ABSTRACT

Background

Physical education has been described as too instrumental and uncritical, where a focus on utility has limited the value of pleasure in movement. Decades of previous research has addressed the need for changes where embodied experiences and learning are emphasized [Kirk, David, and Richard Tinning. 1994. “Embodied Self-Identity, Healthy Lifestyles and School Physical Education.” Sociology of Health and Illness 16 (5): 600–625; Kirk, David. 2010. Physical Education Futures. London: Routledge; Wrench, Alison, and Robyne Garrett. 2015. “PE: It’s Just Me: Physically Active and Healthy Teacher Bodies.” International Journal of Qualitative Studies in Education (QSE) 28 (1): 72–91; Wright, Jan. 2000. “Bodies, Meanings and Movement: A Comparison of the Language of a Physical Education Lesson and a Feldenkrais Movement Class.” Sport, Education & Society 5 (1): 35–49]. Accordingly, we align with the ongoing call for a ‘corporeal turn’ [Smith, Stephen J. 2007. “The First Rush of Movement: A Phenomenological Preface to Movement Education.” Phenomenology & Practice 1 (1): 47–75, 66] in physical education, towards a more holistic understanding of learning and experience as embodied and emplaced [Pink, Sarah. 2011. “From Embodiment to Emplacement: Re-Thinking Competing Bodies, Senses and Spatialities.” Sport, Education and Society 16 (3):343–355.]. This turn may involve a curriculum where pleasurable and meaningful movement experiences are educational goals. Building on this, we ask whether a pedagogy that gives room for playfulness may be a starting point for physical education being perceived as more meaningful and pleasurable. Our theoretical framework builds upon Wellard’s model of body-reflexive pleasure, Hyland’s understanding of playfulness as a responsive openness and Gibson’s theories of affordances.

Purpose

In this study we explore pupils’ embodied experiences in physical education, using empirical findings from a sensory ethnography. The research questions asked are ‘How do pupils’ playfulness create possibilities for pleasure in physical education? And which opportunities for embodied learning are being offered through playful and pleasurable experiences?’ Our aim is to inform and develop pedagogies of embodiment by including playfulness as a strategy for facilitating opportunities for pleasurable and meaningful experiences that enable embodied learning.

Method

The empirical data is based on a sensory ethnographic fieldwork conducted in a 10th grade class (23 pupils, age 15–16 years) in Oslo, Norway. The first author conducted the fieldwork as a participant observer. This included joining all physical education lessons for one semester and conducting 17 interviews with pupils by the end of the semester. In the analysis and interpretation process we have combined ‘the ethnographic hunch’ [Pink, Sarah. 2021. “The Ethnographic Hunch.” Experimenting with Ethnography: A Companion to Analysis: 30–40] with an abductive analysis approach [Tavory, Iddo, and Stefan Timmermans. 2014. Abductive Analysis: Theorizing Qualitative Research. Chicago and London: University of Chicago Press].

Results and discussion

The findings are represented in three episodes that show how pupils playfully changed the teacher-given tasks, and in doing so created possibilities for pleasurable experiences. The findings are discussed using [Wellard 2012. “Body-reflexive Pleasures: Exploring Bodily Experiences Within the Context of Sport and Physical Activity.” Sport, Education and Society 17 (1): 21–33] model of body-reflexive pleasures and phenomenological perspectives on playfulness [Hyland, D. 1977. ““And That Is The Best Part of Us:” Human Being and Play.” Journal of the Philosophy of Sport 4 (1):36–49], and affordances [Gibson, James J. 1986. The Ecological Approach to Visual Perception. Hillsdale, NJ: Lawrence Erlbaum Associates]. Playfulness emerged as a criterium for perceiving activities as pleasurable. The pupils’ playful stance assisted them in their search for meaning and pleasurable activities because it enabled them to be open and responsive to the possibilities that emerged in the physical and social environment. This led to pleasurable experiences of physical thrill and psychological flow in social interaction when moving with others. We discuss how pleasurable experiences may have potential for the pupils’ embodied and emplaced learning, as participants in place-events. As illustrated in the three episodes, the playful and pleasurable activities offer opportunities for learning and practicing integrated competencies, e.g. physical, social, and creative competencies. Suggested implications for physical education teachers may involve giving pupils the freedom to be playful by being open to letting pupils’ innovative initiatives influence the teaching and contribute to create a safe space for movement exploration.

