ABSTRACT

Background

Although assessment in physical education (PE) is a complex pedagogical work that is strongly influenced by primary teachers, few studies have focused on their lived experiences in the continuum between past instances of receiving assessments as PE students and current instances of conducting assessments as primary PE teachers.

Purpose

This study explored the phenomenological meanings of assessment in PE based on primary teachers’ lived experiences of being assessed as PE students in the past and those of assessing as primary PE teachers in the present. The specific research questions included: ‘What is it like to be assessed as PE students’ and ‘What is it like to assess as primary PE teachers?’

Methods

‘Phenomenology of practice’ (van Manen 2016b. Phenomenology of Practice: Meaning-Giving Methods in Phenomenological Research and Writing: Developing Qualitative Inquiry. Abingdon: Routledge) was applied to capture the primary teachers’ lived experiences, with a focus on their histories and current experiences of receiving and conducting PE assessments. Participants included a total of five primary teachers (two males and three females). Relevant information was collected through two semi-structured interviews and lived experiential writings. All obtained data were analysed and coded through a two-step process, including (a) an elucidation of life-world existentials (i.e. lived body, lived space, lived time, and lived relation) and (b) a thematic analysis that was conducted with the NVivo 12 software.

Findings

Based on participant responses, past lived experiences of being assessed as PE students were categorised into the following components: (a) trembling body, (b) stage forcing bodily monologue, (c) in the twinkling of an eye, and (d) Big Brother is watching me. On the other hand, current lived experiences of assessing as primary PE teachers were categorised into the following components: (a) cloning past PE teacher’s body, (b) shift from joyful playground to rigid court, (c) incompatible time like oil and water, and (d) compassionate encounters.

Discussion

We found that the phenomenological meaning behind primary teachers’ lived experiences of being assessed as PE students in the past was ‘side-lining their own bodies and learning’, while the meaning of assessing as primary PE teachers in the present was ‘groping in the dark while flashing back to the past’. Although assessment illiteracy persisted from the past to present, primary teachers constantly revised and modified their current PE assessment practices in consideration of individual student attributes and needs.

Conclusions

From a phenomenological perspective, PE assessments were nuanced and complex practices, in which primary teachers worked as agents for advancing PE assessments from a dialectical standpoint. This involved two continua, including the past–present and theory–practice.

中文翻译：

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从小学教师的生活经历探析体育教学评价的现象学意义

摘要

背景

尽管体育教育 (PE) 评估是一项复杂的教学工作，受到小学教师的强烈影响，但很少有研究关注他们在过去作为体育学生接受评估的实例与当前作为小学体育进行评估的实例之间的连续体中的生活经历教师。

目的

本研究结合小学教师过去被评估为体育学生和现在被评估为小学体育教师的生活经历，探讨了评估在体育中的现象学意义。具体的研究问题包括：“作为体育学生被评估是什么感觉”和“作为小学体育教师被评估是什么感觉？”

方法

“实践现象学”（van Manen 2016b。实践现象学：现象学研究和写作中的意义赋予方法：发展定性探究。阿宾登：劳特利奇）用于捕捉小学教师的生活经历，重点是他们的历史和当前接收和进行 PE 评估的经验。参加者共包括五名小学教师（两男三女）。相关信息是通过两次半结构化访谈和现场经验写作收集的。所有获得的数据都通过两步过程进行分析和编码，包括 (a) 阐明生命世界存在论（即生命体、生命空间、生命时间和生命关系）和 (b) 进行的主题分析使用 NVivo 12 软件。

发现

根据参与者的反应，被评估为体育学生的过去生活经历分为以下几部分：（a）颤抖的身体，（b）舞台强迫身体独白，（c）眨眼间，以及（d）大哥哥在看着我。另一方面，目前评估小学体育教师的生活经验分为以下几部分：（a）克隆过去的体育教师的身体，（b）从欢乐的操场转向僵硬的球场，（c）油水不相容的时间，以及 (d) 富有同情心的相遇。

讨论

我们发现，过去小学教师被评定为体育生的生活经历背后的现象学意义是“侧身学习”，而现在被评定为小学体育教师的意义是“摸索”。黑暗而闪回过去'。尽管评估文盲从过去一直持续到现在，但小学教师不断修改和修改他们当前的体育评估实践，以考虑到学生的个人属性和需求。

结论

从现象学的角度来看，体育评估是微妙而复杂的实践，其中小学教师从辩证的角度作为推动体育评估的代理人。这涉及两个连续体，包括过去-现在和理论-实践。