There is evidence that the longstanding multi-activity sport-based approach to physical education (PE) limits the opportunities for students to participate in and learn from PE. Furthermore, studies of educational approaches to PE have identified a willingness to re-orientate and re-structure PE by exploring diverse ways of learning in, through and about movement. This study endeavours to advance this issue through an empirical analysis of how an educational PE curriculum approach influences student engagement. Using the concept of the landscape of practice, it explores how students’ participation or non-participation in PE is moulded by various communities of practice (CoPs), with a specific emphasis on the school as a learning community. The study is based on a qualitative single case study in a state school in Denmark. Data generation included weekly observations of PE lessons taught with an educational approach and focus groups with a total of 33 students from the seventh and ninth grades (13–15 years old). The material was processed using Massey's model for thematic analysis. Our analysis reveals that an educational approach supports student engagement with a broader landscape of PE that is no longer solely associated with communities of sport and physical recreation, but with the school as a community of learning. Such new articulations of PE, which were constructed on the boundaries between multiple CoPs, influenced the students’ willingness to participate in and learn from PE, depending on their positions within the landscape. We discuss the implications for the future design and development of a PE curriculum.

中文翻译：

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PE 是什么意思？探索教育课程方法对学生参与和不参与体育课的影响


有证据表明，长期以来基于体育的多活动体育教育 （PE） 方法限制了学生参与体育和从体育中学习的机会。此外，对体育教育方法的研究已经确定，通过探索在运动中、通过运动和关于运动的不同学习方式，人们愿意重新定位和重组体育运动。本研究试图通过对教育体育课程方法如何影响学生参与度的实证分析来推进这个问题。它使用实践景观的概念，探讨了学生参与或不参与体育活动是如何被各种实践社区 （CoP） 塑造的，特别强调学校作为一个学习社区。该研究基于丹麦一所公立学校的定性单一案例研究。数据生成包括对采用教育方法教授的体育课的每周观察和焦点小组，共有 33 名来自七年级和九年级（13-15 岁）的学生。该材料使用 Massey 模型进行主题分析。我们的分析表明，教育方法支持学生参与更广泛的体育景观，这种景观不再仅仅与体育和体育娱乐社区相关，而是与学校作为学习社区相关。这种建立在多个 CoP 之间的边界上的体育新表达方式影响了学生参与体育和向体育学习的意愿，这取决于他们在环境中的位置。我们讨论了对体育课程未来设计和开发的影响。