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Joy, fear and resignation: Investigating emotions in physical education using a symbolic interactionist approach
Örebro University, School of Health Sciences. Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden. (RESHAPE)ORCID iD: 0000-0003-4162-9844
Department of Sport and Health Science, University of Dalarna, Falun, Sweden.
The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden.
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 fromscholars in the last two decades. Many scholars claim that emotionssignificantly affect learning and that positive emotions such as joy andpleasure are necessary for continued participation in movementactivities beyond the classroom. Much of the existing literature,however, is based on the idea that emotions comprise internal mentalstates that are retrospectively oriented. In the current paper, we workwith alternative principles that can create new understandings of theaffective dimensions of PE and specifically, movement learning. We drawon symbolic interactionist principles, framing emotions as multimodalcommunicative resources that are performed in social contexts. Fromthis perspective, we demonstrate how emotions: (1) can be investigatedas part of the production of broader sequences of pedagogical actionand (2) relate to issues of knowledge, identity and authority. We presentobservational material generated with PE teacher education students asthey develop movement capability. We focus on three interactionalepisodes in which fear, joy and resignation are performed by studentsinteracting with either peers or an observing researcher. In each case,we demonstrate how emotions: affiliate or dis-affiliate the actor with themovement knowledge in focus, index an institutionally recognizableidentity and influence the subsequent actions of the participants in theinteractional sequence. The key thesis developed in the paper is that assymbolic resources, emotions have important consequences for actorswithin movement learning environments. The paper is concluded withreflections on the implications of the approach for practitioners alongwith 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
Learning
Identifiers
URN: urn:nbn:se:oru:diva-77410DOI: 10.1080/13573322.2019.1672148ISI: 000489952000001OAI: oai:DiVA.org:oru-77410DiVA, id: diva2:1361675
Funder
Swedish Research Council, 2017-03471Available from: 2019-10-16 Created: 2019-10-16 Last updated: 2019-11-20Bibliographically approved

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Barker, Dean

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • en-US
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  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
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