Sport Education and Society (SPORT EDUC SOC )

Publisher: Taylor & Francis

Description

Sport, Education and Society is an international journal which provides a focal point for the publication of research on pedagogy, policy and the wide range of associated social, cultural, political and ethical issues in physical activity and sport. The journal will concentrate both on the forms, contents and contexts of physical education and sport found in schools, colleges and other sites of formal education, and the pedagogies of play, callisthenics, gymnastics and sport found in familial environments, various sport clubs, the leisure industry, as well as private fitness and health studios, dance schools, gymnastic clubs and rehabilitation centres. Sport, Education and Society therefore wishes to encourage contributions not only from sports scientists working in the field of pedagogy but also from professionals with interests in theoretical and empirical issues relating to pedagogy, policy and the curriculum in physical activity and sport.

  • Impact factor
    1.17
    Show impact factor history
     
    Impact factor
  • 5-year impact
    1.25
  • Cited half-life
    7.60
  • Immediacy index
    0.11
  • Eigenfactor
    0.00
  • Article influence
    0.43
  • Website
    Sport, Education and Society website
  • Other titles
    Sport, education and society (Online)
  • ISSN
    1357-3322
  • OCLC
    44547794
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 12 month embargo for STM, Behavioural Science and Public Health Journals
    • 18 month embargo for SSH journals
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • Pre-print on authors own website, Institutional or Subject Repository
    • Post-print on authors own website, Institutional or Subject Repository
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • Publisher will deposit to PMC on behalf of NIH authors.
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ yellow

