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González-Calvo, G. & Varea, V. (2019). A Turning Point as an Opportunity to (Re)Think and Give a Voice to One’s Own Body. Societies, 9(3), Article ID 60.
Open this publication in new window or tab >>A Turning Point as an Opportunity to (Re)Think and Give a Voice to One’s Own Body
2019 (English)In: Societies, E-ISSN 2075-4698, Vol. 9, no 3, article id 60Article in journal (Refereed) Published
Abstract [en]

This article explores the intersectionalities of masculinity, fatherhood, and physical activity in relation to a Physical Education teacher who has been diagnosed with an illness. In so doing, we draw on autobiographical narratives to delve into how embodied subjectivities are constructed to advance knowledge on a new embodied way of being a man and a PE teacher that can be accepted and embraced. The results are organised into three main themes: (1) narratives of continuation: the “before” of chronic illness; (2) narratives of disruption: back pain and temporary physical disability; and (3) restitution narratives: damn it, now that I am a father. The results suggest that narratives such as those presented in this article contribute to the continuously changing process of life projects and that illness can assist in redefining and reconstituting the persona of a PE teacher.

Place, publisher, year, edition, pages
MDPI, 2019
Keywords
Illness, embodied disruption, masculinity, fatherhood, Physical Education, narratives, Frank
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Other Medical Sciences not elsewhere specified
Identifiers
urn:nbn:se:oru:diva-75840 (URN)10.3390/soc9030060 (DOI)000488007400001 ()
Available from: 2019-08-21 Created: 2019-08-21 Last updated: 2019-11-15Bibliographically approved
Varea, V. (2019). Embodying latinness in Australia through dance. Revista Tempos e Espaços em Educação, 12(31), 81-96
Open this publication in new window or tab >>Embodying latinness in Australia through dance
2019 (English)In: Revista Tempos e Espaços em Educação, ISSN 1983-6597, E-ISSN 2358-1425, Vol. 12, no 31, p. 81-96Article in journal (Refereed) Published
Abstract [en]

Dance, as an embodied activity, is shaped by culture, and simultaneously shapes culture. Significantly, over the last few years there has been a worldwide boom in Latin dance, which is often considered an ‘exotic’ and ‘sexy’ activity. This paper explores experiences of teaching Latin dance as a service activity (extensión, in Spanish) by an academic in Australia, shaped by the theoretical ideas of public and body pedagogies. The reflections are presented under two broad themes: the potential of Latin dance as a service activity, and the processes of integrating and othering Latinness in Australia.

Place, publisher, year, edition, pages
Universidade Federal de Sergipe, Programa de Pós-Graduação em Educação, 2019
Keywords
Embodiment, Latin dance, Australia, public and body pedagogies, service
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Sport and Fitness Sciences Cultural Studies
Identifiers
urn:nbn:se:oru:diva-77886 (URN)10.20952/revtee.v12i31.12083 (DOI)000496533000006 ()
Available from: 2019-11-14 Created: 2019-11-14 Last updated: 2019-12-03Bibliographically approved
Pang, B., Varea, V., Cavallin, S. & Cupac, A. (2019). Experiencing risk, surveillance, and prosumption: health and physical education students’ perceptions of digitised health and physical activity data. Sport, Education and Society, 24(8), 801-813
Open this publication in new window or tab >>Experiencing risk, surveillance, and prosumption: health and physical education students’ perceptions of digitised health and physical activity data
2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 24, no 8, p. 801-813Article in journal (Refereed) Published
Abstract [en]

Digital technologies are now considered important in shaping young people's engagement in and with health and physical activity. Recent discussions show that the use of digital technologies to track health and fitness may over-emphasize the linear understanding of the body and health generally underpinned by Western health ideologies such as healthism. Other studies have shown the increased use of digital technologies in teaching Health and Physical Education (HPE) and as a means to enhance health and increase physical activity. Despite the opportunities and risks apparent in these studies, little is known about how HPE students make choices, negotiate, and resist or embrace the digitalisation of physical activity, exercise, and more broadly health. This study examines HPE students’ meaning making of risk and surveillance associated with the self-digitisation of exercise. The study further investigates how the concept of ‘prosumption’; the production, curation and consumption of self-data within the context of digitised health and physical activity, is understood. Based on the findings, we have constructed a typology of prosumers that can be used as a pedagogical device to illustrate the various kinds of subject positions students take up with digital technology in health and physical activity. This study extends the current understanding of prosumers by identifying the ‘ambivalent prosumer’. The results provide insights that have direct pedagogical implications in HPE teacher education specifically in the areas of knowledge production and consumption of knowledge through digital technology in health and physical activity.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Digital technologies, prosumption, surveillance, health and physical activity, health and physical education
National Category
Educational Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-70838 (URN)10.1080/13573322.2018.1491835 (DOI)000482956600002 ()2-s2.0-85048992308 (Scopus ID)
Note

Funding Agency:

Western Sydney University [School of Science and Health Catalysing Innovative]

