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Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach
Örebro universitet, Göteborgs universitet.ORCID iD: 0000-0003-4162-9844
Högskolan Dalarna.
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.ORCID iD: 0000-0002-0638-7176
2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed) Epub ahead of print
Abstract [en]

Emotional dimensions of physical education have garnered attention from scholars in the last two decades. Many scholars claim that emotions significantly affect learning and that positive emotions such as joy and pleasure are necessary for continued participation in movement activities beyond the classroom. Much of the existing literature, however, is based on the idea that emotions comprise internal mental states that are retrospectively oriented. In the current paper, we work with alternative principles that can create new understandings of the affective dimensions of PE and specifically, movement learning. We draw on symbolic interactionist principles, framing emotions as multimodal communicative resources that are performed in social contexts. From this perspective, we demonstrate how emotions: (1) can be investigated as part of the production of broader sequences of pedagogical action and (2) relate to issues of knowledge, identity and authority. We present observational material generated with PE teacher education students as they develop movement capability. We focus on three interactional episodes in which fear, joy and resignation are performed by students interacting with either peers or an observing researcher. In each case, we demonstrate how emotions: affiliate or dis-affiliate the actor with the movement knowledge in focus, index an institutionally recognizable identity and influence the subsequent actions of the participants in the interactional sequence. The key thesis developed in the paper is that as symbolic resources, emotions have important consequences for actors within movement learning environments. The paper is concluded with reflections on the implications of the approach for practitioners along with a consideration of questions in need of further scientific attention.

Place, publisher, year, edition, pages
Routledge, 2019.
Keywords [en]
Emotion, interaction, movement capability, learning, identity, physical education teacher education
National Category
Sport and Fitness Sciences Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
URN: urn:nbn:se:gih:diva-5893DOI: 10.1080/13573322.2019.1672148ISI: 000489952000001OAI: oai:DiVA.org:gih-5893DiVA, id: diva2:1366394
Available from: 2019-10-29 Created: 2019-10-29 Last updated: 2019-10-29

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Barker, DeanLarsson, Håkan

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