Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649214
Title: Sport for all? : an ethnographer's interpretation of the underlying factors influencing children's participation in PE and sport and their consequences for an efficacious implementation of the guidelines for PE of the '5-14 Curriculum and Assessment in Scotland: national guidelines: Expressive Arts..'
Author: Davis, John M.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1996
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Abstract:
In 1989 the Scottish Office Education Department (SOED) introduced a curriculum innovation entitled, 'Curriculum and Assessment in Scotland (CAS) a Policy for the 90's'. Curriculum guidelines for PE were contained within 'Expressive Arts 5-14' (SOED 1992). The immediate aim of the guidelines was to ensure that, 'Physical education should provide all pupils with opportunities to engage in purposeful and enjoyable physical activities' (SOED 1992 p3). This thesis is concerned to explore the underlying factors influencing the implementation of the guides for 5-14 CAS PE. By critically examining 'socialisation' based explanations for children's involvement in PE and sport, this research suggests that the existence of pupil cultures in PE classrooms presents problems for the implementation of policies in PE. The utilisation of an ethnographic approach, enables children's involvement in PE and sport to be understood from a cultural perspective and for theory to be elucidated from the daily patterns of behaviour of the individuals studied. The research is contextualised through a discussion of the theoretical literature emanating from 'Differentiation - Polarisation Theory', education reform, elitism in PE and the function of sport in society. This literature is compared with the findings of the ethnography to provide a critical perspective from which to examine the guidelines for 5-14 CAS PE. The study finds that differentiation in PE classes is associated with children's experiences of success and failure. It observes that the ability to succeed or fail during PE and sport relates to early processes of socialisation and the cultural capacity for children to make choices. This capacity is found to relate to children's 'ideas of self'. The thesis locates these ideas in a group context in PE classes and sports areas; where children are found to derive status from their involvement in PE and sport. This process commences at primary school where children least oriented to sport are found to be alienated from sport and PE and to develop values in conflict with the values of high status children, PE teachers and adults who organise sports activities.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.649214  DOI: Not available
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