Affiliation:
1. 1Örebro University
2. 2University of Dalarna
3. 3The Swedish School of Sport and Health Sciences (GIH)
Abstract
Purpose: To describe student learning when physical education teacher and students attempted to develop movement capability. Methods: The study reports on the implementation of a 10-lesson pedagogical sequence. Data were generated using observations, interviews, and student diaries with one grade 9 class (26 students aged approximately 15 years) as they developed juggling capabilities. Data were analyzed using the notion of corporeal thresholds. Results: Results show that (a) a “throw–throw–catch–catch” pattern emerged as a corporeal threshold for juggling within the sequence; (b) most learners had crossed the threshold at the outset and were able to experiment with different forms of juggling during the sequence; (c) some students crossed the threshold during the sequence. These students experienced liminal phases, characterized by frustration and an initial feeling that they were juggling in the “wrong” way; and (d) some learners became stuck, pretended to know what to do, and did not cross the threshold during the 10 lessons. Discussion/Conclusion: Three issues related to the threshold approach are discussed: student identity and group membership, the process of learning, and the emotional dimensions of movement learning. This study is concluded with reflections on the implications of the results for scholarship.
Subject
Education,Physical Therapy, Sports Therapy and Rehabilitation,Orthopedics and Sports Medicine
Cited by
19 articles.
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