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Over the last one of two decades, researchers within the physical education (PE) and sport pedagogy research frequently use the concept ‘the material body’. An initial purpose of this article is to explore what a concept of a ‘material body’ might mean. What other bodies are there? Who would dispute the materiality of bodies? I suggest that the use of a concept as ‘the material body’ suggests a hesitation before the radicalism of the linguistic turn in the sense that the concept ‘discourse’ does not include a material dimension. In this way ‘the material body’ relates to an interpretation of ‘the socially (or discursively) constructed body’ as void of matter. A further purpose with the article is to re-inscribe matter in the concept of ‘discourse’. This is done by way of discussing what theorists like Michel Foucault and, in particular, Judith Butler, has to say about the materiality of the body. In their writings, discourse should not be limited to spoken and/or written language. Rather, discourse is understood in terms of actions and events that create meanings—that matters. One conclusion of the article is that it is important to problematise the mundane view of discourse as ‘verbal interchange’ because it reinforces the promise of an objective knowledge that will eventually shed light on the ‘real’ body and the mysteries of sexual difference, what its origins are, what causes it. Another conclusion is that the PE and sport pedagogy research should pay less attention to the body as an object (what it ‘is’), and pay more attention to how the body matters, and e.g. how movements make bodies matter.
    Sport Education and Society 07/2014; 19(5).
  • [Show abstract] [Hide abstract]
    ABSTRACT: How we go about conceptualising and articulating relationships between the body as ‘matter’ and its ‘mattering’ in and by culture, is a critical issue for educational researchers, perhaps especially so for those in Physical Education, Health and sport (PEHS). This paper engages such issue via conversation with ideas presented in the recent work of Håkan Larsson and Mikael Quennerstedt, published in this and another journal (Quest). While we share much the same interests as Håkan and Mikael in researching educational processes, including how policy and pedagogical transactions evident in formal and informal education, PEHS impact subjectivity to either prohibit or progress the well-being of children and young people and, even more broadly, greater equity and equality in society and schools, we highlight some clear points of divergence especially with their views as to how future research might advance understanding of relationships between education, embodiment and specific movement forms. The paper advocates attention to both matter and mattering and their relationality, via border crossings of an ideational, intellectual and disciplinary kind.
    Sport Education and Society 07/2014; 19(5).
  • Sport Education and Society 07/2014; 19(5).
  • Sport Education and Society 05/2014; 19(4).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Various government policies, strategies and responses in England over the years have highlighted schools and physical education to be instrumental in addressing health and the focus on health has been strengthened within subsequent revisions of the National Curriculum. Whilst this might seem encouraging, concerns have been expressed that such policies and governmental regulation increasingly bear features of a ‘performative culture’ and that these have led to increasingly widespread health surveillance in schools. Linked to this are long-standing concerns over the way in which health is addressed in schools and physical education, as well as over some of the monitoring measures and practices employed within the curriculum. Despite this, little is known about monitoring practices in physical education. This article, therefore, presents findings of a study which aimed to (1) determine the nature, prevalence and purpose of monitoring health, physical activity and physical fitness within the physical education curriculum and (2) establish physical education teachers' views of and approaches to monitoring. The study comprised two phases. The first phase involved a survey completed by Heads of Physical Education in 110 secondary schools from across England, and the second semi-structured interviews with 18 of those from the original sample. The findings revealed monitoring, and in particular fitness monitoring, to be a common feature within the physical education curriculum in many schools. However, a number of issues and limitations associated with monitoring and some of the schools' monitoring practices were identified, and the individualistic nature and performative culture reflected in and reinforced through monitoring were acknowledged as potentially problematic. It was thus suggested that if the findings are typical, then monitoring practice is currently not in a good state of health. The article concludes proposing a way forward for monitoring within physical education in the form of some recommendations for practice.
    Sport Education and Society 05/2014; 19(4).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Although Teaching Games for Understanding (TGfU) has gained ground, pedagogical models are sustainable only when situated in a comprehensive worldview and consistent epistemology. After considering the five values orientations offered by Jewett, Bain, and Ennis, the authors conclude that ecological integration offers a useful starting point in this regard, but taking this a step further, they offer a worldview that they call ecological complexity, woven together from social constructivism, complexity, and ecological thinking. Since the authors argue that teachers who espouse this worldview focus on emergent learning, they have coined the term emergent learning focused (ELF) teacher to describe the pedagogical approaches that might result. These encourage the spontaneous play seen in the schoolyard, playground, or village green as opposed to work in the factory. ELF teachers encourage learners to develop holistically as they construct meaning, positioning themselves in the ecosphere of which they form an integral part. The authors apply ecological complexity to Inventing Games, in which learners invent and refine games within the TGfU classifications. They argue that as learners work together to invent and develop ownership of their games, they engage in a cognitive apprenticeship that prepares them for life in the wider community. Specifically, learners develop core social and emotional learning skills in a process that the authors have termed situated ethics. As game play structures and constraints work in balance to produce disturbances, learners adapt and game play evolves. Learners learn to navigate these adaptations and evolutions by creating sustainable democratic processes. Teachers who operate from an ecological complexity worldview see all educational agents—learners, teachers, administrators, curriculum, school, community, and culture—as parts of a sustainable learning system. The authors conclude by offering the building blocks they believe might move this system closer to sustainability in games education.
    Sport Education and Society 05/2014; 19(4).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this qualitative study was to explore the reactions of 13 pre-service teachers (PTs) implementing an adventure-based learning (ABL) unit through the lens of occupational socialization. Data were collected through interviews, critical reflections and reflection of videotaped ABL lesson. Analysis of the data resulted in two themes: (1) This is harder than I remember and (2) Student reaction: It's not what I expected. It can be concluded from this study that: (1) ABL can challenge PTs prior beliefs about physical education, (2) the PTs had to negotiate a struggle of values between the student-centered unit and the prior experience and values of the middle school students, (3) student resistance to the unit was a strong socializing agent for the majority of the PTs and (4) teaching small groups of students and engaging in critical reflection with peers each day helped the PTs to persevere in the face of the student resistance.
    Sport Education and Society 05/2014; 19(4).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The growing competitiveness of modern sport means that children, from very early ages, are increasingly submitted to intensive training programmes. These programmes are problematic for young athletes not only because their developing bodies are particularly susceptible to different kinds of injuries, but because athletes are also particularly vulnerable to experiences of different kinds of abuses. Using data collected through semi-structured interviews this study examines the various kinds of abuse that former Portuguese female gymnasts underwent during their sporting careers. Interviewees were asked to reflect on their past experiences and discuss aspects of the gymnastics subculture. Weight control, training/competing with injuries and corporal punishment emerged as key themes. The study therefore shows that the physical and psychological abuse of young athletes occurs even beyond the confines of elite professional sport, and thus that a broader spectrum of athletes learn to consider these forms of exploitation and abuse as normal.
    Sport Education and Society 05/2014; 19(4).
