Research Project: Learning to move differently: Developing a non-dualistic theory of movement learning

Project leader
Dean Barker, Göteborgs universitet
Project Members
Gunn Nyberg
Håkan Larsson, Gymnastik och idrottshögskolan Stockholm
Project Period
-
Project Status
Present
Description
The objective of this project is to develop a new theory of movement learning. A new theory is needed for two reasons. First, current theories fail to account for embodied and interpretive aspects of learning. Second, current theories exclude certain groups by privileging sport-specific ways of moving. While people learn to move in many settings, this project focuses on physical education (PE). PE has an official mandate to help young people learn to move. Research suggests that many PE teachers struggle to explain what pupils should learn and often downplay the importance of learning. A new theory of movement learning has the potential to resolve these issues. Theory development will take Gilbert Ryle’s and Michael Polanyi’s theories as a starting point. These theories of movement knowing will be elaborated to develop a theory of movement learning. The specific aims of the project are to: (1) identify the meanings which students ascribe to their learning when participating in movement sequences underpinned by Ryle and Polanyi’s theories; and (2) explain how these meanings support, expand and challenge formal theories of movement knowledge. These aims will be addressed by: (i) designing and implementing learning sequences based on Ryle and Polanyi’s theoretical frameworks, (ii) generating data on students’ experiences of learning sequences through systematic observations, interviews and learning diaries, and (iii) analyzing students’ experiences against formal theories.
Keywords
Rörelse, Lärande, Kroppslighet, Idrott och hälsa, Teori, Movement, Learning, Embodiment, Physical Education, Theory
Research Profile
Education and Learning
Subject
Sport and Health Science
Financiers
Vetenskapsrådet
Publications