Captured on Film: A Critical Examination of Representations of Physical Education at the Movies

Autor/inn/en	Walton-Fisette, Jennifer L.; Walton-Fisette, Theresa A.; Chase, Laura Frances
Titel	Captured on Film: A Critical Examination of Representations of Physical Education at the Movies
Quelle	In: Physical Education and Sport Pedagogy, 22 (2017) 5, S.536-547 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2017.1294670
Schlagwörter	Films; Physical Education; Content Analysis; Best Practices; Comparative Analysis; Bullying; Physical Education Teachers; Teacher Attitudes; Educational Policy; Caring; Masculinity; Educational Change; Grounded Theory; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Film; Körpererziehung; Sportunterricht; Inhaltsanalyse; Mobbing; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Politics of education; Bildungspolitik; Care; Pflege; Sorge; Betreuung; Männlichkeit; Bildungsreform
Abstract	Background: Throughout this mediated society, young people, in particular, are mass consumers of corporatized media. The mediation of sport has long been critically examined within sociology and physical cultural studies [(e.g. Mcdonald, M. G., and S. Birrell. 1999. "Reading Sport Critically: A Methodology for Interrogating Power." "Sociology of Sport Journal" 16: 283-300)]. Due to our society's media consumption, physical education (PE) teachers and students are mediated and socially constructed individuals, which influences one's ability to teach and learn within a school environment. Purpose: In this paper, we critically examine and analyze movie content of PE, primarily in the U.S. We explore the representations for what they tell us about the place of PE in society and compare them to best practices in regards to appropriate content and methods. Data collection and analysis: A critical analysis of 43 movies with PE content was conducted spanning the years 1939-2012. All PE scenes were transcribed verbatim for dialogue, action and sound. Using the constant comparative method [Corbin, J. M., and A. L. Strauss. 2008. "Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory." 3rd ed. London: Sage], a systematic analysis of the movie scenes and transcripts was implemented to examine them for themes. Trends were reviewed over time and across genres, offering a systematic analysis of all scenes related to PE. Findings: Two major themes represent the findings of the critical readings: (a) bullying in PE and (b) constructions of masculinity. Furthermore, a comparative analysis ensues on the depictions and representations of content and methods in PE and how those relate to best practices in the profession. Collectively, PE has changed over time from being depicted in romantic ways as a lighthearted space, to a space of discipline and fear, to an irrelevant and/or comedic space. Instances of physical educators being depicted as caring and competent within a plethora of less positive portrayals of physical educators as cruel, inept and/or inappropriate were also found. We argue that these public narratives of PE over time reflect collective feelings and imaginings of PE, which impact beliefs and attitudes about the profession, and therefore policy impacting PE offerings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01