PE as resonance? The role of physical education in an accelerated education system

Research output: Contribution to journalJournal articleResearchpeer-review

Standard

PE as resonance? The role of physical education in an accelerated education system. / Frydendal, Stine; Thing, Lone Friis.

In: Sport, Education and Society, 2023.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Frydendal, S & Thing, LF 2023, 'PE as resonance? The role of physical education in an accelerated education system', Sport, Education and Society. https://doi.org/10.1080/13573322.2022.2161502

APA

Frydendal, S., & Thing, L. F. (2023). PE as resonance? The role of physical education in an accelerated education system. Sport, Education and Society. https://doi.org/10.1080/13573322.2022.2161502

Vancouver

Frydendal S, Thing LF. PE as resonance? The role of physical education in an accelerated education system. Sport, Education and Society. 2023. https://doi.org/10.1080/13573322.2022.2161502

Author

Frydendal, Stine ; Thing, Lone Friis. / PE as resonance? The role of physical education in an accelerated education system. In: Sport, Education and Society. 2023.

Bibtex

@article{c745704050354c91890635bea8615bc4,
title = "PE as resonance?: The role of physical education in an accelerated education system",
abstract = "This paper explores how students understand physical education (PE) as a subject in the Danish upper secondary school and discusses the role of the subject after the Danish upper secondary school reform of 2017. The paper presents a 6 months{\textquoteright} field study of PE lessons in 2 Danish upper secondary schools. Both schools were located in the Danish capital area. 42 Lessons in 4 PE-classes [N=240] were observed throughout the 6 months and 8 focus group interviews were conducted with students [N=54] at the end of the field study. We are inspired by the theoretical contribution of Hartmut Rosa to analyse how students understand physical education (PE) and critically discuss and reflect upon the how this understanding relates to the structure of PE as an upper secondary school subject in the light of the political development in the Danish upper secondary schools for the past decades. The study has shown that most students value the subject because it represents a place of resonance during an otherwise accelerated everyday life. At the same time, the upper secondary school reform of 2017 gives PE a smaller role in the overall curriculum. However, PE is now, for the first time, an exam subject after the third year of upper secondary school. Therefore, the article contributes to a debate regarding the consequences the increased focus on achievement may have on the subject as a place of resonance.",
keywords = "Faculty of Science, Physical education, Social acceleration, Resonance, Alienation, Youth, Sport",
author = "Stine Frydendal and Thing, {Lone Friis}",
note = "CURIS 2023 NEXS 013",
year = "2023",
doi = "10.1080/13573322.2022.2161502",
language = "English",
journal = "Sport, Education and Society",
issn = "1357-3322",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - PE as resonance?

T2 - The role of physical education in an accelerated education system

AU - Frydendal, Stine

AU - Thing, Lone Friis

N1 - CURIS 2023 NEXS 013

PY - 2023

Y1 - 2023

N2 - This paper explores how students understand physical education (PE) as a subject in the Danish upper secondary school and discusses the role of the subject after the Danish upper secondary school reform of 2017. The paper presents a 6 months’ field study of PE lessons in 2 Danish upper secondary schools. Both schools were located in the Danish capital area. 42 Lessons in 4 PE-classes [N=240] were observed throughout the 6 months and 8 focus group interviews were conducted with students [N=54] at the end of the field study. We are inspired by the theoretical contribution of Hartmut Rosa to analyse how students understand physical education (PE) and critically discuss and reflect upon the how this understanding relates to the structure of PE as an upper secondary school subject in the light of the political development in the Danish upper secondary schools for the past decades. The study has shown that most students value the subject because it represents a place of resonance during an otherwise accelerated everyday life. At the same time, the upper secondary school reform of 2017 gives PE a smaller role in the overall curriculum. However, PE is now, for the first time, an exam subject after the third year of upper secondary school. Therefore, the article contributes to a debate regarding the consequences the increased focus on achievement may have on the subject as a place of resonance.

AB - This paper explores how students understand physical education (PE) as a subject in the Danish upper secondary school and discusses the role of the subject after the Danish upper secondary school reform of 2017. The paper presents a 6 months’ field study of PE lessons in 2 Danish upper secondary schools. Both schools were located in the Danish capital area. 42 Lessons in 4 PE-classes [N=240] were observed throughout the 6 months and 8 focus group interviews were conducted with students [N=54] at the end of the field study. We are inspired by the theoretical contribution of Hartmut Rosa to analyse how students understand physical education (PE) and critically discuss and reflect upon the how this understanding relates to the structure of PE as an upper secondary school subject in the light of the political development in the Danish upper secondary schools for the past decades. The study has shown that most students value the subject because it represents a place of resonance during an otherwise accelerated everyday life. At the same time, the upper secondary school reform of 2017 gives PE a smaller role in the overall curriculum. However, PE is now, for the first time, an exam subject after the third year of upper secondary school. Therefore, the article contributes to a debate regarding the consequences the increased focus on achievement may have on the subject as a place of resonance.

KW - Faculty of Science

KW - Physical education

KW - Social acceleration

KW - Resonance

KW - Alienation

KW - Youth

KW - Sport

U2 - 10.1080/13573322.2022.2161502

DO - 10.1080/13573322.2022.2161502

M3 - Journal article

JO - Sport, Education and Society

JF - Sport, Education and Society

SN - 1357-3322

ER -

ID: 329206881