Background and Purpose Physical education (PE) from a pupil's perspective is well researched, e. g. regarding interactive or teaching processes. According to the current state of research, however, studies on collective... [ view full abstract ]
Background and Purpose
Physical education (PE) from a pupil's perspective is well researched, e. g. regarding interactive or teaching processes. According to the current state of research, however, studies on collective orientations of peer groups in PE are lacking. This presentation addresses this desideratum: Which collective orientation patterns do pupils show in PE lessons and how can these be bundled?
Methods
In total, 16 peer group discussions (N = 71) with seventh-grade pupils were carried out and evaluated through the documentary method (cf. Bohnsack, 2010).
Results
The different categories of reconstructed orientation patterns in PE can be categorised as orientations towards:
a) Peer culture: Directed at the peer groups which pursue non-sport interests within a relational orientation framework
b) Participation: Physical active class attendance of all pupils; sports practice is implemented individually against the background of variable sporting orientation frameworks
c) Achievement: Construction of achievement through e.g. sport competitions (higher - faster - further) within a sports-related orientation framework
d) Learning: Target-oriented and serving the development of sports motor skills and knowledge in the sense of an educational framework
Conclusions and Implications
The reconstructed orientation patterns indicate that a close understanding of PE as a place of learning at school does not apply to all surveyed pupils. Except for pattern d), the characteristics of the other three can be interpreted as a relativisation of learning requirements in PE. Three of the four patterns focus on sports and relationship-related relevance. The causes of this need to be further explored, including the sociogenesis of orientation patterns (e. g. regarding gender).
Literature
Bohnsack, R. (2010). Documentary Method and Group Discussions. In R. Bohnsack, N. Pfaff & R. Bohnsack (Hrsg.), Qualitative Analysis and Documentary Method in International Educational Research (S. 99–124). Opladen und Farmington Hills: Barbara Budrich.
• Transformative learning and teaching in physical education and sports pedagogy
