ABSTRACT

Background

The literature on movement capability critiques the traditional content of physical education (i.e. the what of physical education) and the subject’s reliance on teacher-led methods (i.e. the how of physical education). By re-focusing the content as well as the teaching methods of physical education, the literature on movement capabilities as providing a more student-centered approach to a form of physical education, which is less focused on developing skills and techniques in sporting activities. One important aspect of movement capability is to develop the students’ bodily awareness of their own way of moving. However, our contention is that the focus on students’ bodily awareness this is done in the service of improving specific movements.

Purpose

In this paper, we want to explore how embodied self-knowledge itself can be considered a movement capability. More specifically, the question guiding this article is: What is there to learn about oneself as a mover in physical education, when one moves without aiming to perfect a specific movement?

Method

The paper draws on analyses from an auto-ethnographic study performed by one of the authors [Bratten, J. H. (2017). Aktiviteter med lav puls og liten kraft i kroppsøvingsog breddeidrettsfaget. [Activities with low pulse and little excertion]. Master thesis. Oslo Metropolitan University. Oslo, Norway.]. More specifically, she was investigating her role as a teacher in a specific course unit that she had developed, called ‘Activities with low pulse and little exertion.’ This content, consisting of lessons given over a period of 5–8 weeks, is based on traditionally eastern forms of activity like yoga and Qi-gong, where the aim is to move through certain poses with attention directed inwardly and towards breathing. These analyses are combined with theoretical resources from somaesthetics [Shusterman, 2008 Body Consciousness. A Philosophy of Mindfulness and Somaesthetics. Cambrigde: Cambridge University Press; 2012 Thinking Through the Body: Essays in Somaesthetics. Cambridge University Press] in order to elucidate how the course unit can be understood to work with the students’ embodied self-knowledge.

Results

By employing Shusterman’s fine-grained descriptions of somesthetical movement practices, we are able to highlight that knowing oneself in movement is a valuable end in itself, not only a means to accomplishing specific movements. Our contribution then has been to give an example of how movement capabilities can be conceived of, when movement is understood as a process that can help students to feel better without the need to perform.

中文翻译：

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“感觉更好”：体现自我知识作为运动能力的一个方面

摘要

背景

关于运动能力的文献批评了体育的传统内容（即体育的内容）以及该科目对教师主导方法的依赖（即体育的方法）。通过重新关注体育的内容和教学方法，有关运动能力的文献为体育形式提供了更多以学生为中心的方法，而体育运动的重点则放在发展技能和技巧上。运动能力的一个重要方面是发展学生对自己运动方式的身体意识。但是，我们的争论是，专注于学生的身体意识是为了改善特定动作。

目的

在本文中，我们想探究如何将体现的自我知识本身视为一种运动能力。更具体地讲，指导本文的问题是：当一个运动不旨在完善特定运动时，可以从中学到自己作为运动推动者的知识吗？

方法

本文借鉴了其中一位作者进行的自动人种志研究的分析[Bratten，JH（2017）。Aktiviteter med lav puls og liten kraft inkroppsøvingsogbreddeidrettsfaget。[低脉搏和小运动的活动]。硕士论文。奥斯陆城市大学。挪威奥斯陆]。更具体地说，她正在调查自己在特定课程单元中担任老师的角色，该单元称为“低脉搏，少劳累的活动”。内容包括5-8周的课程，以传统的东方活动形式为基础，例如瑜伽和气功，其目的是通过某些姿势向内和朝呼吸方向移动。这些分析与人体美学的理论资源相结合[Shusterman，2008年，身体意识。正念与美学的哲学。坎布里格德：剑桥大学出版社；2012年，《全身思考：身体美学论文集》。剑桥大学出版社]，以阐明如何理解课程单元与学生的具体自我知识一起工作。

结果

通过使用舒斯特曼对美学运动实践的细致描述，我们可以强调，认识运动本身就是有价值的目的，而不仅仅是完成特定运动的一种手段。然后，我们的贡献在于给出一个示例，说明如何将运动能力理解为运动，将运动理解为一种可以帮助学生无需锻炼而感觉更好的过程。