions, or ways of moving, are seen as expressions of knowing.

In order to explore an understanding of the knowing involved in specific ways of moving, observations of  actors’ ways of moving and their own experiences of moving were brought together. Informants from three different arenas took part: from PEH in upper secondary school, from athletics and from free-skiing.

The results of the analyses suggest it is possible to describe practitioners’ developed knowing as a number of specific ways of knowing that are in turn related to specific ways of moving. Examples of such specific ways of moving may be discerning and modifying one’s own rotational velocity and navigating one’s (bodily) awareness. Additionally, exploring learners’ pre-knowing of a movement ‘as something’ may be fruitful when planning the teaching and learning of capability to move. I have suggested that these specific ways of knowing might be regarded as educational goals in PEH.

In conducting this study, I have also had the ambition to contribute to the ongoing discussion of what ‘ability’ in the PEH context might mean. In considering specific ways of knowing in moving, the implicit and taken-for-granted meaning of ‘standards of excellence’ and ‘sports ability’can be discussed, and challenged.

Place, publisher, year, edition, pages
Stockholm: Department of Ethnology, History of Religions and Gender Studies, Stockholm Univeristy, 2014. 159 p.
Keyword
Physical Education, capability to move, ways of knowing, knowing how, tacit knowing, Ryle, Polanyi, Schön
National Category
Learning
Research subject
Educational Sciences in Arts and Professions
Identifiers
urn:nbn:se:su:diva-102527 (URN)978-91-7447-843-3 (ISBN)
Public defence
2014-05-09, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 10:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 4: Epub ahead of print. 

Available from: 2014-04-14 Created: 2014-04-07 Last updated: 2015-02-26Bibliographically approved

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