ABSTRACT

Background: Several studies demonstrate the benefits of understanding explicit and tacit embodied interactions in physical education (PE). However, there is little research that explores the embodied interactions that occur in early primary PE classes (years 1 and 2), where children (are socialized to) embody various body values, attitudes and stigma. We adopted a micro-sociological approach to examine the embodied interactions of a group of early primary school children. The study provides new insight into how primary age children embody the world around them in their PE interactions and the impact this embodiment has on them and on their peers.

Purpose: Using a micro-sociological approach, the aim of this study was to examine the embodied interactions of a group of year 1 and 2 children (ages 6–8) in PE classes.

Participants and settings: The study was conducted at a public primary school in Australia over a six-month period. The lessons were filmed by the lead author, yielding a total of 12 h and 21 min of footage. Observer XT, a systematic observation programme, was utilized to aid in the coding, management and analysis of observational data, allowing for the creation of multiple coding schemes.

Findings: The findings highlighted two distinct themes. First, competition, which involved the constant comparison of performance between the children. Second, skill mastery, which involved the children engaging in acts that displayed their advanced understanding of how to perform certain skills. While the emphasis on competition and skill mastery has been echoed across PE literature, this study showed how those with the most cultural resources (sport experience and physical capital) were able to embody these goals to produce high levels of emotional energy during Interactional Rituals. The findings also indicated the pedagogical implications of these micro-moments. The implementation of an approach characterized by a lack of differentiation and minimal teacher intervention created an environment ripe for embodied engagement in competition and skill mastery.

Implications: The micro-sociological approach provided a unique insight into how primary age children are embodying the world around them in their PE interactions and the impact this embodiment is having on themselves and their peers. This approach also provides insight into the pedagogical implications of this embodiment, and highlights the need for more creative and/or student-centred pedagogies in primary PE.

摘要

背景：几项研究证明了在体育教育 (PE) 中理解显性和隐性具身交互的好处。然而，很少有研究探讨早期小学体育课（1 年级和 2 年级）中发生的具体互动，儿童（被社会化）体现了各种身体价值观、态度和耻辱。我们采用了微观社会学的方法来研究一群小学生的具体互动。该研究为小学年龄儿童如何在他们的体育互动中体现他们周围的世界以及这个体现对他们和他们的同龄人的影响提供了新的见解。

目的：使用微观社会学方法，本研究的目的是检查一组 1 岁和 2 岁儿童（6-8 岁）在体育课上的具体互动。

参与者和环境：该研究在澳大利亚的一所公立小学进行了为期六个月的时间。课程由主要作者拍摄，共产生 12 小时 21 分钟的镜头。Observer XT 是一个系统的观测程序，用于辅助观测数据的编码、管理和分析，允许创建多种编码方案。

发现：调查结果突出了两个不同的主题。首先是比赛，这涉及到孩子们之间不断的表现比较。其次，技能掌握，这涉及儿童参与的行为，以展示他们对如何执行某些技能的高级理解。虽然体育文献中强调了竞争和技能掌握，但这项研究表明，拥有最多文化资源（体育经验和物质资本）的人如何能够体现这些目标，以在互动仪式中产生高水平的情感能量。研究结果还表明了这些微时刻的教学意义。

启示：微观社会学方法提供了一个独特的洞察力，了解小学年龄儿童如何在他们的体育互动中体现他们周围的世界，以及这个体现对他们自己和他们的同龄人的影响。这种方法还提供了对该实施例的教学意义的洞察，并强调了初级体育中对更具创造性和/或以学生为中心的教学法的需求。