Available from: 2018-12-20 Created: 2018-12-20 Last updated: 2019-11-08Bibliographically approved
González-Calvo, G., Varea, V. & Martínez-Álvarez, L. (2019). Health and body tensions and expectations for pre-service physical education teachers in Spain. Sport, Education and Society, 24(2), 158-167
Open this publication in new window or tab >>Health and body tensions and expectations for pre-service physical education teachers in Spain
2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 24, no 2, p. 158-167Article in journal (Refereed) Published
Abstract [en]

The importance of the Physical Education (PE) teacher’s body, particularly for teaching PE, has been highlighted in literature. PE teachers are expected to be clear role models to students through their acts, behaviours and bodies. However, their strong embodied subjectivities, particularly those related to their teaching practices, may be problematised. This paper explores the ways in which a group of 15 pre-service PE teachers from a Spanish university constructed perspectives about the body and health in relation to their professional practices. Body journals were used to collect data, which were analysed using a Deleuze-Guattarian approach. The findings reveal the significant emphasis participants placed on their own bodies while teaching PE and the pressure they felt to conform to certain expectations of their professional roles. In response, we propose critical reflection on the content of Physical Education Teacher Education (PETE) programmes and incorporation of alternative pedagogical approaches to alleviate the heavy reliance on pre-service teachers’ bodies.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Physical education, pre-service teachers, body, health, body journals, deleuze-guattari
National Category
Other Medical Sciences not elsewhere specified Social Sciences
Identifiers
urn:nbn:se:oru:diva-71338 (URN)10.1080/13573322.2017.1331426 (DOI)000454911600005 ()2-s2.0-85019603777 (Scopus ID)
Available from: 2019-01-10 Created: 2019-01-10 Last updated: 2019-01-17Bibliographically approved
Gonzalez-Calvo, G., Varea, V. & Martinez-Alvarez, L. (2019). 'I feel, therefore I am': unpacking preservice physical education teachers' emotions. Sport, Education and Society
Open this publication in new window or tab >>'I feel, therefore I am': unpacking preservice physical education teachers' emotions
2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed) Published
Abstract [en]

The teaching profession requires an understanding of teachers' and students' emotions, and teachers' emotions can influence their teaching practice, professional development and pedagogical approaches. Furthermore, emotions are embodied and they may have a detrimental effect on wellbeing if they are not addressed properly. This paper explores the emotional dimensions of preservice primary teachers' practicum experiences in physical education (PE). Body journals were used to collect data which were analysed using a Sociology of Emotions (SoE) approach. The findings revealed that preservice teachers' emotions manifest physically during their practicum, especially at particular junctures, such as at the beginning of their teaching. Preservice teachers felt the need to make a 'good impression' within the school through the regulation of their emotions as they faced continual challenges to succeed in unfamiliar teaching circumstances. The conclusions of this study demonstrate the benefits of providing opportunities for preservice PE teachers to reflect on their emotions during the practicum and the consequences that these may have on their bodies and teaching practices.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Emotions, preservice teachers, physical education, body, sociology of emotions
National Category
Sport and Fitness Sciences Other Medical Sciences not elsewhere specified Educational Sciences
Identifiers
urn:nbn:se:oru:diva-74679 (URN)10.1080/13573322.2019.1620202 (DOI)000469743300001 ()
Available from: 2019-06-14 Created: 2019-06-14 Last updated: 2019-06-14Bibliographically approved
Varea, V. (2019). ‘I Feel, therefore I am’: Unpacking Preservice Physical Education Teachers’ Emotions. In: : . Paper presented at European Conference on Educational Research.
Open this publication in new window or tab >>‘I Feel, therefore I am’: Unpacking Preservice Physical Education Teachers’ Emotions
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Sport and Fitness Sciences Sociology (excluding Social Work, Social Psychology and Social Anthropology) Pedagogy
Identifiers
urn:nbn:se:oru:diva-77887 (URN)
Conference
European Conference on Educational Research
Available from: 2019-11-14 Created: 2019-11-14 Last updated: 2019-11-14
Varea, V. (2019). On being a non-white academic in physical education and sport pedagogy. Sport, Education and Society, 24(4), 325-337
Open this publication in new window or tab >>On being a non-white academic in physical education and sport pedagogy
2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 24, no 4, p. 325-337Article in journal (Refereed) Published
Abstract [en]

