‘Of course I ask the best students to demonstrate’:digital normalizing practices in physical education

In this paper, we focus on the use of digital video technology for instruction in physical education (PE). Physical educators can produce PE instruction videos (PIVs) as educational resources and often use them to enable independent learning situations. Little research has focused on the criteria teachers use to select students for demonstration in such video practices, while such selections may impact the constructions of (un) desirable bodies in PE. The purpose of this study therefore was to uncover discourses that guide teachers in their selection of students to demonstrate in instructional videos and to discuss the possible consequences these selections may have for the privileging and marginalizing of certain students. We recruited six physical educators who participated in a network of early adopters for ICT in PE and we used their own PIV's as instruments for individual stimulated recall interviews. We subsequently discussed issues raised in these interviews with four focus-groups. We analyzed the data inductively by using open, focused and selective coding, looking for themes in the explanations the teachers used about their selection of students. The results suggest that the selection of students to demonstrate was based on a degree of perceived competence to perform well in the video and a degree of perceived resilience to cope with public scrutiny of their bodies. The teachers constructed hierarchies of desirable bodies that were embedded in intersecting discourses of ability, gender and ethnicity. This resulted in the selection of students who primarily embodied practices associated with white, able-bodied masculinities while other bodies were made invisible. We reflect on how these discursive practices may privilege and marginalize certain students and the possible consequences of this and of the use of students in such videos in general

Virtual knowledge sharing in crowdsourcing : measurement dilemmas

Jednym z stosunkowo nowych obszarów badań współczesnej nauki o zarządzaniu jest crowdsourcing oraz zachodzące w nim wirtualnym dzieleniu się wiedzą. Jest ono definiowane jako rozpowszechnienie wiedzy przez społeczność wirtualną, informowanie innych, podawanie jej do wiadomości publicznej, oczekiwanie, że inni tę wiedzę skomentują, rozszerzą i uzupełnią. Takie dzielenie się wiedzą jest szczególnie istotne dla współtworzenia, partycypacji czy uzyskiwania innowacyjnych pomysłów przez organizację. Jednak, pomimo jego pozytywnego wpływu na organizację, dotychczas nie było ono przedmiotem kompleksowych badań. Artykuł przedstawia istniejący dorobek w zakresie sposobów pomiaru społecznościowego dzielenia się wiedzą w ramach crowdsourcingu. W opracowaniu można też znaleźć wyjaśnienia, dlaczego warto badać wirtualne dzielenie się wiedzą.One relatively new area of contemporary science research on management is crowdsourcing and virtual knowledge sharing occurring within it. It is defined as the dissemination of knowledge by a virtual community, informing others, making it public, expecting that others will comment on this knowledge, expand and complete it. Such a sharing of knowledge is particularly important for co-creating, participating, or acquiring innovative ideas by an organization. However, despite its positive impact on the organization, it has not been the subject of comprehensive research so far. This article presents the existing output in the scope of the ways of measuring community knowledge sharing within crowdsourcing. In this elaboration, explanations as to why it is worth studying virtual knowledge sharing may be found

Perceived differences and preferred norms: Dutch physical educators constructing gendered ethnicity

Many physical education (PE) teachers have been challenged by the shift from teaching in primarily ethnic homogenous contexts to multi-ethnic (ME) classes. Teachers in secondary schools often experience difficulty in class management in such classes. This difficulty may limit their ability to create a positive student–teacher relationship and may result in practices of inclusion, exclusion and marginalisation. The purpose of this paper was to explore how Dutch PE teachers construct their relationship with their students and manage differences in ME classes. Using video stimulation, we interviewed 11 Dutch secondary school PE teachers about their teaching and managing of ME classes. Findings showed that these teachers tended to target a specific group of boys in their teaching and class management. In addition, their class management seemed to be based on an invisible norm about appropriate student behaviour

