Year: 2014
Type: dissertation
Abstract: This thesis explores how notions of ability are socially constructed, defined and experienced within physical education (PE).Pierre Bourdieu's concepts are used to examine the processes through an acknowledgement and consideration of the culture where pupils' and teachers' notions of ability are configured, reconfigured, and experienced.The study covered one academic school year in a North London mixed comprehensive school.Fifteen pupils participated in focus groups and individual interviews.The pupils were a mixture of boys (11) and girls (4), a range of abilities and ages (11 -16 years old), and experienced PE predominantly in ability groups.In addition, six PE teachers were interviewed and PE lesson observations were conducted throughout the study.The findings identify various processes and interactions between individuals and also between individuals and the field that contribute towards the social construction of ability in PE.The findings highlight the complex and dynamic nature of the PE experience where notions of ability and the related practices have a bearing.Hierarchical ability-based practices were apparent that served to reinforce dominant notions of ability but there were other practices that could potentially challenge 'legitimate' notions of ability.The study highlights some of the constraints that teachers face in their attempts to integrate broader notions of ability, especially within a performative culture.Variations across the individual experience highlight considerations for pupils in terms of becoming physically literate and reaching their potential.The study aims to raise key questions for stakeholders in considering how ability-based practices work in facilitating a learning environment that supports all levels of ability and preparing all young people for lifelong activity.In addition it stresses the need for greater agreement amongst stakeholders on the purpose of PE in the current climate and suggests that a review of the aims of PE is warranted.perceived levels of ability and consider the implications of such experiences with the intention of enhancing the PE experience for all abilities.Two research questions will be addressed: How is ability conceptualised within PE? How do pupils of varying levels of ability experience PE? Structure of the thesisThe thesis is divided into a further six chapters.Chapter two presents: an overview of key historical developments within PE over the last hundred years and the corresponding ideologies; PE and sport policy; and debates on the aims of PE.It particularly emphasises the importance of understanding the development of the field of PE and appreciating the relationship between past and present practices in positioning ability as a social construct.It includes early discourse on the aims and values of PE that challenge what is of educational value within the educational system.It also highlights groups that have been at an advantage within various forms of PE that have ensued, where it has been argued that PE has continued to reflect much of the historically classbased and gendered struggles.Chapter two stresses that it is within this culture that pupils' and teachers' notions of ability are configured and reconfigured.Chapter three highlights the complexities involved in the conceptualising of ability in PE.It explores literature on the use of ability-based pedagogy in education and physical education and considers the influence on notions of ability.In addition, chapter three explores different theoretical perspectives from which to consider related experiences and the impact upon the learner as well as different theoretical perspectives from which to position ability.It makes a case for the social construction of ability in PE and concludes with an overview of Pierre Bourdieu's framework.Chapter four provides the rationale and the theoretical and practical considerations for the investigation.It explains the frameworks and paradigms that underpin the adopted methodology.It also provides a detailed outline of the chosen methods and the context of the investigation.It concludes with an overview of the data analysis.Chapters five and six present the analysis of the empirical data from this research.Chapter five addresses how ability is conceptualised within PE and chapter six addresses how pupils of varying levels of ability experience PE.Consequently, chapter and School Sport Strategy for Young People.
Author: Amanda Croston
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W41378187