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The pedagogical consequences of ‘no touching’ in Physical Education: the case of Sweden
Örebro University, School of Health and Medical Sciences, Örebro University, Sweden. (SMED)
2015 (English)In: Touch in Sports Coaching and Physical Education: Fear, Risk and Moral Panic / [ed] Heather Piper, New York: Routledge, 2015, 70-84 p.Chapter in book (Refereed)
Abstract [en]

The chapter is focused on the context of Physical Education and the professional ideals and responsibility of the PE teacher, while implicitly demonstrating the important point that issues and dilemmas around touch, abuse and protection do not recognize sectoral boundaries. Employing a Foucauldian lens in considering a rich selection of Swedish documentation, the chapter demonstrate the pervasive effect of a particular discourse across a range of contexts. The discursive pressures affecting perception and practice in school gymnasiums and sports fields cannot be understood in isolation from experience in sport clubs organisations like the scouts and guides, where high quality intergenerational relationships are essential to making ambitious holistic goals a reality. Thus, even if Swedish schools have not laid down draconian guidance regarding touch in PE or more generally, instead relying on more general statements of intent, PE teachers are still affected by more generalized and proscriptive discourses and their translation into other contexts where they may operate, including sports coaching outside school.Referring to recordings and transcripts of PE teaching sessions drawn from a wider Swedish study, the authors explore the tensions between teachers´ practice in different PE activities and the explicit general expectations of what should be happening in, and achieved by, all Swedish schools and teachers. While recognizing the importance of child protection in stopping bad things from happening, the authors argue that there is an equally significant imperative to ensure that good things happen in teaching contexts. Acts which are nothing of the sort now risk being interpreted as obviously sexual. They stress the importance of caring and that, if it is to be appropriately understood, respected, and protected, then a more sophisticated and holistic understanding of intergenerational and pedagogic interactions than that employed in current discourses on child protection is essential. In its absence, not only is teaching impoverished, but so too is the pupils´experience. The loss, virtually by default, of key ideals of Swedish education is obviously significant, but so too is the transgression against fundamental elements of children's rights, all in the name of a limited conception of protection.

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Place, publisher, year, edition, pages
New York: Routledge, 2015. 70-84 p.
Keyword [en]
Touching, physical contact, Physical Education, Child protection, pedagogical consequences
National Category
Social Sciences Sport and Fitness Sciences Pedagogy
Research subject
Sports Science; Education
Identifiers
URN: urn:nbn:se:oru:diva-38532ISBN: 978-0-415-82976-2 (print)OAI: oai:DiVA.org:oru-38532DiVA: diva2:762392
Projects
Don´t touch! – Pedagogical consequences of the “forbidden” body in Physical Education.
Funder
Swedish National Centre for Research in Sports
Available from: 2014-11-11 Created: 2014-11-11 Last updated: 2015-03-12Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf