Helping Students Build Competences in Physical Education: Theoretical Proposals and Illustrations
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| Title: | Helping Students Build Competences in Physical Education: Theoretical Proposals and Illustrations |
|---|---|
| Language: | English |
| Authors: | Escalié, Guillaume (ORCID |
| Source: | Sport, Education and Society. 2019 24(4):390-403. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Physical Education, Physical Fitness, Skill Development, Competence, Competency Based Education, High School Students, Physical Education Teachers |
| Geographic Terms: | France |
| DOI: | 10.1080/13573322.2017.1397507 |
| ISSN: | 1357-3322 |
| Abstract: | In the French education system, the current curriculum for students from the primary to the end of secondary school is structured around the notion of key competence. A competence can be defined as an integrated and stable network of knowledge and know-how, with normative behaviors, procedures and types of reasoning. However, without a theoretical conceptualization of building and mobilization processes, the components of a competence are considered as isolated and not interconnected. In the health and physical education (HPE) setting, too few empirical studies have analyzed how teachers would contribute to the development of student's competence. The aim of this forward-looking article grounded on an experiential and cultural framework consists in clarifying and illustrating a conceptualization of the dynamics of development of competences among students considering the teacher activity. This theoretical framework seems to offer heuristic possibilities for the examination of teaching and learning practices which contribute to the development of the key competences, particularly when a competence is read as an experience that integrates multiple dimensions. Based on audio-video recording of PE lessons and self-confrontation interviews with the teacher and a student, the results of the present study strengthen the criticism of the definition of competence emphasizing the relevance to adopt a holistic approach corresponding to the articulation of intertwined resources (i.e. motor, methodological and social) students allocate to act in PE groups. Furthermore, the results show that the competence building depends on various roles students have the opportunity to play in PE (i.e. observer, tutor). Finally, our results underline the importance of identifying the specific characteristics of the teacher activity designed to structure the learning environment to train students to acquire new competences transferable in society. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1209839 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwG52J1UEN7iTpYw-RLc5lOiAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDE47V9O8NihQLI8JzQIBEICBm8cKKwwS8gl0nKdQJSi-sDe2AjoPa1VsXCbpLj2ErcFQFXMG4gM5zEY8hJ2e1bOOUstpiUD_rjxe6iui-uAyRTFncBDYyiC2-ocOs-qPAL36wGVo0hcPJjCtRz7zT707RiDe40tKEHn-Uh1xnA_-eCL64Rt2e_7LQVrQVb_UGC6rp-Wsfmwg1loeDVCHzAVX7XUB9cn1rtjHz7vw Text: Availability: 1 Value: <anid>AN0135500542;0uv01may.19;2019Mar25.10:30;v2.2.500</anid> <title id="AN0135500542-1">Helping students build competences in physical education: theoretical proposals and illustrations </title> <p>In the French education system, the current curriculum for students from the primary to the end of secondary school is structured around the notion of key competence. A competence can be defined as an integrated and stable network of knowledge and know-how, with normative behaviors, procedures and types of reasoning. However, without a theoretical conceptualization of building and mobilization processes, the components of a competence are considered as isolated and not interconnected. In the health and physical education (HPE) setting, too few empirical studies have analyzed how teachers would contribute to the development of student's competence. The aim of this forward-looking article grounded on an experiential and cultural framework consists in clarifying and illustrating a conceptualization of the dynamics of development of competences among students considering the teacher activity. This theoretical framework seems to offer heuristic possibilities for the examination of teaching and learning practices which contribute to the development of the key competences, particularly when a competence is read as an experience that integrates multiple dimensions. Based on audio-video recording of PE lessons and self-confrontation interviews with the teacher and a student, the results of the present study strengthen the criticism of the definition of competence emphasizing the relevance to adopt a holistic approach corresponding to the articulation of intertwined resources (i.e. motor, methodological and social) students allocate to act in PE groups. Furthermore, the results show that the competence building depends on various roles students have the opportunity to play in PE (i.e. observer, tutor). Finally, our results underline the importance of identifying the specific characteristics of the teacher activity designed to structure the learning environment to train students to acquire new competences transferable in society.