There are no right or wrong ways : PE teachers´experiences of teaching expressive dance in physical education

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There are no right or wrong ways : PE teachers´experiences of teaching expressive dance in physical education

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Title There are no right or wrong ways : PE teachers´experiences of teaching expressive dance in physical education
Author Mattsson, Torun
Date 2015
English abstract
Introduction It is agrued that the use of expressive dance can question gender stereotypes in physical education (PE). Dance has been a part of the PE curriculum in several countries for a long time. Inspite of this studies demonstrate that teaching dance in PE is rare and aesthetical perspectives on moving bodies are absent. The purpose is therefore to investigate PE teachers’ experiences of using expressive dance as a learning object and explore whether dance can help broaden understandings of essence and potential of physical education. Method Pre and post semi structured interviews (Thomssen, 2004) have been used to ’give voice’ to PE teachers’ experiences in combination with videotaped observations (Öhman & Quennerstedt, 2012) during a dance theme in PE. Data collection is focusing on teachers’ actions and talk but taking the whole didactic system into account: the knowledge intended to be learned, teachers’ strategies and the context (Amade-Escot, 2006). The empirical material consist of eight interviews with four PE teachers and 24 observed PE lessons. Results PE teachers describe a feeling of freedom and that teaching expressive dance have broadened their perceptions of what and how students learn. Rather than imitating movements the focus has changed to the students themselves create and reflect on their movements. Teachers have discovered new students than those who tend to dominate the sport teaching. Teachers also recognize that boys and girls co-operate and that girls take as much space as boys do. Discussion Underscoring John Dewey’s (1934/2005) thoughts of bodies in transaction with their social, cultural and physical surroundings, these are brought into conversations with feminist scholars (Sullivan 2001) to expand the thinking about the body such as the role of habit and meaning. Expressive dance as non-competition and including non predetermined movements can challenge a masculine-coded subject. Such a discussion can add new dimensions to the debate on the nature and purposes of a sustainable physical education. References Amade-Escot, Chantal (2006). Student learning within the didactique tradition. In: D. Kirk, D.Macdonald & M.O´Sullivan (eds.), The handbook of physical education. London: Sage Publication, pp. 347-365. Dewey, J. (1934/2005). Art as experience. New York: Penguin Group. Thomssen, Heléne (2004). Reflexiva intervjuer. Lund: Studentlitteratur. Öhman, M. & Quennerstedt, M. (2012). Observational studies. In: K. Armour, & D. Macdonald. Research in physical education and Youth Sport. London: Routledge, pp. 189-203.
Conference
20th Annual Congress of the European College of Sport Science ECSS , Sustainable Sports (June 24 and 27 2015 : Malmö, Sweden)
Language eng (iso)
Subject Physical education teachers
Expressive dance
Physical Education Experinences
Habits
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/21941 Permalink to this page
Link http://ecss-congress.eu/2015/15/... (external link to related web page)
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