Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
“Instantaneous or continuous examination”– exploring dilemmas about when to examine movement in Swedish PETE.
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.ORCID iD: 0000-0002-4660-717X
2014 (English)Conference paper, (Refereed)
Abstract [en]

It has been claimed that issues of assessment in school and education is of particular interest in contemporary society with many conflicting demands, theories and practices (McDowell 2010). In the field of Physical Education (PE), assessment issues, grading and examination practices has received attention on the school level during the last decade (MacPhail & Halbert 2010, Penney 2009, Lopez-Pastor et.al 2013, Redelius & Hay 2009). However, on the level of PE teacher education (PETE), the knowledge base of these issues is not as significant. Based on the relative reduction of movement practices in PETE following the academisation of teacher education in general (Kirk 2010), there are reasons to investigate the what- and the how-question regarding examination in movement practices in PETE.

 

The aim with this paper is to analyse and discuss what is assigned value in the formulation of tasks for examination of movement in subject courses on seven Swedish PETE departments. Inspired by Bourdieu’s concept of symbolic capital (Bourdieu & Wacquant 1992) and its use in PE research (Backman 2008, Brown 2005, Redelius et.al. 2009), a preliminary analysis of formulations in curricula documents has showed that the examination of movement practices is a silent, constant and ongoing process, rather than out-spoken and performed at specific occasions during a course. The analysis has also shown that the ability to perform movements is, within examination tasks, formulated separate from the ability to teach, rather than integrated with one another. Illuminating these issues, not only on the level of school PE but also on the PETE level, might develop and strengthen assessment practices not only in PE but also in PETE.

Place, publisher, year, edition, pages
2014.
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
URN: urn:nbn:se:gih:diva-3582OAI: oai:DiVA.org:gih-3582DiVA: diva2:767117
Conference
AIESEP World Congress 2014, Auckland, New Zeeland
Available from: 2014-11-30 Created: 2014-11-30 Last updated: 2016-01-12Bibliographically approved

Open Access in DiVA

No full text

Other links

Link to congress

Search in DiVA

By author/editor
Backman, Erik
By organisation
Forskningsgruppen för pedagogik, idrott och fritidskultur
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

Total: 96 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf