Exploring Movement Learning in Physical Education Using a Threshold Approach

Autor/inn/en	Barker, Dean; Nyberg, Gunn; Larsson, Hakan
Titel	Exploring Movement Learning in Physical Education Using a Threshold Approach
Quelle	In: Journal of Teaching in Physical Education, 39 (2020) 3, S.415-423 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Movement Education; Human Body; Sequential Approach; Learning Processes; Psychomotor Skills; Skill Development; High School Students; Grade 9; Adolescents; Foreign Countries; Emotional Response; Group Membership; Physical Education Teachers; Sweden + Suchen Sie Ihr Suchwort? Bewegungsbildung; Menschlicher Körper; Schrittfolge; Learning process; Lernprozess; Psychomotorische Aktivität; Kompetenzentwicklung; Qualifikationsentwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Emotionales Verhalten; Gruppenzugehörigkeit; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Schweden
Abstract	Purpose: To describe student learning when physical education teacher and students attempted to develop movement capability. Methods: The study reports on the implementation of a 10-lesson pedagogical sequence. Data were generated using observations, interviews, and student diaries with one grade 9 class (26 students aged approximately 15 years) as they developed juggling capabilities. Data were analyzed using the notion of corporeal thresholds. Results: Results show that (a) a "throw--throw--catch--catch" pattern emerged as a corporeal threshold for juggling within the sequence; (b) most learners had crossed the threshold at the outset and were able to experiment with different forms of juggling during the sequence; (c) some students crossed the threshold during the sequence. These students experienced liminal phases, characterized by frustration and an initial feeling that they were juggling in the "wrong" way; and (d) some learners became stuck, pretended to know what to do, and did not cross the threshold during the 10 lessons. Discussion/Conclusion: Three issues related to the threshold approach are discussed: student identity and group membership, the process of learning, and the emotional dimensions of movement learning. This study is concluded with reflections on the implications of the results for scholarship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01