Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004 ) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE teachers had in articulating meanings and representations of ability in PE in their curriculum, pedagogy and assessment practices. Findings illustrated a tendency for many teachers to privilege a performative view of ability and focus on the physical domain in discussing ability in PE. While some teachers made reference to skills and dispositions beyond this domain, data affirmed the dominance of narrow conceptualisations of ability in PE and pointed to limited understandings of how broad, fluid and inclusive notions of ability may be embedded in curriculum design, pedagogy and assessment practices. Summative assessment was the most frequent aspect of practice referred to in teachers’ explanations of how understanding of ability was expressed in their practice. The study points to the importance of professional learning and initial teacher education directing attention to ability as a focus for advancing equitable practices in PE and the need for further research exploring enactments of ability.

中文翻译：

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体育能力——不，我不能讨论！西澳大利亚初中体育教师的见解


能力已被定位为构建对所有学生具有包容性且有意义的学科的关键概念。自埃文斯（Evans，2004）呼吁该领域重新参与有关能力的讨论以来近二十年，体育教师如何概念化能力仍然相对未被探索。此外，对于如何通过体育课程、教学法和评估来理解能力，人们知之甚少。这项研究通过对两个研究问题的自录音频回答，与西澳大利亚的初中体育教师探讨了这些问题。来自 38 名参与者的数据揭示了体育教师在课程、教学法和评估实践中阐明体育能力的含义和表征方面所面临的困难。调查结果表明，许多教师在讨论体育能力时倾向于优先考虑能力的表演性观点并关注身体领域。虽然一些教师提到了该领域之外的技能和性格，但数据证实了体育中能力的狭隘概念的主导地位，并指出对能力的广泛、流动和包容性概念如何嵌入课程设计、教学法和评估实践的理解有限。总结性评估是教师在解释如何在实践中表达对能力的理解时最常提到的实践方面。该研究指出了专业学习和初级教师教育的重要性，将注意力集中在能力上，作为促进体育公平实践的焦点，以及进一步研究探索能力制定的必要性。