</p> <p>Keywords: Learning; teaching; competence; experience; physical education</p> <hd id="AN0135500542-2">1. Introduction</hd> <p>Within several models such as teaching games for understanding (Butler, 2006) and sport education (Hastie &amp; Curtner-Smith, 2006; Siedentop, Hastie, &amp; van der Mars, 2011), health and physical education (HPE) teachers play a central role in students' interactions and meaning construction. These models actively participated in the shifts both from teacher-centered education to learner-centered education (Reynolds &amp; Miller, 2013), and from content-centered curricula to competence-centered curricula (Wesselink, Dekker-Groen, Biemans, &amp; Mulder, 2010). These two shifts are at the core of the question of how teachers and learners display cultural competence to participate in communication in ways that will result in learning. Within competence-based education (Roegiers, 2000), competences are defined as 'context-specific dispositions which are needed and acquired to cope successfully with domain-specific situations and tasks'(Blömeke, Zlatkin-Troitschanskaia, Kuhn, &amp; Fege, 2013, p. 3). Thus, competence can be understood as an integrated and stable network of knowledge and know-how comprising normative behaviors, procedures and types of reasoning that students can use to manage complex situations. In order to develop these competences, lesson plans often aim to integrate knowledge, skills and attitudes; apply problem-solving approaches; and foster the transfer of learning to everyday life (De-Juanas Oliva, del Pozo, &amp; Franco, 2016).</p> <p>Within the European Union, this theoretical approach labeled 'the pedagogy of integration' has been brought progressively to several countries. The Netherlands was first, introducing 'competentiegericht leren' into vocational education programs in the early 1990s. In Belgium, the Missions Decree of July 1997 signaled the start of competence-based education in the public school system. In Spain, key competences (e.g. social and citizenship skills, autonomy and personal initiative, and learning to learn) have been integrated into the official curriculum inviting teachers to incorporate them into their lessons (Lleixà, González-Arévalo, &amp; Braz-Vieira, 2016). In France, the pedagogical competence-based approach was defined for middle school students in 2006, promoting the restructured curriculum around key competences. In reference to the common core program of knowledge, competences and culture introduced at the beginning of the 2016 academic year, this approach gives a prominent role to methodological ('methods and tools for learning') and social ('shape the individual and the citizen') competences. All subjects taught at school are expected to contribute to these key competences integrated in the common set. Particularly, the national physical education program implemented in early 2016 is designed to enable students to build competences that integrate motor, methodological, and social dimensions.[<reflink idref="bib1" id="ref1">1</reflink>]</p> <p>Although the promotion of this curriculum model overcomes the reductionist centration on subject-specific content to prepare students to build transferable skills considered to be vital for productive members of society in the twenty-first century (Byrne, Downey, &amp; Souza, 2012), it is based on a fairly loose theoretical conceptualization. Indeed, without a theoretical conceptualization of building and mobilization processes, the components of a competence are considered as isolated and not interconnected. As a consequence, according to the current competence-based curricula structuration, it is clear that the transfer of such competences to general situations is not currently conceived as part of more holistic, generic competences, but rather considered as distinct knowledges, each in their own right. For example, methodological knowledges must be explicitly taught in situ, each within a teaching program. In other words, the notion of competence refers to something that is 'unfinished' or 'unsuccessful' in the teaching programs and more broadly in schools. As such, without returning to the idea of a competence as knowledge, the ambition is to challenge the emphasis on competences as a concept likened to the dis-integration of its constitutive dimensions.</p> <p>In France, the PE competence institutional framework is structured in 5 levels of competence for each physical activity (i.e. basket-ball, hurdle race or climbing). At the end of secondary schooling, it is expected pupils achieve the mastery level 4 defined by national curricula. In table tennis, for example, this level is reached when students are able to: 'make tactical choices with the assistance of a coach by adapting one's movements to produce varied strokes (directing, accelerating and giving spin to the ball) to win the match'. In this competence, the motor dimension refers to the skills to perform various strokes. The methodological dimension implies a strategy for analyzing the strengths and weaknesses of the opponent. The social dimension refers to the interactions with a fellow student who is involved in the co-construction of tactical decisions taken thanks to the provision of observations and advice. To develop these competences, the teachers are advised by the physical education programs in which different levels of acquisition are listed in terms of knowledge, abilities and attitudes.</p> <p>Thus, if the institutional context suggests that PE should include the development of motor, methodological, and social competences, such expectations encourage going beyond the systematic competence deconstruction to conceptualize the dynamics of competence building, taking into account teacher activities. Nevertheless, to our knowledge, little is known about how teachers incorporate the requirements of a competence-based curriculum in PE. Recent studies have been conducted through a technique oriented model (PE as-sport-technique movement culture, Kirk, 2010) encouraging a fine-grained microanalysis of group work in PE practice (Barker, Quennerstedt, &amp; Annerstedt, 2015; Quennerstedt, Öhman, &amp; Öhman, 2011; Ward &amp; Quennerstedt, 2015). Nevertheless, despite the importance placed on the teacher's role in the construction of ecologies of the classrooms, the teacher's instruction activity has never been linked to the construction of students' competences with regard to 'various physical, social, and cultural dimensions of the context for learning' (Light, 2006). Specifically, when the teacher deliberately shifts the decision of feedback to students in accordance with a reciprocal teaching-learning style (Mosston &amp; Ashworth, 2008), this suggests he/she clearly describes and links which supportive competence students need to master to interact efficiently.