Does knowing stuff like PSHE and citizenship make me a better teacher?: Student teachers in the teacher training figuration

One of the key elements of figurational sociology is the emphasis on understanding complex networks of interdependencies in which people are involved. The focal point of this paper is the process of initial teacher training (ITT) and the relationships of which student teachers are part during their ITT course. The paper does not look at what student teachers ought to think; rather, it is an exploration of why student teachers may think the way they do. The paper uses data which was collected as part of a larger project funded by a Teacher Training Agency small research grant. Results suggest that student teachers value aspects of their course differently. In particular, student teachers value university practical sessions and school-based experiences over university-based theory sessions, which are considered irrelevant to the actual practice of teaching. Despite attempts by university tutors to engage student teachers in academic discourses about the nature of physical education (PE), student teachers’ perceptions of PE did not change during their course. Further, student teachers perceived conflict between the university-based theoretical elements and the school-based elements of the course

The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year

There has been a considerable amount of work on what knowledge student teachers need to develop to become effective teachers. The purpose of this study was to look at the development of knowledge of student physical education teachers in England. Six secondary student physical education teachers completed a journal on a monthly basis throughout their one year course. The student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching

The Hundred: A sociological analysis of gender relations and the (semi-) professionalisation of women's cricket in England

In this article, we adopt a critical sociological perspective to understanding gender relations and cricket, through the lens of The Hundred – a new, short-form tournament, described by the England and Wales Cricket Board as being part of its long-term commitment to making cricket a gender-equal sport. The Hundred is the first sporting tournament in the world which, from the outset, featured fully aligned competitions for both men's and women's teams, including equal prize money, but not equal pay, which the recent Independent Commission for Equity in Cricket condemned. Drawing on concepts of professionalisation as a gendered process we discuss data from interviews with 33 people working in cricket to consider how gender relations continue to impact opportunities for women in cricket. This article further supports the need to conceptualise professionalisation in sport as gendered by considering the ways The Hundred facilitates opportunities for men's and women's cricket differently

Making Well-being an Experiential Possibility: The Role of Sport

Whilst the relationship between active participation in sport and well-being has been widely acknowledged, less attention has been paid to actually understand this relationship from the perspective of the individual. Our paper draws upon phenomenological philosophy and the existential life-world view of well-being, in order to explore how the experience of sport can help facilitate possibilities for multiple kinds and levels of well-being. In doing so, our paper highlights the multiplicity of the dimensions of well-being, and offers examples of the different paths to well-being provided by sport, thus providing ways of describing well-being experiences within a sports context that are more complex than those offered by more traditional approaches to study in this area. Within this conceptual analysis we adopt a humanistic approach that considers the multiple ways well-being can be experienced through sport as a sense of dwelling, mobility or dwelling-mobility within the life-world dimensions of temporarily, spatiality, mood, embodiment, inter-subjectivity and identity

Re-establishing the ‘outsiders’: English press coverage of the 2015 FIFA Women’s World Cup

In 2015, the England Women’s national football team finished third at the Women’s World Cup in Canada. Alongside the establishment of the Women’s Super League in 2011, the success of the women’s team posed a striking contrast to the recent failures of the England men’s team and in doing so presented a timely opportunity to examine the negotiation of hegemonic discourses on gender, sport and football. Drawing upon an ‘established-outsider’ approach, this article examines how, in newspaper coverage of the England women’s team, gendered constructions revealed processes of alteration, assimilation and resistance. Rather than suggesting that ‘established’ discourses assume a normative connection between masculinity and football, the findings reveal how gendered ‘boundaries’ were both challenged and protected in newspaper coverage. Despite their success, the discursive positioning of the women’s team as ‘outsiders’, served to (re)establish men’s football as superior, culturally salient and ‘better’ than the women’s team/game. Accordingly, we contend that attempts to build and, in many instances, rediscover the history of women’s football, can be used to challenge established cultural representations that draw exclusively from the history of the men’s game. In such instances, the 2015 Women’s World Cup provides a historical moment from which the women’s game can be relocated in a context of popular culture