Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/20233
Title: Exploring the Origins and Consequences of Health and Physical Education Undergraduates' Body Dispositions
Contributor(s): Varea, Valeria  (author)orcid 
Publication Date: 2013
DOI: 10.18848/2152-7857/cgp/v03i03/53935
Handle Link: https://hdl.handle.net/1959.11/20233
Field of Research (FoR) 2008: 110699 Human Movement and Sports Science not elsewhere classified
130313 Teacher Education and Professional Development of Educators
139999 Education not elsewhere classified
Field of Research (FoR) 2020: undefined
390307 Teacher education and professional development of educators
390305 Professional education and training
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Socio-Economic Objective (SEO) 2008: 970113 Expanding Knowledge in Education
929999 Health not elsewhere classified
Socio-Economic Objective (SEO) 2020: 280109 Expanding knowledge in education
280114 Expanding knowledge in Indigenous studies
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Abstract: There is considerable literature that supports the proposition that the body is central concern for Health and Physical Education (HPE) professionals. This particular group of individuals has certain dispositions with regard to the body that can be readily conveyed to their students in intentional and unintentional ways through pedagogical encounters. This paper will discuss how a group of undergraduate HPE students think about and consider the body. Taking a poststructuralist perspective and drawing mainly on the work of Foucault, in-depth interviews were used as method to explore how the HPE undergraduates came to shape their particular dispositions across time. Three main themes emerged; the 'normal' body, fat bodies and the HPE teacher's body. Findings from this study will be helpful in understanding HPE undergraduates' body dispositions and how they shape up their idea of teaching.
Publication Type: Journal Article
Source of Publication: International Journal of Sport and Society, 3(3), p. 207-218
Publisher: Common Ground Publishing
Place of Publication: United States of America
ISSN: 2152-7865
2152-7857
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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