Young people’s embodiment of physical activity: The role of the “pedagogized” family

Drawing from Bourdieu, this study investigated the multifaceted influences that operate in and through combinations of family and social class with regard to the embodiment of physical activity in young adolescents in the UK. The findings suggest that pedagogical practices within the family environment are crucial to the development of embodied dispositions toward physical activity and health. The results illustrate that the family operates as a "pedagogical" field where personal histories and prevailing social circumstances exert a strong influence on children's embodied physicalities. Empruntant aux théories de Bourdieu, cette étude a examiné les influences multiples associées à la famille et à la classe sociale qui jouent sur l'incorporation de l'activité physique chez des adolescents du Royaume-Uni. Les résultats suggèrent que les pratiques pédagogiques au sein du milieu familial sont essentielles au développement de dispositions à l'activité physique et à la santé. Les résultats sont à l'effet que la famille fonctionne en tant que champ « pédagogique » où les histoires personnelles et les conditions sociales exercent une forte influence sur les corporéités des enfants

"Is social inclusion through PE, sport and PA still a rhetoric?" evaluating the relationship between physical education, sport and social inclusion

This Special Issue is part of Educational Review’s Hall of Fame, comprising the journal’s most read and highly cited papers. As part of this I will be critiquing a milestone paper within the field(s) of Sport, PE and (I will extend to) PA by Professor Richard Bailey. The paper has been amongst the most-cited in the journal and I have personally cited the paper numerous times in my own work thus far. Upon its original publication (nearly 13 years ago), the article (managed to provide a very useful distinction between PE and sport (and PA), which is important given the constant slippage between the terms in many articles since. In this response article, I will try to provide a brief summary of the paper from Bailey, but at the same time examine closely the notion of social inclusion through sport and PE by summarising work that has subsequently been conducted. I will conclude by summarising that some 13 years later spurious claims about effective inclusive practices through sport abound, and we still lack clear evidence to support the rhetoric about the ways in which sport and PE can contribute to social inclusion

Locating the place and meaning of physical activity in the lives of young people from low-income, lone-parent families

Background: In the United Kingdom (UK), it is predicted that economic cuts and a subsequent increase in child poverty will affect those already on the lowest incomes and, in particular, those living in lone-parent families. As a result, the informal pedagogic encounters within the family that contribute to the development of physical activity-related values, beliefs and dispositions from a very early age will be affected. Therefore, it is vital that we gain an understanding of the place and meaning of physical activity in the lives of young people, as well as the informal pedagogic practices and the socio-cultural forces that influence individual agency. Purpose: Based on Bourdieu's key concepts, this paper explores the interplay of structural conditions and personal agency with regard to physical activity in the lives of young people from low-income, lone-parent families. Methods: This study reports on the voices of 24 participants (aged 11–14) from low-income, lone-parent families in the West Midlands, UK. These participants were engaged in paired, semi-structured interviews to explore issues of personal agency by listening to how they reported on their present lives, past experiences and future possibilities with regard to physical activity. All corresponding interview data were analysed using analytical induction. Findings: This paper suggests that young people exhibited diminished desires to engage in activity due to structural constraints of time, parents' work commitments and a lack of transport that resulted in engagement in sedentary alternatives. Informal pedagogic practices within these families were restricted due to the associated structural conditions of living in a lone-parent family. As such, young people's choice to not seek out physical activities when at home reflected a ‘taste for necessity’ resulting from a lack of cultural and economic capital, placing restrictions on physical activity opportunities that stemmed from their family doxa. Conclusions: To succeed in fostering dispositions and opportunities to participate in physical activity, we must engage with young people from low-income, lone-parent families from an early age. Certainly though, further consideration of the informal pedagogic practices within, and the demands on, lone-parent families is required when designing any intervention or policy that seeks to enhance their current circumstances and provide opportunities for engagement in a variety of contexts

Levels and patterns of physical activity and sedentary time among superdiverse adolescents in East London: a cross-sectional study

Objectives: Little is known about the physical activity (PA) and sedentary time (ST) habits of adolescents from superdiverse communities in the UK. The objectives of this study are to examine and report the patterns of PA/ST among adolescents in East London living in superdiverse communities, to identify opportunities/barriers to PA and inform policy/practice. Design: 1,260 young people (aged 11-13) young people from 7 secondary schools in East London completed a questionnaire on PA/ST over the past 7 days as part of the Newham's Every Child a Sports Person (NECaSP) intervention. Socio-demographic and anthropometric data were obtained. Significance tests were conducted to determine differences between socio-demographic and anthropometric predictors and PA/ST. Multinomial logit regression was used to explore the effects of ethnicity, sex and BMI on PA levels. Results: Males were significantly more likely to engage in PA at least 5 times during school in the past week (U=5.07, z= -11.76, p< .05). Obese participants were less likely to report engaging in PA 5 times in the past week (U=4.11, z= -1.17, p< .05). Black Caribbean girls (U=5.08, z= -1.92, p< .05) were significantly more likely to report engaging in no activity. Multinomial logit regression analyses revealed that girls with higher BMI were less likely to engage in PA at least 4 times after school in the last week than boys (b=.11, Wald X2(1)=9.81, p< .01). Walking (36.4%), jogging/running (29.9%), and football (28%) were the most frequently reported activities. Conclusion: Engaging girls in PA during and after school is important and making sports clubs and activities available and attractive to this target group may help increase engagement in PA and reduce ST. Findings support the need for more sex-specific and culturally responsive pedagogy in schools with curricula that respects diversity and individuality and has meaning and value amongst superdiverse young people. Finally, we need to extend current work presented and provide substantial evidence of the ways young people from minority ethnic groups process and act on the public health policy and the ways they understand and enact physical activity

Young Muslim women's experiences of Islam and physical education in Greece and Britain: a comparative study

Previous research suggests that Muslim women can experience particular problems when taking physical education (PE) lessons, for example with dress codes, mixed-teaching and exercise during Ramadan; and they can face restrictions in extra-curricular activities for cultural and religious reasons. The area is under-researched and there is little evidence of comparative studies that explore similarities and differences in cross-national experiences, which is the aim of this paper. Two studies conducted in Greece and Britain that explored the views of Muslim women on school experiences of physical education are compared. Both studies focused on diaspora communities, Greek Turkish girls and British Asian women, living in predominantly non-Muslim countries. Growing concerns about global divisions between 'Muslims and the West' make this a particularly pertinent study. Qualitative data were collected by interviews with 24 Greek Muslim women, and 20 British Muslim women. \ud <P> \ud Physical education has national curriculum status and a similar rationale in both countries but with different cultures of formality and tradition, which impacted on pupils' experiences. Data suggested that Greek and British groups held positive views towards physical education but were restricted on their participation in extra-curricular activities. For the British women religious identity and consciousness of Islamic requirements were more evident than for the Greek women. Differences in stages of acculturation, historical and socio-cultural contexts contributed to less problematic encounters with physical education for Greek Muslims who appeared more closely assimilated into the dominant culture