Various attempts have been made to emphasise the educational purpose of physical education (PE). Ennis (2011 ) has noted that understandings of content shift depending on curriculum. The aim of the paper is to explore what the enacted content becomes when the Practising Model is implemented in PE. Four PE teachers, in two Swedish secondary schools, enacted the Practising Model with five classes for 10–17 lessons. Qualitative data were generated in the form of video recordings of lessons, interviews with students and teachers, and student-produced material. The findings are presented as three main content areas: (a) general-subject content, typically teacher-initiated and involving planning and evaluation; (b) subject-specific content, largely student-initiated and encompassing the adoption, appreciation, exploration, understanding, and grasping of movement qualities; and (c) persona-developing content, focusing on character development through persisting and daring. A discussion of the findings using Categorical Bildung is presented, illustrating the added value the enacted content may bring students in terms of their Bildung. The study highlights the diversity of content engagement and the fluidity between content categories. This diversity also introduces a challenge in the changing relationship between content and teaching. The organising centre for PE and its relation to content are discussed. The paper concludes with suggestions for future research.

中文翻译：

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探索实践模式的制定内容：Bildung 理论视角


已经进行了各种尝试来强调体育 （PE） 的教育目的。Ennis （2011 ） 指出，对内容的理解会因课程而异。本文的目的是探讨在 PE 中实施实践模型时，制定的内容会变成什么。两所瑞典中学的四名体育教师制定了练习模式，分为五个班级，每节 10-17 节课。定性数据以课程录像、对学生和教师的访谈以及学生制作的材料的形式生成。研究结果分为三个主要内容领域： （a） 一般科目内容，通常由教师发起，涉及规划和评估;（b） 特定学科的内容，主要是学生发起的，包括对动作品质的采用、欣赏、探索、理解和掌握;（c） 角色发展内容，通过坚持和大胆来关注角色发展。讨论了使用 Categorical Bildung 的研究结果，说明了制定的内容可能给学生带来 Bildung 的附加值。该研究强调了内容参与度的多样性和内容类别之间的流动性。这种多样性也给内容和教学之间不断变化的关系带来了挑战。讨论了体育的组织中心及其与内容的关系。本文最后对未来的研究提出了建议。