  • Sport Education and Society 05/2014; 19(4).
  • [Show abstract] [Hide abstract]
    ABSTRACT: While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of ‘leverage’ for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to explore how social media operates as a communicative space, external to the physical site of an emerging community of practice (CoP) that supported teachers' professional learning and their subsequent longer term changing practice. This study is nested within a wider longitudinal project that explores how teachers learnt and refined their use of a pedagogical innovation (Cooperative Learning) through the overarching methodology, participatory action research. Social media emerged as a form of communication that was not in the study's original design. The paper explores 2125 interactions, through Facebook and Twitter, between five physical education teachers and a facilitator over a two-year period. Through social media, the facilitator re-enforced teachers changing practice, aided the development of the practices of an emerging CoP, and by the CoP situating their use of the innovation in the virtual world, teachers were supported in changing their practice over time, and the use of the pedagogical innovation was sustained. Interactions promoted teacher inquiry, challenged teachers to develop their existing use of the innovation further and encouraged them to work together and develop shared practices. Therefore, social media is presented here as a ‘new’ method for professional learning that supports pedagogical change and overcomes some of the financial and time implications of facilitators and teachers working together.
    Sport Education and Society 04/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: One important challenge ahead for sport and exercise pedagogy (SEP) researchers is to consider afresh questions about learning. Learning in the fields of sport, physical activity and physical education (PE) is a particularly complex business. Most existing theories of learning are defined cognitively, yet learning in sport and physical activity contexts is also practical and embodied, and is linked to the powerful wider cultural contexts of sport and related areas such as health. Yet, even though learning in these contexts is particularly complex, practitioners rarely draw upon specific learning theories to ask questions about practice, and researchers in SEP have tended to focus on content and issues of teaching and coaching instead of using learning theories as a way to explore learning or investigate learning. This paper draws on data from a project in Sweden on learning in PE to illustrate the ways in which a learning theory framework can be used to guide research questions, offer important insights into the learning process and make a contribution to the wider literature on learning theory. We also argue that research design grounded in learning theories has the potential to result in greater coherence across studies, thereby offering a more valuable service to practitioners.
    Sport Education and Society 04/2014; iFirst:1-14.
  • [Show abstract] [Hide abstract]
    ABSTRACT: In July 2012, The Lancet announced a pandemic of physical inactivity and a global call to action to effect change. The worldwide pandemic is said to be claiming millions of lives every year. Asserting that physical inactivity is pandemic is an important moment. Given the purported scale and significance of physical inactivity around the world, this research examines how the pandemic is rhetorically constructed and how various solutions are proposed. We apply a governmentality perspective to examine the continuity, coherence and appropriateness of ideas about physical activity. The analysis demonstrates that within The Lancet, there is disunity about what is known about physical activity, problematic claims of ‘abnormality’ and contradictions in the proposed deployment of a systems approach to solve the problem. The article concludes by suggesting that as knowledge produced about physical activity grows, scholars need to beware of nostalgic conceptions of physical activity, account for the immense diversity of lived experiences which do not abide by idealistic recommendations and consider more rigorously contentious claims about physical activity programme effects.
    Sport Education and Society 02/2014;
  • Sport Education and Society 01/2014; 19(3).
  • Sport Education and Society 01/2014; 19(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: The article presents our response to some ideas presented by David Kirk in his 2012 Scholar Lecture to the Physical Education and Sport Pedagogy Special Interest Group of the British Educational Research Association Annual Conference in September 2012. We seek to present an alternate view to one aspect of Kirk's argument which supports a view that physical education pedagogues are marginalised in academia and that such a status is attributed at least in part to their professional positioning within the field of education and within schools or faculties of education. We argue that a career as a scholar in the university sector means understanding the goals and priorities of the particular university where you work and how your interests and capacities align. We argue that being a teacher educator or a sport pedagogy scholar in a College of Education or in a Department of Human Movement Studies is not the central defining characteristic in progressing your career. What matters is that the priorities of your department and the attitude of your colleagues to your teaching and research align with your capacities and interests. We reject what we read as the message that being involved in teacher education is not a good career move in the contemporary university. While we acknowledge challenges to teacher education in England and elsewhere, this is not a reason to abandon research on teaching/teacher education or careers in schools/departments of education.
    Sport Education and Society 01/2014; 19(3).
  • Sport Education and Society 01/2014; 19(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper provides a response to questions which emerged when reading Gilbourne et al's paper, questions it is suggested which compel us to go back to the very heart of what critical social science is (or can be) about. Central to this debate is the extent to which a perceived starting point in any investigation has implications upon the directions the research may take, especially if the intention is to achieve social change. It is suggested that Gilbourne et al's strategy to create a ‘fictional’ story about an individual conflicts with their attempt to observe an empirical reality and ultimately engage in critical social science.Although it is acknowledged that recognising subjectivity in terms of the reflexive stance of the researcher within the research process is crucial in social science, making the researcher the focus of the research does however significantly distort the possibilities for observing empirical reality.Whilst it is also considered that fiction, personal reflection and creative processes are all essential elements in any learning process, the argument suggested in this response is that they must be contextualised within social reality. Indeed, if social reality is to be the focus for critical enquiry then legitimate attempts must be made to acknowledge the contrasting directions certain theoretical and methodological frames will lead. The suggestion is that if critical change is the main agenda, we need to identify what it is we want to change and in doing so must prioritise the social world of others.
    Sport Education and Society 01/2014; 19(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This lecture considers how it might be possible to make a career as a university scholar at a time when the university is becoming increasingly corporatised. Consistent with the intent of the Physical Education and Sport Pedagogy (PESP) Special Interest Group (SIG) Scholar Lecture, I draw on personal experiences from my own career as a university teacher, researcher, teacher educator and leader to consider the extent to which the hegemony of corporatisation might be challenged and subverted, the kinds of resistance that can and should take place, and the central importance of collegiality and scholarship to the sustainability of the university as an institution of higher learning. I will consider more specifically what it means to develop a career as a scholar in a practical and marginalised field such as PESP, and the possibilities that exist to secure the future of the field of research and praxis.
    Sport Education and Society 01/2014; 19(3).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper represents the views of two scholars in the USA with respect to the scholar lecture presented by David Kirk at the 2012 BERA – Physical Education and Sport Pedagogy (PESP) Special Interest Group meeting. We discuss how two unique features of the American universities have an impact on both the corporate nature of our work and our scholarship. These features are described as ‘the notion of outreach scholarship’ and the ‘nature of giving.’ In addition, we discuss our different situations and how they affect our ability to do the best academic work. We can, and by consequence, give our best efforts to resist the hegemony of corporatization.
    Sport Education and Society 01/2014; 19(3).

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