Practising in physical education: a phenomenologically grounded study of student experiences

Abstract

This study investigates 10th-grade students’ experiences with physical\neducation (PE) units informed by a pedagogical model called the\npractising model (PM). We apply a theoretical framework that integrates\ncore concepts from phenomenology with empirical investigations\nof experience by focusing on structures of human existence, such\nas embodiment, intentionality, intersubjectivity, affectivity, and\ntemporality. Based on qualitative data from observations of 21 PE sessions,\n22 student interviews, and the students’ diaries, we discuss three key\nfindings: First, we look into the relational aspect of practising and discuss\nhow three levels of intersubjectivity – primary, secondary, and narrative –\naffect students’ experiences. Second, we investigate the bodily aspect of\npractising by discussing how a dialectic orientation between deliberation,\nconscious reflections, and embodied actions led to a creative and\nawakened goal-directedness that nurtured future-oriented and meaningful\nrepetitions. This supported the development of new movement\ncapabilities and helped students discover new ways of experiencing\nmeaning in movement landscapes. Lastly, we address the emotional\naspects of practising, where we found that affective modes such as\nexcitement, joy, and uncertainty worked as affordances that provided\ndirection and meaning. Uncertainty turned out to be the essential mode\nto handle for both students and the teacher. Agency, just right challenges,\nin-depth reflections, creativity, problem-solving strategies, felt progress,\nand active repetitions over time emerged as crucial components for\nkeeping uncertainty within the productive span. In short, the findings\nfrom this study qualify our knowledge of the experience of practising and\nthrow new light on the process in which educative and meaningful\nexperiences can grow from the practising of capabilities.

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