School Institutionalisation in the Pedagogical Allegory of Initiation to Football: A Case Study in La Rioja, Spain

Autor/inn/en	Merino Orozco, Abel; Berbegal-Vázquez, Alfredo; Arraiz-Pérez, Ana; Sabirón-Sierra, Fernando
Titel	School Institutionalisation in the Pedagogical Allegory of Initiation to Football: A Case Study in La Rioja, Spain
Quelle	In: Education 3-13, 51 (2023) 3, S.522-539 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Merino Orozco, Abel) ORCID (Berbegal-Vázquez, Alfredo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1983629
Schlagwörter	Case Studies; Team Sports; Social Networks; Participant Observation; Teaching Methods; Ethnography; Student Attitudes; Elementary School Students; Elementary School Teachers; Athletic Coaches; Play; Institutional Characteristics; Foreign Countries; Creativity; Inhibition; Competition; Physical Education; Figurative Language; Discourse Analysis; Teacher Student Relationship; Student Motivation; Security (Psychology); Knowledge Level; Decision Making; Motor Reactions; Cooperative Learning; Spain + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mannschaftssport; Social network; Soziales Netzwerk; Teilnehmende Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spiel; Ausland; Kreativität; Hemmung; Wettkampf; Körpererziehung; Sportunterricht; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulische Motivation; Security; Psychology; Sicherheit; Wissensbasis; Decision-making; Entscheidungsfindung; Kooperatives Lernen; Spanien
Abstract	Discussions on the educational potential of school football range from its social acceptance to the pedagogically desirable lessons that can be drawn from it. The aim is to understand the process of institutionalisation in school football and the main formative challenges it entails. An ethnographic multiple case study is presented. The sample consists of 101 schoolchildren of ages six and seven in the autonomous community of La Rioja, Spain. Participant observation, over the course of one academic year, is supplemented by images, interviews and digital social networks to incorporate 21 teachers, 10 coaches and families. The results reveal the construction of an allegorical field among children as they embark upon their path of institutionalisation, with the naivety of their spontaneous play giving way to a form of regulated execution. Institutionalised play exceeds children's developmental resources. The study promotes an effective adaptation of the game, as well as the prioritisation of pedagogical actions that are complementary to school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01