Subject-specific literacy in Physical Education and Health - the case of Sweden

The overall aim of this paper is to introduce a new way of analysing and understanding the framing and potential of Physical Education and Health (PEH) practice. Focusing on subject-specific literacy, which is defined as an abstract and generalising language, containing words and concepts typical fo...

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Vydáno v:	Curriculum studies in health and physical education Ročník 13; číslo 1; s. 62 - 82
Hlavní autoři:	Lundin, Katarina, Schenker, Katarina
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Abingdon Routledge 2022 Taylor & Francis Ltd
Témata:	Athletics concept hierarchies core concepts Didactics Didaktik Foreign Countries Health Education Health Sciences Humaniora och konst Humanities and the Arts Hälsovetenskap Idrottsvetenskap Idrottsvetenskap och fitness Language Usage Languages and Literature linguistic analysis Literacy Medical and Health Sciences Medicin och hälsovetenskap Pedagogy PEH Physical Education Physical Education Teachers Semantics Sport and Fitness Sciences Sport Science Språk och litteratur Studier av enskilda språk Studies of Specific Languages subject-specific literacy Textbook Content Textbooks Sweden
ISSN:	2574-2981, 2574-299X, 2574-299X
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Abstract	The overall aim of this paper is to introduce a new way of analysing and understanding the framing and potential of Physical Education and Health (PEH) practice. Focusing on subject-specific literacy, which is defined as an abstract and generalising language, containing words and concepts typical for a specific subject [Nestlog, B. E. (2019). Ämnesspråk - en fråga om innehåll, röster och strukturer i ämnestexter [subject-specific literacy - a question about content, voices and structures in subject specific texts]. HumaNetten Nr, 42, 9-30], we, in this paper, particularly stress and reiterate the need for a verbalised subject-specific literacy of PEH [Larsson, H., & Nyberg, G. (2017). 'It doesn't matter how they move really, as long as they move.' Physical education teachers on developing their students' movement capabilities. Physical Education and Sport Pedagogy, 22(2), 137-149; Wright, J. (2000). Bodies, meanings and movement: A comparison of the language of a physical education lesson and a feldenkrais movement class. Sport, Education and Society, 5(1), 35-49]. Since the subject-specific literacy of a subject constitutes a framework for the subject regarding content, pedagogy and assessment, we argue that linguistic analysis is crucial when it comes to better our understanding of PEH practice. Drawing on a linguistic analysis framework, the four most common textbooks used in Swedish PEH practice are analysed. The analysis of the PEH textbooks involves: defining the characteristics of the core concepts, identifying the semantic relations between the concepts, creating hierarchical systems of concepts and exploring what appears as the core content of the PEH subject. The results highlight how explicit ways of talking about all areas of the PEH curriculum are missing [Wright, 2000]. In particular, the results show that concepts primarily relating to 'sports' dominate in comparison to 'health', and that health content is permeated by a biomedical perspective, which is mirrored in the subject-specific literacy related to it. In addition, the concepts related to sports are specific, often physically palpable and denote dynamic activities, such as interval training, reps [repetitions], sets, HRmax, and static strength, whereas concepts related to health are instead abstract and static.
AbstractList	The overall aim of this paper is to introduce a new way of analysing and understanding the framing and potential of Physical Education and Health (PEH) practice. Focusing on subject-specific literacy, which is defined as an abstract and generalising language, containing words and concepts typical for a specific subject [Nestlog, B. E. (2019). Ämnesspråk - en fråga om innehåll, röster och strukturer i ämnestexter [subject-specific literacy - a question about content, voices and structures in subject specific texts]. HumaNetten Nr, 42, 9-30], we, in this paper, particularly stress and reiterate the need for a verbalised subject-specific literacy of PEH [Larsson, H., & Nyberg, G. (2017). 'It doesn't matter how they move really, as long as they move.' Physical education teachers on developing their students' movement capabilities. Physical Education and Sport Pedagogy, 22(2), 137-149; Wright, J. (2000). Bodies, meanings and movement: A comparison of the language of a physical education lesson and a feldenkrais movement class. Sport, Education and Society, 5(1), 35-49]. Since the subject-specific literacy of a subject constitutes a framework for the subject regarding content, pedagogy and assessment, we argue that linguistic analysis is crucial when it comes to better our understanding of PEH practice. Drawing on a linguistic analysis framework, the four most common textbooks used in Swedish PEH practice are analysed. The analysis of the PEH textbooks involves: defining the characteristics of the core concepts, identifying the semantic relations between the concepts, creating hierarchical systems of concepts and exploring what appears as the core content of the PEH subject. The results highlight how explicit ways of talking about all areas of the PEH curriculum are missing [Wright, 2000]. In particular, the results show that concepts primarily relating to 'sports' dominate in comparison to 'health', and that health content is permeated by a biomedical perspective, which is mirrored in the subject-specific literacy related to it. In addition, the concepts related to sports are specific, often physically palpable and denote dynamic activities, such as interval training, reps [repetitions], sets, HRmax, and static strength, whereas concepts related to health are instead abstract and static. ABSTRACTThe overall aim of this paper is to introduce a new way of analysing and understanding the framing and potential of Physical Education and Health (PEH) practice. Focusing on subject-specific literacy, which is defined as an abstract and generalising language, containing words and concepts typical for a specific subject [Nestlog, B. E. (2019). Ämnesspråk – en fråga om innehåll, röster och strukturer i ämnestexter [subject-specific literacy – a question about content, voices and structures in subject specific texts]. HumaNetten Nr, 42, 9–30], we, in this paper, particularly stress and reiterate the need for a verbalised subject-specific literacy of PEH [Larsson, H., & Nyberg, G. (2017). ‘It doesn’t matter how they move really, as long as they move.’ Physical education teachers on developing their students’ movement capabilities. Physical Education and Sport Pedagogy, 22(2), 137–149; Wright, J. (2000). Bodies, meanings and movement: A comparison of the language of a physical education lesson and a feldenkrais movement class. Sport, Education and Society, 5(1), 35–49]. Since the subject-specific literacy of a subject constitutes a framework for the subject regarding content, pedagogy and assessment, we argue that linguistic analysis is crucial when it comes to better our understanding of PEH practice. Drawing on a linguistic analysis framework, the four most common textbooks used in Swedish PEH practice are analysed. The analysis of the PEH textbooks involves: defining the characteristics of the core concepts, identifying the semantic relations between the concepts, creating hierarchical systems of concepts and exploring what appears as the core content of the PEH subject. The results highlight how explicit ways of talking about all areas of the PEH curriculum are missing [Wright, 2000]. In particular, the results show that concepts primarily relating to ‘sports’ dominate in comparison to ‘health’, and that health content is permeated by a biomedical perspective, which is mirrored in the subject-specific literacy related to it. In addition, the concepts related to sports are specific, often physically palpable and denote dynamic activities, such as interval training, reps [repetitions], sets, HRmax, and static strength, whereas concepts related to health are instead abstract and static. The overall aim of this paper is to introduce a new way of analysing and understanding the framing and potential of Physical Education and Health (PEH) practice. Focusing on subject-specific literacy, which is defined as an abstract and generalising language, containing words and concepts typical for a specific subject [Nestlog, B. E. (2019). amnessprak - en fraga om innehall, roster och strukturer i amnestexter [subject-specific literacy - a question about content, voices and structures in subject specific texts]. HumaNetten Nr, 42, 9-30], we, in this paper, particularly stress and reiterate the need for a verbalised subject-specific literacy of PEH [Larsson, H., & Nyberg, G. (2017). 'It doesn't matter how they move really, as long as they move.' Physical education teachers on developing their students' movement capabilities. Physical Education and Sport Pedagogy, 22(2), 137-149; Wright, J. (2000). Bodies, meanings and movement: A comparison of the language of a physical education lesson and a feldenkrais movement class. Sport, Education and Society, 5(1), 35-49]. Since the subject-specific literacy of a subject constitutes a framework for the subject regarding content, pedagogy and assessment, we argue that linguistic analysis is crucial when it comes to better our understanding of PEH practice. Drawing on a linguistic analysis framework, the four most common textbooks used in Swedish PEH practice are analysed. The analysis of the PEH textbooks involves: defining the characteristics of the core concepts, identifying the semantic relations between the concepts, creating hierarchical systems of concepts and exploring what appears as the core content of the PEH subject. The results highlight how explicit ways of talking about all areas of the PEH curriculum are missing [Wright, 2000]. In particular, the results show that concepts primarily relating to 'sports' dominate in comparison to 'health', and that health content is permeated by a biomedical perspective, which is mirrored in the subject-specific literacy related to it. In addition, the concepts related to sports are specific, often physically palpable and denote dynamic activities, such as interval training, reps [repetitions], sets, HRmax, and static strength, whereas concepts related to health are instead abstract and static.
Author	Schenker, Katarina Lundin, Katarina
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Snippet	The overall aim of this paper is to introduce a new way of analysing and understanding the framing and potential of Physical Education and Health (PEH)... ABSTRACTThe overall aim of this paper is to introduce a new way of analysing and understanding the framing and potential of Physical Education and Health (PEH)...
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SubjectTerms	Athletics concept hierarchies core concepts Didactics Didaktik Foreign Countries Health Education Health Sciences Humaniora och konst Humanities and the Arts Hälsovetenskap Idrottsvetenskap Idrottsvetenskap och fitness Language Usage Languages and Literature linguistic analysis Literacy Medical and Health Sciences Medicin och hälsovetenskap Pedagogy PEH Physical Education Physical Education Teachers Semantics Sport and Fitness Sciences Sport Science Språk och litteratur Studier av enskilda språk Studies of Specific Languages subject-specific literacy Textbook Content Textbooks
Title	Subject-specific literacy in Physical Education and Health - the case of Sweden
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