Joy, Fear and Resignation: Investigating Emotions in Physical Education Using a Symbolic Interactionist Approach

Autor/inn/en	Barker, D.; Nyberg, G.; Larsson, H.
Titel	Joy, Fear and Resignation: Investigating Emotions in Physical Education Using a Symbolic Interactionist Approach
Quelle	In: Sport, Education and Society, 25 (2020) 8, S.872-888 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barker, D.) ORCID (Larsson, H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2019.1672148
Schlagwörter	Physical Education; Psychological Patterns; Athletics; Physical Activities; Self Concept; Secondary School Students; Foreign Countries; Student Motivation; Sweden + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Leichtathletik; Selbstkonzept; Sekundarschüler; Ausland; Schulische Motivation; Schweden
Abstract	Emotional dimensions of physical education have garnered attention from scholars in the last two decades. Many scholars claim that emotions significantly affect learning and that positive emotions such as joy and pleasure are necessary for continued participation in movement activities beyond the classroom. Much of the existing literature, however, is based on the idea that emotions comprise internal mental states that are retrospectively oriented. In the current paper, we work with alternative principles that can create new understandings of the affective dimensions of PE and specifically, movement learning. We draw on symbolic interactionist principles, framing emotions as multimodal communicative resources that are performed in social contexts. From this perspective, we demonstrate how emotions: (1) can be investigated as part of the production of broader sequences of pedagogical action and (2) relate to issues of knowledge, identity and authority. We present observational material generated with PE teacher education students as they develop movement capability. We focus on three interactional episodes in which fear, joy and resignation are performed by students interacting with either peers or an observing researcher. In each case, we demonstrate how emotions: affiliate or dis-affiliate the actor with the movement knowledge in focus, index an institutionally recognizable identity and influence the subsequent actions of the participants in the interactional sequence. The key thesis developed in the paper is that as symbolic resources, emotions have important consequences for actors within movement learning environments. The paper is concluded with reflections on the implications of the approach for practitioners along with a consideration of questions in need of further scientific attention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01