Me, Osteogenesis Imperfecta, and My Classmates in Physical Education Lessons: A Case Study of Embodied Pedagogy in Action

Autor/inn/en	Sparkes, Andrew C.; Martos-Garcia, Daniel; Maher, Anthony J.
Titel	Me, Osteogenesis Imperfecta, and My Classmates in Physical Education Lessons: A Case Study of Embodied Pedagogy in Action
Quelle	In: Sport, Education and Society, 24 (2019) 4, S.338-348 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martos-Garcia, Daniel) ORCID (Maher, Anthony J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2017.1392939
Schlagwörter	Genetic Disorders; Physical Disabilities; Physical Education; Student Participation; College Students; Preservice Teachers; Student Attitudes; Physical Education Teachers; Consciousness Raising; Inclusion; Adapted Physical Education + Suchen Sie Ihr Suchwort? Physical handicap; Körperbehinderung; Körpererziehung; Sportunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Collegestudent; Schülerverhalten; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Bewusstseinsbildung; Inklusion
Abstract	Pupils with disabilities have been found to experience a narrower physical education curriculum and participate less frequently than pupils without disabilities. A lack of knowledge, skills, relevant experiences and confidence amongst physical education (PE) teachers has been said to contribute to these differential educational experiences. This article adds to the paucity of research that analyses the PE experiences of pupils with disabilities while, at the same time, evaluating embodied pedagogy as a tool for better preparing PE teachers for their role as inclusive educators. Specifically, the article aims to: (1) explore the PE experiences of a university student named Violeta who lives with the condition of Osteogenesis Imperfecta (OI); (2) analyse the views of a group of prospective teachers who participated in a PE lesson (Experience 1) which included Violeta; and (3) examine the perceptions of a group of prospective teachers who participated in a simulated attempt at embodied pedagogy (Experience 2). Data were gathered using field notes, observations and interviews with Violeta and the prospective teachers who participated in Experience 1 and Experience 2. The findings suggest that in both Experience 1 and 2, the prospective teachers developed a greater aware of OI and a more positive attitude towards inclusive PE. That said, the nature of the student learning experience and their ability to empathetically imagine themselves in, and through, the bodies of others that were different from themselves varied significantly in Experience 1 and 2. Such a contrast, especially in relation to notions of alterity, related to the presence or absence of the other as a corporeal entity involved in the lessons. Neither Experience 1 or 2 was found to be 'better' than the other, they simply provided different contexts, resources and opportunities for learning to take place. We discuss some implications of these differences for those wishing to engage in embodied forms of pedagogy as a way of helping prospective teachers to have the knowledge, skills and experience to develop a more inclusive culture in school PE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01