Conversation regarding the challenges and pressures that Early Career Academics (ECAs) face in the current context of the neoliberal university sector has begun to grow generally, and in the field of Physical Education and Sport Pedagogy (PESP) in particular. However, the additional challenges faced by non-white PESP academics in their early careers have, as yet, been absent from the ECA conversation. In this paper, I draw upon my own experiences as a non-white, female ECA with English as an additional language (EAL), working in the field of PESP in a developed English-speaking country, to explore racialised discourses and practices in the academia. To do so, I make use of a critical whiteness lens and an autoethnographic approach. In the analysis of the narratives, I invite others to reflect on how race is socially constructed, on the ‘extra effort’ that non-white academics with EAL must expend in order to survive colour-blind academia, and on the limited options for agency among non-white ECAs. The paper concludes with reflections on how academics need to open the dialogue ‘just a bit more’ to include non-white academics in the conversation about ECAs working in neoliberal university contexts to create spaces for equitable work.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Non-white, early career academic, physical education and sport pedagogy, othering, autoethnographic approach
National Category
Other Medical Sciences not elsewhere specified Cultural Studies
Identifiers
urn:nbn:se:oru:diva-71340 (URN)10.1080/13573322.2017.1385451 (DOI)000462033900001 ()
Available from: 2019-01-10 Created: 2019-01-10 Last updated: 2019-06-18Bibliographically approved
Varea, V., González-Calvo, G. & Alcalá, D. H. (2019). The influence of consumerism on Spanish physical education teachers. European Physical Education Review, 25(4), 949-963
Open this publication in new window or tab >>The influence of consumerism on Spanish physical education teachers
2019 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 25, no 4, p. 949-963Article in journal (Refereed) Published
Abstract [en]

Consumer culture and neoliberalism have significantly influenced contemporary globalised, Western(ised) and highly visual societies. These influences have also infiltrated physical education settings, contributing to market-driven surveillance of physical education teachers’ physical appearance. This paper examines the reflections of a group of physical education teachers working at the primary and secondary levels in Spain concerning subjectivities of bodies and professional practices. It draws on semi-structured interview data and the Foucauldian concepts of Panopticon and surveillance to explore the ways in which the participants were influenced by the market and neoliberalism. The results of the study invite us to reflect on how images and messages from media may promote certain expectations for physical education teachers concerning physical appearance, dress and sports supplements consumption. The findings have implications for teacher education and the preparation of physical education teachers to resist dominant discourses promoted by the media.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Consumerism, physical education teachers, panopticon, subjectivities of bodies
National Category
Educational Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-70840 (URN)10.1177/1356336X18789196 (DOI)000486166500003 ()
Available from: 2018-12-20 Created: 2018-12-20 Last updated: 2019-11-08Bibliographically approved
Varea, V. (2018). Exploring play in school recess and physical education classes. European Physical Education Review, 24(2), 194-208
Open this publication in new window or tab >>Exploring play in school recess and physical education classes
2018 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 24, no 2, p. 194-208Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to explore children’s play during recess and in physical education (PE) classes from the perspective of Huizinga’s theory of play. Specifically, this study investigated how primary school PE teachers used the concept of play, how it was understood by student participants, and how the participants engaged in the different phases of play during recess. Two groups of Year 3 children from two different schools participated in the study. Observations and unstructured group and individual interviews were used to collect data. The results reveal that PE teachers used the concept of play to propose activities, therefore employing play as a pedagogical tool. Participants engaged in some short breaks during the different parts of the PE class, during which they engaged in a ludic mode of play. Finally, the players communicated with each other in different ways while playing in a ludic mode during recess, using verbal and non-verbal communication and a combination of both. The results suggest that PE teachers need to determine which approaches to play are more appropriate to use in their classes.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
Play, Huizinga, ludic mode, physical education, recess, children
National Category
Educational Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-70823 (URN)10.1177/1356336X16679932 (DOI)000430477500005 ()2-s2.0-85045854111 (Scopus ID)
Available from: 2018-12-20 Created: 2018-12-20 Last updated: 2019-01-08Bibliographically approved
Varea, V., González-Calvo, G. & Martínez-Álvarez, L. (2018). Exploring Touch in Physical Education Practicum in a Touchy Latin Culture. Societies, 8(3), Article ID 54.
Open this publication in new window or tab >>Exploring Touch in Physical Education Practicum in a Touchy Latin Culture
2018 (English)In: Societies, E-ISSN 2075-4698, Vol. 8, no 3, article id 54Article in journal (Refereed) Published
Abstract [en]

The decrease in touch has been explored in recent literature in relation to child protection discourses and no touch policies and it has been suggested that Physical Education (PE) has been weakened by the lack of touch. Significantly, the issue of touch has remained largely unexplored in Latin societies, which are characterised by an amplified tactile approach to people and comparatively little personal space. This paper examines how a group of pre-service PE teachers in Spain responded to, acted and negotiated touch with primary school students. It draws on data generated from body journals and the concepts of risk society, surveillance and moral panic. The findings indicate that touching school students is still common practice in Spain and was considered something positive. The influence of other individuals and certain spaces was also noted by participants, who felt more surveilled and distressed on particular occasions and some of them strategically introduced touch with students in a progressive manner. The results of the study invite us to reflect on the possibility of doing more harm than good by presenting topics about touch to pre-service teachers and how pre-service teacher educators may need to provide PE students with proper resources and understandings to successfully negotiate touch with school students.

Place, publisher, year, edition, pages
MDPI, 2018
Keywords
touch, Physical Education, practicum, Latin culture, risk, surveillance, moral panic
National Category
Educational Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-70841 (URN)10.3390/soc8030054 (DOI)000447944500010 ()
Available from: 2018-12-20 Created: 2018-12-20 Last updated: 2019-01-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3572-4976

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