ABSTRACT

Based on the fact that many youth do not meet global health recommendations for physical activity (PA), and that schools constitute an arena in which all children may be reached, PA integrated into school settings is critical. Inspired by the theoretical framework of Gert Biesta and his three domains of education, i.e. qualification, socialization and subjectification, this study examines secondary school teachers’ overall perceptions of the purpose of physically active learning (PAL) in secondary school. This is accomplished by using a longitudinal design, and interviewing 12 teachers three times – before, during, and after a PA school intervention that they organized. The analysis of the teachers statements revealed two main purposes that are related to the domain of qualification, two to the domain of socialization, and none to the domain of subjectification. However, the analysis showed that some perceptions are implicitly related to the domain of subjectification. Our findings correspond with the leading discourse, which highlights the importance of public health and academic outcomes in terms of PAL. We suggest, however, that the aim of implementing PA in schools should comprise all three domains of education, and that teachers must achieve a successful balance between different aims, and make decisions based upon desired results in upcoming pedagogical situations.

摘要

鉴于许多青少年不符合全球体育活动 (PA) 健康建议，并且学校是所有儿童都可以接触到的场所，因此将体育活动纳入学校环境至关重要。受格特·比斯塔（Gert Biesta）及其教育三个领域（即资格化、社会化和主体化）理论框架的启发，本研究考察了中学教师对中学体育主动学习（PAL）目的的整体认知。这是通过使用纵向设计，并在他们组织的 PA 学校干预之前、期间和之后对 12 名教师进行 3 次访谈来实现的。对教师陈述的分析揭示了两个与资格领域相关的主要目的，两个与社会化领域相关，并且没有涉及主体化领域。然而，分析表明，一些看法与主体化领域隐含相关。我们的研究结果与主流言论相符，强调了公共卫生和学术成果在 PAL 方面的重要性。然而，我们建议，在学校实施公共活动的目标应涵盖所有三个教育领域，教师必须在不同目标之间取得成功的平衡，并根据即将到来的教学情况的预期结果做出决定。