</p> <p>The purpose of this paper is to focus on the theoretical and prospective basis of a singular framework to explain and illustrate a conceptualization of the dynamics of competence building in students through the lens of teacher activity.</p> <hd id="AN0135500542-3">2. Theoretical framework</hd> <p>Our theoretical research is epistemologically grounded on the cultural anthropology approach to teaching (Chaliès &amp; Bertone, 2017). Directly inspired by Wittgenstein's analytical philosophy (2004), our study is grounded in an epistemology of experience (Winch, 1958). Similar to the studies conducted in line with a cognitive anthropology approach (e.g. Vors, Gal-Petitfaux, &amp; Potdevin, 2015), this conceptualization is of particular interest with regard to the coordinated activity between teachers and students (Hutchins &amp; Nomura, 2011). Indeed, a grounding in experience seems to offer heuristic possibilities for the holistic examination of teaching and learning practices that contribute to the development of the key competences, particularly when a competence is read as an experience that integrates multiple dimensions. We first present our three assumptions about teacher and/or student activities in the dynamic course of PE classroom interactions.</p> <hd id="AN0135500542-4">2.1. Teaching students rules to enable them to signify meaning and act differently</hd> <p>The first activity that contributes to interactive classroom dynamics stems from the theoretical assumption that any students' action involves prior learning of a 'rule' (Wittgenstein, 2004). In our conceptualization, rules are holistic experiences - motor, sensory, emotional and cognitive - that provide a reference (Williams, 2002) for students to act differently, or to reflect on how they might have done something differently. These rules must be considered as being discovered by students during practice. From this standpoint, the rules relate to students' experience under an ostensible teaching condition which suggests an implicit agreement between students and teacher. But the rules must also been explicitly taught. To involve students in learning these rules, the teacher engages in 'ostensive teaching' (Wittgenstein, 2004). For this purpose, the teacher establishes 'meaningful links' (Wittgenstein, 2004) between different types of experience: (i) using language to label a rule through an 'etiquette', (ii) exemplifying the complexity of rule through language or more visually through demonstration or an arrangement of actions chosen as a series of aids, and (iii) situating the expected results when the rule has been followed. In other words, in comparison to the ostensive style of instruction that implies the rules are explicitly taught by the teacher, an ostensible style of instruction is observed when any explanation is given to justify the reasons underlying educational decisions and actions, leading students to develop incidental learning abilities.</p> <p>Once the rule has been learned, following it should theoretically open up a certain number of normative capacities that might be likened to singular techniques (De Lara, 2005) to signify, analyze and/or act (Wittgenstein, 2004). Thus, students can act as observers/advisors (coaches) analyzing and giving meaning to the match, distinguishing between what a classmate is doing and what the actual rule prescribes. Finally, a rule and the related normative capacities can be compared to a competence as defined in competence-based pedagogy - that is, a holistic experience that can be deployed to act in complex situations.</p> <hd id="AN0135500542-5">2.2. Accompanying students in their first attempts to follow a rule recently taught</hd> <p>The second activity that contributes to interactive classroom dynamics stems from the theoretical assumption that students can learn a rule recently taught if their first attempts to follow it are appropriate to the situation. Theoretically, learning occurs when students follow a rule, observe that they have satisfied the expectations, and realize that the expected results are in accordance with the contents taught. In other words, they consubstantially associate an intention with an action (Cash, 2009). At this step, the teacher assists these first attempts to follow a new rule or delegates this function to students who take on a coaching role. This guidance consists of 'monitoring' (Nelson, 2009) the conformity to the rule. When following the rule is persistently inadequate or when a misinterpretation of the rule is suspected, the teacher engages in 'ostensive explanation' (Wittgenstein, 2004) to help the students in overcoming their difficulties. He specifically intervenes to clear up misunderstandings that might have arisen once the rule has been taught. In order to help students to grasp and learn the rule more easily, he also explains the rule providing multiple examples.