Paradoxes of inclusive teaching practices and the beautiful between

Inclusive physical education may paradoxically contribute to exclusion Physical education teachers in secondary schools do their utmost best every day to be as inclusive as possible. In doing so, they are guided by what they believe should be, or is expected of them as professionals. These expectations play an important role in the way they, for example, create groups, choose activities or react to pupil behavior. In her dissertation Corina van Doodewaard reveals that the attempts of teachers to involve pupils in their lesson, simultaneously contributed to social inequality between them. Pupils who complied with what teachers consider appropriate, for example with regard to participation, performance, body standards and/or behavior, were labelled as normal. Pupils who did not conform to standards were objectified and classified as "different". Thus, paradoxically, inclusive practices simultaneously contributed to exclusion. Van Doodewaard's research reveals several of such paradoxes in educational practices where inclusion was taken "for granted" for pupils who met the norm. Students who did not meet the norm were often implicitly made responsible for their own inclusion. This meant, for example, that they were expected to be (more) active, motivated, skilled, enthusiastic, slim, healthy, resilient, white, boyish, and obedient. Van Doodewaard argues that we should stop looking for ways to overcome differences and escape from inclusion paradoxes. She suggests that education be conceived as an unpredictable event. This gives space for teachers and pupils to create education practices deeply rooted in human needs in which interaction is central. This view offers the possibility of embracing the ambiguity and unpredictability of education and of cherishing the professional dilemmas that arise as opportunities

"‘We must not engage in the blind glorification of sport’: Christian orthodox youths negotiate dominant societal and alternative Reformed sport discourses

There are approximately 250,000 Orthodox Reformed Christians (ORC) in the Netherlands, who live according to a strict adherence to the Bible. The ORC dissociate themselves from the mainstream sport discourse in the Netherlands that regards sport as a societal good. We draw on post-structural perspectives to explore how governmentality enables Dutch ORC youths to resist dominant societal discourses about sport. We used four dimensions to examine how governmentality acts on individuals in: rationality, history, culture and technology. We analysed publications that concern themselves specifically with sport within the denomination of the ORC church and also conducted a combination of semi-structured interviews and focus groups with 32 ORC youths. The results show the power of governmentality and also how ambiguity enables moments of resistance to emerge

We must not engage in the blind glorification of sport’: Christian orthodox youths negotiate dominant societal and alternative Reformed sport discourses

There are approximately 250,000 Orthodox Reformed Christians (ORC) in the Netherlands, who live according to a strict adherence to the Bible. The ORC dissociate themselves from the mainstream sport discourse in the Netherlands that regards sport as a societal good. We draw on post-structural perspectives to explore how governmentality enables Dutch ORC youths to resist dominant societal discourses about sport. We used four dimensions to examine how governmentality acts on individuals in: rationality, history, culture and technology. We analysed publications that concern themselves specifically with sport within the denomination of the ORC church and also conducted a combination of semi-structured interviews and focus groups with 32 ORC youths. The results show the power of governmentality and also how ambiguity enables moments of resistance to emerge

Tailoring explicit and implicit instruction methods to the verbal working memory capacity of students with special needs can benefit motor learning outcomes in physical education

© 2021 The AuthorsThis study examined the effects of explicit versus implicit instructions and feedback methods on motor learning and perceived competence of 9-to 13-year old students with special educational needs practicing a balancing task during physical education. The aim was to test if and how the effects of type of instruction and feedback methods were influenced by students' verbal and visuospatial working memory capacities. The students significantly increased their balancing performance and perceived competence from pre- to posttest, with no differences between groups. The relation between type of instruction and feedback methods and learning outcomes was significantly influenced by verbal working memory capacity, not by visuospatial working memory capacity. Physical education teachers may need to align their instructions with verbal working memory capacity, by providing implicit instructions and feedback methods in students with low verbal working memory capacity and explicit instruction and feedback methods in students with high verbal working memory capacity

Tailoring Explicit and Implicit Instruction Methods to the Verbal Working Memory Capacity of Students with Special Needs Can Benefit Motor Learning Outcomes in Physical Education

Netherlands Initiative for Education Research (NRO, 40.5.18500.021