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dc.contributor.authorWard, Gavin
dc.contributor.authorScott, David
dc.date.accessioned2019-02-20T14:56:19Z
dc.date.available2019-02-20T14:56:19Z
dc.date.issued2019-01-21
dc.identifier.citationGavin Ward & David Scott (2019) Lived experiences of undergraduate physical education students studying gymnastics and dance education, Sport, Education and Society, DOI: 10.1080/13573322.2019.1571485
dc.identifier.issn1357-3322
dc.identifier.doi10.1080/13573322.2019.1571485
dc.identifier.urihttp://hdl.handle.net/2436/622104
dc.description.abstractThe focus of this study was to understand undergraduate students’ experiences of gymnastics and dance education within the scrutiny of modular learning in Higher Education. A phenomenological position was adopted in order to understand the wholeness of students’ experiences whereby identities are constituted through their lived lives. This allowed us to understand the students’ identities as relational to the learning and assessment context and their lives within and beyond the university. Open-ended interviews were conducted with a purposive sample of students who consented to share their experiences. Data were analysed using Merleau-Ponty’s theorising of identity as an embodied cohesion or habit between pre-personal and personal existence. This is revealed through opaqueness and transparencies of consciousness which in this study were revealed through the seven identities of the participants; Negotiating and surviving White space, Strategic masculine competitor, Seeking reassurance, Racially strategic to be unique, Seeking dependence to achieve, Strategically insular and Willing explorer. These identities help to shed light on the tensions Higher Education students may experience when confronted with new learning situations in which they are to be assessed. We concluded that getting to know students, and the opacities and transparencies of their identities, could be of great value in shaping their be-ing as students. In striving to understand the habitual behaviours of students, it is possible to understand how the subject-matter being taught might be received by students within the wider context of their be-ing-in-the-world.
dc.formatapplication/PDF
dc.language.isoen
dc.publisherTaylor and Francis
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/13573322.2019.1571485
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectlived experience
dc.subjectphenomology
dc.subjectphysical education
dc.subjectidentity
dc.subjectgymnastics
dc.subjectdance
dc.titleLived experiences of undergraduate Physical Education students studying gymnastics and dance education
dc.typeJournal article
dc.identifier.journalSport, Education and Society
dc.date.accepted2019-01-15
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUOW200219GW
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
rioxxterms.licenseref.startdate2019-02-20
dc.source.volume16
dc.source.issue2
dc.source.beginpage159
dc.source.endpage177
refterms.dateFCD2019-02-20T14:56:20Z
refterms.versionFCDAM


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