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  • 1.
    Varea, Valeria
    University of New England, Armidale, Australia.
    Percepciones sobre la grasa corporal en estudiantes de posgrado de Educación Física2016In: Ágora para la Educación Física y el Deporte, ISSN 1578-2174, E-ISSN 1989-7200, E-ISSN 1989-7200, Vol. 18, no 2, p. 117-132Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to explore body fat perceptions of a group of Physical Education (PE) postgraduate students. Seven postgraduate students from an Australian university participated in the project. A Foucauldian theoretical framework was used, particularly his concepts of discourse and Panopticon. Collective biographies were used for data collection. Results revel how significant others (e.g., parents, friends and partners) may act as Panopticon in participants’ bodies. While these significant others surveil students’ bodies at first instance, this is frequently changed to self-surveillance, and therefore, participants learn how to discipline their own bodies to try to achieve a specific body type. Results from this study have significant implications given that this group of postgraduate PE students will soon work with students or clients, and it has been demonstrated how they can transfer their own body and body fat perceptions to others.

  • 2.
    Varea, Valeria
    et al.
    School of Education, University of New England, Armidale New South Wales, Australia.
    Ndhlovu, Sithembile
    School of Education, University of New England, Armidale New South Wales, Australia.
    Primary school games and play as inclusive/exclusive situations2017In: Ágora para la Educación Física y el Deporte, ISSN 1578-2174, E-ISSN 1989-7200, Vol. 19, no 2-3, p. 158-176Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to explore how primary school children include or exclude their peers in play. Two primary schools in Armidale, New South Wales, Australia, participated in this project. Observations and interactional interviews were used to collect data, and a content analysis approach was used for data analysis. Results suggest that participants employed various strategies to exclude some of their peers from play. It was also established that exclusion may be utilised for purposes of establishing or maintaining friendships among children. Findings of this study have implications on the strategies adopted by adults seeking to promote inclusion in children's play.

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