ABSTRACT

Background: Content of physical education, such as games, fitness or dance as well as their adequate didactical (re-)presentation for learning purposes are central topics of discussion in sports pedagogy. The concrete processes that constitute the content of PE lessons in situ tend to remain unconsidered in the discussion. Thus, there is a particular lack of detailed studies that can describe how the content is socially constructed and what becomes the content of a PE lesson [Amade-Escot, C., and M. O'Sullivan. 2007. ‘Research on Content in Physical Education: Theoretical Perspectives and Current Debates.’ Physical Education and Sport Pedagogy 12 (3): 185–203].

Purpose: The paper presents initial findings on the practical constitution of content during PE lessons from a praxeological perspective.

Method: We examined videotaped lessons in PE from elementary school. The focus here is on the comparison of two lessons in which mainly one game is played (Zombieball and Burnball). For the reconstruction of the doings and sayings and the practical knowledge we use the documentary method. As a sequence analysis, it is designed to identify practical knowledge in the form of collectively shared orientation frameworks of social practice [Bohnsack, R. 2014. ‘Documentary Method.’ In SAGE Handbook of Analyzing Qualitative Data, edited by Uwe Flick, 217–233. London: SAGE].

Findings: Both the two lessons researched and the games played are constituted by several practices: anticipating, announcing, and preparing a game; playing and accompanying a game; ending and debriefing a game. In this similar doings and sayings, we find case-specific differences in the orientation frameworks of constituting and maintaining PE lessons. With flowification of PE lessons, we describe a central and collectively shared orientation towards getting and keeping the game Zombieball going in a way of hurrying through the lesson (case A). With personification of PE lessons, we describe the collective orientation towards getting and keeping the game Burnball going in such a way that all students can play along. In particular, this means that one specific student must be integrated into the game above all others (case B).

Discussion: By flowification and personification, we have discovered two orientation frameworks that are visible in all phases of PE lessons, but these are especially important in the phase of play. We speak of a – fication because both orientation frameworks become the centre of educational attributions of meaning and they produce specific lesson content. The analyses indicate that, at first glance, similar practices open up different spaces of meaning with regard to the content dimension. The basis for this is different practical knowledge. The ‘real’ content, which practically provides learning opportunities to students, is simultaneously produced and modified by more or less shared knowledge which is experienced and incorporated along the respective history of the common PE.

摘要

背景：体育教育的内容，例如游戏、健身或舞蹈，以及出于学习目的而进行的充分的教学（重新）呈现，是体育教育学讨论的中心话题。构成现场体育课内容的具体过程往往在讨论中未被考虑。因此，特别缺乏详细的研究来描述内容如何在社会上构建以及体育课的内容是什么[Amade-Escot, C., 和 M. O'Sullivan。2007年。“体育内容研究：理论视角和当前争论”。体育与运动教育学12 (3): 185–203]。

目的：本文从人类行为学的角度提出了体育课内容的实际构成的初步发现。

方法：我们检查了小学体育课的录像。这里的重点是主要玩一场游戏的两个课程（Zombieball 和 Burnball）的比较。为了重建所做的、所说的和实践的知识，我们使用文献的方法。作为一种序列分析，它旨在以集体共享的社会实践方向框架的形式识别实践知识[Bohnsack, R. 2014。“文献方法”。载于 SAGE 定性数据分析手册，由 Uwe Flick 编辑，217-233。伦敦：SAGE]。

结果：所研究的两节课和所玩的游戏均由多种实践组成：预测、宣布和准备游戏；玩和陪伴游戏；结束并汇报比赛。在这种类似的做法和言论中，我们发现体育课程的构建和维护的定位框架存在具体情况的差异。通过体育课程的流程化，我们描述了一个中心的、集体共享的方向，即让“僵尸球”游戏以一种快速完成课程的方式进行并保持下去（案例 A）。体育课的拟人化，我们描述了以所有学生都可以一起玩的方式让 Burnball 游戏继续下去的集体方向。特别是，这意味着一名特定学生必须首先融入游戏（案例 B）。

讨论：通过流程化和拟人化，我们发现了两个在体育课各个阶段都可见的导向框架，但这些在游戏阶段尤其重要。我们谈论的是——fication因为这两种导向框架都成为教育意义归属的中心，并且它们产生特定的课程内容。分析表明，乍一看，类似的做法在内容维度上开辟了不同的意义空间。其基础是不同的实践知识。实际上为学生提供学习机会的“真实”内容是通过或多或少的共享知识同时产生和修改的，这些知识是沿着共同体育的各自历史经历和结合的。