Exploring gender habits. A practical epistemology analysis of exergaming in school.

Autor/inn/en	Maivorsdotter, Ninitha; Quennerstedt, Mikael
Titel	Exploring gender habits. A practical epistemology analysis of exergaming in school. Gefälligkeitsübersetzung: Eine Untersuchung von Gendergewohnheiten. Eine Analyse von Exergaming in der Schule mittels Praktischer Epistemologie.
Quelle	In: European physical education review, 25 (2019) 4, S. 1176-1192Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X18810023
Schlagwörter	Unterrichtsanalyse; Verhaltensanalyse; Soziale Norm; Junge; Koedukation; Videospiel; Schülerverhalten; Unterrichtsgestaltung; Digitalisierung; Tanzen; Erkenntnistheorie; Bewegungsspiel; Sportaktivität; Sportpädagogik; Sportunterricht; Tradition; Jugendlicher; Mädchen; Schweden
Abstract	Digitisation is an ongoing process in society as well as in physical education (PE) and research has identified digital technologies as a trend that influences the PE curriculum. A number of studies have explored the topic from different angles, although very few have empirically looked at the critical aspects of digitised PE in educational practice. This is particularly striking when it comes to issues of gender. Against this background, the aim of the paper is to explore gender habits in a digitised PE practice. A transactional approach, drawing on the work of the pragmatist feminist Shannon Sullivan, is used in the study. The data consists of video- and audio-recordings of ongoing video gaming organised by the PE teacher. A practical epistemology analysis is employed to explore the teenagers' gender habits in depth. In the analysis, it is clear that the use of exergames in school reinforces traditional gender habits, rather than weakening them. This is particularly evident when the teenagers play in single sex groups. This is also the case when playing in mixed gender groups, although here some changes in gender habits can be identified. However, gender habits are not easily transformed and the findings support the argument that deliberate teaching is important when issues of gender are raised in practice. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2020/2