</p> <hd id="AN0135500542-6">2.3. Helping students to interpret the rules as an aid to their development</hd> <p>The third activity that contributes to the interactive classroom dynamics stems from the theoretical assumption that students need to engage in interpretation when following the rule in new situations, they are asked to make increasingly extensive use of the rule (Laugier, 2010). Once the rule has been learned, teachers help them to learn how '<emph>to substitute one expression of it for another</emph>' (Wittgenstein, 2004, p. §201). In concrete terms, substituting one way of following a rule for another according to situational circumstances becomes possible when elements of the exemplary rule initially learned are extended in such a way that the rule becomes intrinsic. To help students with this process, the teacher carries out a singular activity of supporting them in interpreting the rule. This consists essentially of arranging situations - not for learning but for development - designed gradually to make the use of the rule more complex. Thus, as it was initially learned, the rule becomes a reference from which students organize a network of similarities to interpret new situations and adjust accordingly.</p> <p>To illustrate the cultural anthropology approach of teaching, we recently used a conceptualization of the dynamics of student competence building through teacher activity from a unique theoretical framework. We demonstrate its heuristic character by presenting the results of a longitudinal case study in its broad outlines.</p> <hd id="AN0135500542-7">3. Method</hd> <p>This study was conducted in partnership with a group of PE teachers dedicated to developing educational resources. Since 2011, these teachers have focused on competence-based pedagogy considered as a priority to support the changes in teaching practices with respect to the new institutional requirements for key competence building. The objective of the group is to design problem-solving situations that are 'complex' according to the pedagogical competence-based approach.</p> <hd id="AN0135500542-8">3.1. Institutional context of the study: capturing the complexity through the synergies betwe...</hd> <p>Our study was carried out with one of the PE teachers of this group working for fifteen years in a high school in a suburb of xxxxxxxx (France). The data were collected in table tennis lessons 6, 7 and 8 of a nine 2-hours session with thirty-two students in their final year of high school. Two students volunteered to participate in the study: one girl as player (S), and one boy as coach (H) were selected by the teacher (T) with regard to their great interest in PE. Informed consent was obtained from the students and the head teacher informing them that personal data will be protected through appropriate procedures for confidentiality and anonymization. Participants were also ensured that they will not be subject to penalty for not taking part and free to withdraw from the research at any time without giving a reason and without a prejudice. Table tennis was chosen because it is based on open skills giving students the opportunity to interact on various technical and tactical aspects that need to be linked for performance analysis. Mainly, lessons 6, 7 and 8 were selected with respect to organizational issues of the peer interaction design that needed to be addressed in previous lessons (i.e. being properly positioned to observe, using a task criteria to focus on a technical aspect, linking a technical choice with tactical option and performance). We focused on the final year of school with regard to the importance of social competencies in the transition into higher education (Denny, 2015) where students are supposed to be prepared both to share matters with faculty and peers and to autonomously choose sport and physical activities in which they would be involved as part of their university education. For this instructional period, the teacher was asked in each lesson to provide two types of situations. The former are designed to foster the acquisition of a specific content. The latter, more complex, are designed to confront students with problem solving as: make tactical choices with the assistance of a coach by adapting one's movements to produce varied strokes (directing, accelerating and giving spin to the ball) to win the match.</p> <hd id="AN0135500542-9">3.2. Data collection</hd> <p>Audio-video data were collected with two high-fidelity lapel microphones, respectively for the teacher and a 'target-student', and two video cameras (one with a wide angle focus and the other filming the target-student's activity). Then, self-confrontation data audio-video recorded were collected. After each lesson, the teacher and the target-student separately participated in a self-confrontation interview (SCI) focused on selected sequences extracted from the lesson. Given the great quantity of recorded data, the researchers selected relevant data on the basis of two criteria before proceeding to the self-confrontation interviews. They looked for sequences that were sufficiently long (between 5 and 10 min) in which a problem-solving situation generated interactions between teacher and target-student.</p> <p>In order to reconstitute the rules followed by the student and the teacher during the lessons, the SCIs followed a theoretically stabilized protocol for the six 1-hour SCIs (Escalié &amp; Chaliès, 2016). Through structured questioning, the researcher asked each actor to explain and give meaning to observed actions. Then, the researcher invited him to justify the judgments about these meaningful actions asking for clarification or taking on a mildly oppositional role. More specifically, this included conducting a dialogue by placing the interviewee in a controversial situation. For example: 'I do not understand why you question this student on its role: you once said that you refused to intervene allowing him to work autonomously.' Finally, the student was asked to indicate the expected results with regard to the actions. What the interviewee says during the self-confrontation interview in terms of expected results refers to intentions underlying the decisions he/she takes and actions he/she leads in classroom.