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Inter-student interactions and student learning in Health and Physical Education: A post-Vygotskian analysis
Göteborgs universitet, Göteborg, Sweden.
Örebro University, School of Health and Medical Sciences, Örebro University, Sweden. (SMED)ORCID iD: 0000-0001-8748-8843
Göteborgs universitet, Göteborg, Sweden.
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

If group work has not always been a central element of Physical Education (and Health - HPE), then it has certainly become one in recent times (Ward & Lee, 2005). In this paper we propose that despite: (1) the widespread use of group work in HPE; and (2) significant theoretical advances surrounding HPE models that utilize group strategies (Dyson, Griffin, & Hastie, 2004), we do not have a particularly good theoretical understanding of how learning in groups takes place in the practice of HPE. In order to fill what we see as a significant lacuna, the aim of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory; namely that in learning situations: (i) group members create collective consciousnesses; (ii) expert-novice relationships develop and change; and (iii) knowledge can be thought of as reaching agreement (Roth & Radford, 2010). These tenets are considered with respect to three empirical instances that are represented with transcript material from observations conducted in Swedish HPE lessons. A post-Vygotskian interpretation encourages us to consider: (i) how student engagement with tasks relates to learning; (ii) how group members become “other-oriented” along with the reasons why they might not orient themselves towards others, and (iii) how “non-experts” guide interactions even as “expertness” shifts between members. Such an interpretation has the potential to contribute to a growing understanding of group work and help HPE practitioners make the most of a teaching strategy which is already used widely in schools.

 

References

Dyson, B., Griffin, L., & Hastie, P. (2004). Sport Education, Tactical Games, and Cooperative Learning: Theoretical and pedagogical considerations. Quest, 56, 226-240.

Roth, W., & Radford, L. (2010). Re/thinking the zone of proximal development (symmetrically). Mind, Culture and Activity, 17, 299-307.  

Ward, P. & Lee, M. (2005). Peer-Assisted Learning in Physical Education: A Review of Theory and Research. Journal of Teaching in Physical Education, 24, 205-225.

Place, publisher, year, edition, pages
2013.
National Category
Social Sciences
Research subject
Sports Science
Identifiers
URN: urn:nbn:se:oru:diva-30321OAI: oai:DiVA.org:oru-30321DiVA, id: diva2:643004
Conference
British Educational Research Association - BERA Conference in Cardiff 3-5 september 2013
Available from: 2013-08-24 Created: 2013-08-24 Last updated: 2017-10-17Bibliographically approved

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Quennerstedt, Mikael

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
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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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