中文翻译：

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学生的玩耍如何在体育教学中创造快乐和学习的可能性

摘要

背景

体育教育被描述为过于工具性和不批判性，对实用性的关注限制了运动乐趣的价值。之前数十年的研究已经解决了强调具体经验和学习的变革的需要[Kirk、David 和 Richard Tinning。1994年。“具体的自我认同、健康的生活方式和学校体育。” 健康与疾病社会学16 (5): 600–625; 柯克、大卫. 2010.体育未来。伦敦：劳特利奇；扳手、艾莉森和罗宾·加勒特。2015.“体育：只有我：身体活跃和健康的教师身体。” 国际教育定性研究杂志（QSE）28（1）：72-91；Wright，2000 年 1 月。“身体、意义和运动：体育课和 Feldenkrais 运动课的语言比较”。体育、教育与社会5 (1): 35–49]。因此，我们同意持续呼吁的“物质转向”[Smith, Stephen J. 2007。“运动的第一次热潮：运动教育的现象学序言”。现象学与实践1 (1): 47–75, 66] 在体育教育中，对学习和经验的体现和落实有更全面的理解 [Pink，Sarah。2011。“从体现到安置：重新思考竞争的身体、感官和空间。” 体育、教育和社会16（3）：343-355。]。这一转变可能涉及以愉快且有意义的运动体验为教育目标的课程。在此基础上，我们提出了一个问题：一种为玩耍提供空间的教学法是否可以成为让体育教育变得更有意义和更愉快的起点。我们的理论框架建立在韦拉德的身体反射快乐模型、海兰对玩耍作为一种响应性开放的理解以及吉布森的可供性理论的基础上。

目的

在这项研究中，我们利用感官民族志的实证研究结果来探索学生在体育教育中的具体体验。提出的研究问题是“学生的游戏性如何为体育教学中的快乐创造可能性？” 通过有趣和愉快的体验提供了哪些具体学习的机会？我们的目标是通过将游戏性作为一种策略来提供和发展体现教学法，以促进获得愉快和有意义的体验的机会，从而实现体现学习。

方法

实证数据基于在挪威奥斯陆的 10 年级班级（23 名学生，年龄 15-16 岁）进行的感官民族志实地调查。第一作者作为参与观察员进行了实地考察。这包括参加一个学期的所有体育课，并在学期末对学生进行 17 次访谈。在分析和解释过程中，我们结合了“民族志预感”[Pink，Sarah。2021.“民族志预感。” 民族志实验：分析的伴侣：30-40]采用溯因分析方法[Tavory、Iddo和Stefan Timmermans。2014.溯因分析：定性研究理论化。芝加哥和伦敦：芝加哥大学出版社]。

结果与讨论

研究结果以三集的形式呈现，展示了学生如何有趣地改变老师布置的任务，并以此为愉快的体验创造了可能性。使用 [Wellard 2012.“身体反射性愉悦：在运动和体育活动的背景下探索身体体验”对研究结果进行了讨论。体育、教育和社会17 (1): 21–33] 身体反射性快乐模型和关于游戏的现象学观点 [Hyland, D. 1977。““这是我们最好的部分：”人类与游戏。” Journal of the Philosophy of Sport 4 (1):36–49] 和可供性 [Gibson, James J. 1986.视觉感知的生态学方法。新泽西州希尔斯代尔：Lawrence Erlbaum Associates]。玩耍性成为判断活动是否愉快的标准。学生们顽皮的态度帮助他们寻找意义和愉快的活动，因为这使他们能够对物理和社会环境中出现的可能性保持开放和敏感。这导致了与他人一起移动时在社交互动中身体兴奋和心理流动的愉快体验。我们讨论了作为场所活动的参与者，愉快的经历如何对学生的具体学习和就地学习具有潜力。正如这三集所示，有趣而愉快的活动为学习和练习综合能力（例如身体能力、社交能力和创造力）提供了机会。