oru.sePublikationer
Change search
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
Learning through group work in physical education: a symbolic interactionist approach
Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden .
Örebro University, School of Health and Medical Sciences, Örebro University, Sweden. (SMED, RISPA)ORCID iD: 0000-0001-8748-8843
Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden .ORCID iD: 0000-0002-3807-6946
2015 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 20, no 5, 604-623 p.Article in journal (Refereed) Published
Abstract [en]

In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in interactional learning. This is surprising given that much learning in PE is expected to take place in the physical domain. The aim of this paper is to contribute to current theorizing by examining social interactions in PE practice. By drawing on symbolic interactionist theory, we put forward a framework for considering how inter-student interactions occur in a multimodal sense. Key ideas relate to (1) the sequential organization of interactions; (2) the ways in which semiotic resources in different fields are used to elaborate each other; (3) the importance of interpretation as a driver of interaction; (4) the creation of local environments in which participants attend to and work together within a shared world of perception; and (5) the influence of material environments on social interaction. The specific concepts employed are epistemic ecology, epistemic position, and learning trajectory. The paper includes observational data from an investigation of learning in Swedish PE to demonstrate the explanatory power and limitations of the theoretical tenets presented. The paper is concluded with practical implications of understanding group work in a multimodal manner.

Place, publisher, year, edition, pages
2015. Vol. 20, no 5, 604-623 p.
Keyword [en]
Epistemic ecology; Epistemic position; Group learning; Interaction; Learning trajectory; Multimodal
National Category
Social Sciences Sport and Fitness Sciences
Research subject
Sports Science
Identifiers
URN: urn:nbn:se:oru:diva-39687DOI: 10.1080/13573322.2014.962493ISI: 000354869200004Scopus ID: 2-s2.0-84929952986OAI: oai:DiVA.org:oru-39687DiVA: diva2:771709
Funder
Swedish Research Council, 721-2010-5182
Available from: 2014-12-15 Created: 2014-12-15 Last updated: 2015-10-13Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textScopus

Search in DiVA

By author/editor
Quennerstedt, MikaelAnnerstedt, Claes
By organisation
School of Health and Medical Sciences, Örebro University, Sweden
In the same journal
Sport, Education and Society
Social SciencesSport and Fitness Sciences

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 387 hits
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