Sociocultural processes of ability in physical education and physical education teacher education. A systematic review.

Autor/inn/en	Nabaskues-Lasheras, Itsaso; Usabiaga, Oidui; Lozano-Sufrategui, Lorena; Drew, Kevin J.; Standal, Øyvind Førland
Titel	Sociocultural processes of ability in physical education and physical education teacher education. A systematic review. Gefälligkeitsübersetzung: Soziokulturelle Prozesse der Fähigkeiten im Sportunterricht und in der Lehrerausbildung von Sportlehrern. Eine systematische Literaturübersicht.
Quelle	In: European physical education review, 26 (2020) 4, S. 865-884Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X19891752
Schlagwörter	Inhaltsanalyse; Lehrerausbildung; Lernprozess; Kultursoziologie; Bewegungskultur; Schulsport; Sportpädagogik; Sportunterricht; Literaturübersicht
Abstract	The aim of this study is to systematically review the empirical evidence about the sociocultural processes of ability in Physical Education (PE) and PE Teacher Education (PETE) between 2004 and 2019. Content analysis of 17 included articles demonstrated that all the studies took place in PE, but none were conducted in PETE. Qualitative methodologies were common, underpinned by a variety of theoretical approaches, such as those focused on social structures, discourses, power relations and pedagogical approaches that (re)produce social constructions of ability. Our analysis resulted in four main themes: structuring elements of the field, the able student in PE, (mis)educational consequences and practical implications. In considering findings from this study, three reflections are presented: (a) there is a clear gap in PETE literature about the sociocultural process of ability in PE; (b) understanding ability as movement literacy could be useful in PE; and (c) future research exploring how ability is socially constructed by different groups of people is needed. PETE programmes should incorporate pedagogical practices in their curriculums directed to challenge students' views about ability, enabling them at the same time to provide more habitable learning environments in their future practice. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/2