This paper engages with multiplicity in methodology through reflections on a dance and risky play research project in a shared problematisation of children’s physical activity. A research-practitioner team explored perspectives on physical activity and risky play through dance. This project aimed to distance itself from the idea of an expert other in both research and professional development – an approach that employs a Foucauldian reading of power/knowledge to make sense of the multiplicity of agendas around dance and physical activity. One early childhood centre teaching team participated in two focus groups (pre and post) and a workshop. The workshop conducted in the centre was designed in response to the first focus group, applying creative dance elements within the Aotearoa New Zealand curriculum concept of people, places and things, indoors and outdoors. We reflect on how the relationships to expert knowledge emerged and aligned with the research aims and design.

中文翻译：

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幼儿教师参与体育锻炼和舞蹈研究的参与式方法

本文通过对舞蹈和冒险游戏研究项目的反思来探讨方法的多样性，以共同解决儿童身体活动中的问题。一个研究从业者团队探索了关于通过舞蹈进行体育锻炼和冒险游戏的观点。该项目旨在使自己远离研究和专业发展领域专家的想法-这种方法采用了福柯式的力量/知识阅读方法来理解围绕舞蹈和体育活动的多种议程。一个幼儿中心教学团队参加了两个焦点小组（前后）和一个研讨会。在中心举办的工作坊是针对第一个焦点小组而设计的，在Aotearoa New Zealand课程中关于人，地方和事物的概念中运用了创造性的舞蹈元素，室内和室外。我们思考与专家知识的关系是如何出现的，并与研究目标和设计保持一致。