Managing Physical Education Lessons: An Interactional Approach

Autor/inn/en	Barker, Dean; Annerstedt, Claes
Titel	Managing Physical Education Lessons: An Interactional Approach
Quelle	In: Sport, Education and Society, 21 (2016) 6, S.924-944 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2014.969229
Schlagwörter	Physical Education; Foreign Countries; Classroom Techniques; Physical Education Teachers; Interaction; Semi Structured Interviews; Investigations; Observation; Geographic Location; Student Centered Learning; Epistemology; Physical Activities; Equipment; Scholarship; Student Behavior; Athletics; Secondary School Students; Sweden + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Ausland; Klassenführung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Interaktion; Untersuchung; Beobachtung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Erkenntnistheorie; Scholarships; Stipendium; Student behaviour; Schülerverhalten; Leichtathletik; Sekundarschüler; Schweden
Abstract	Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. Despite considerable potential for these kinds of events, many PE lessons occur in structured, organized ways. The broad purpose of this paper is to consider how classroom action becomes ordered in PE contexts. To this end, an interactional approach is put forward including the specific analytic concepts of "directives", "epistemic authority" and "deontic authority". To exemplify the approach, the micro-dynamics of a situation in which a group of students are building a human pyramid is examined. The examination draws attention to: how the teacher engages in a series of interactions with the students to move the sequence forward; how the students themselves achieve order through their interactions with one another; and how the characteristics of the activity help to organize the students' behaviors and limit possibilities for action. The discussion is located against a backdrop of current CM scholarship. Reference is also made to two aspects of social context: the increasing prominence of managerial discourse in educational arenas and the significance of student-centeredness in pedagogical theory. Both aspects appear to influence how order can be achieved in PE today. The analysis raises issues related to pedagogy, management and authority which are addressed in the final two sections of the paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01