Physical education cultures in Sweden: fitness, sports, dancing ... learning?
2015 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 20, no 5, 573-587 p.Article in journal (Refereed) Published
In a significant article from 1993, Crum describes the purpose of physical education (PE) as a‘planned introduction into movement culture’. In broad terms, this purpose is tantamount to thestated purpose of Swedish PE in national steering documents. Crum contends, however, thatphysical educators do not prioritise learning, which is largely due to the different ‘movementcultures’ that constitute the PE lessons. This article explores how practice unfolds in movementcultures that are included in Swedish PE and their implications for teaching and learning in thesubject. Some 30 (indoor) PE lessons in eight secondary schools in four cities throughout Swedenwere video recorded. At ‘first glance’ these lessons indicated the prevalence of four logics ofpractice: a physical training logic, a sports logic, a sport technique logic and a dance logic.However, further analysis revealed that the teachers’ and students’ actions were not entirely in linewith a logic of practice of training the body, winning the game, learning sporting skills or learningto dance. Instead, the PE practice largely unfolded as a ‘looks-like-practice’, where the purpose ofteaching was blurred, and where any ‘planned introduction into movement culture’ was difficult toidentify. In the final section, the authors discuss how physical activity logics can be recontextualisedin a PE setting in order to emphasise the educational contribution of PE.
Place, publisher, year, edition, pages
2015. Vol. 20, no 5, 573-587 p.
Research subject Education
IdentifiersURN: urn:nbn:se:ltu:diva-12281DOI: 10.1080/13573322.2014.979143Local ID: b63fd4db-d235-4fc5-9dba-581d72802775OAI: oai:DiVA.org:ltu-12281DiVA: diva2:985231
Validerad; 2015; Nivå 2; 20141219 (andbra)2016-09-292016-09-29Bibliographically approved