</p> <hd id="AN0135500542-10">3.3. Data processing</hd> <p>The data were processed to identify the rules - that is, the experiences learned and/or followed in the lesson - in three successive stages. Firstly, after the verbatim transcription of the SCI data set, the corpus was divided into interaction units. These units were determined from the object of the meanings that the student or teacher attributed to his actions or to the actions of others seen on the video. Secondly, for each interaction unit, the justification for the meaning attributed by the self-confronted actor was identified. The justification includes clarifications the interviewee gave to increase the meaning helping researchers gain access to his/her personal interpretation of the video footage viewed. Finally, for each interaction unit, the rule followed by the actor was formalized. By convention, each rule was labeled from: (i) the object of meaning attributed by the actor, (ii) all the circumstances described by the actor to justify this meaning, and (iii) the results he/she expected and/or observed. Each rule was formalized as follows: ['<emph>Object of meaning</emph>' is valid for '<emph>all circumstances mentioned to justify the meaning</emph>' which results in '<emph>the set of results observed and or expected</emph>'). For example, a rule needed to be followed by a physical education teacher ['<emph>Teach how to chop the ball in tennis table</emph>' is valid for '<emph>giving an oral reminder</emph>' and '<emph>modeling what to do</emph>' which results in '<emph>agreeing with the students on the stroke to be performed</emph>' and '<emph>enabling them to play the role of coach</emph>'].</p> <hd id="AN0135500542-11">4. Results</hd> <p>Some of the results of this case study were particularly heuristic with regard to our objective. Emphasizing the complexity of the links between the teacher's and the student's activities during the lesson, three results which may or may not have helped in building competences are described in detail.</p> <hd id="AN0135500542-12">4.1. From ostensive teaching of a single experience to engaging students in a range of activi...</hd> <p>In lesson 6, the teacher gathered the students together and placed them in front of a white board. Then, he taught them a technique in table tennis: chopping the ball. The following excerpt describes the interaction between the teacher and students at this point in the lesson.</p> <p>Excerpt 1</p> <p>T (teacher): Let's talk about another effect, chopping. What happens?</p> <p>A student: That's the push.</p> <p>T: Yes, it's called the push (<emph>the teacher writes it on the board</emph>). And how is it done? (<emph>The teacher takes a racket and a ball in his hand</emph>). Where do we hit the ball?</p> <p>A student: From underneath.</p> <p>T: Yes, from underneath. And how do we do that?</p> <p>A student: Forward.</p> <p>T: Yes, from back to front. And above all?</p> <p>A student: Down.</p> <p>T: Yes, from top to bottom. We slice, we chop the ball. But we do it gently. And what kind of trajectory does this produce?</p> <p>A student: A short ball.</p> <p>E: Yes, a short, slicing shot.</p> <p>When he is self-confronted with this excerpt from the lesson, the teacher explains that during this exchange, he tried to '<emph>show</emph>' students the technique and '<emph>while still speaking, what the chop is producing</emph>' so that they would be able to '<emph>evaluate ... the push</emph>' as a '<emph>coach</emph>'.</p> <p>Excerpt 2</p> <p>Researcher (R): What are you doing here?</p> <p>T: There, in this sequence, I'm trying to show them, while still speaking, what the chop is producing. I show them the stroke movement so that everyone can see it, and we all agree on it. Because later in the session, I'll ask them to evaluate the different strokes. Particularly in the sequence that's going to follow the demonstration, I'll ask them to evaluate a short ball, the push in this case. And so visualizing the stroke, it is an observable that they can use as a coach to validate what another student has done.</p> <p>In this second excerpt, the teacher gives meaning to his activity by following the rule ['<emph>Teach how to chop the ball</emph>' is valid for '<emph>give an oral reminder</emph>' and '<emph>show the students what to do</emph>' which results in '<emph>agreeing with the students on the stroke to be made</emph>' and '<emph>enabling them to play the role of coach</emph>']. He recounts an activity that could be described as ostensive teaching of the rule ['<emph>Making a forehand push</emph>' is valid for '<emph>chop the ball by hitting it from top to bottom and from back to front</emph>' which results in '<emph>producing a short, slicing shot</emph>']. Through this activity, he establishes a meaningful link between (i) a language label ('<emph>the push</emph>'), (ii) an action that was verbally described and demonstrated, and (iii) the expected results (produce a '<emph>short, slicing shot</emph>'). Thus, the teacher's aim is to develop not only the students' ability to perform the shot (as a player) that gives a slicing effect on the ball, but also their ability to judge ('<emph>as a coach</emph>') the quality of the stroke realized by a classmate and even to correct it. Through ostensive teaching, the teacher seeks to 'equip' the students for future action and for future evaluations of observed activity.</p> <p>When the target student (hereafter, H) is self-confronted with the same excerpt, he indicates that at this point in the lesson he '<emph>watched</emph>' the '<emph>teacher's movements,</emph>' listening attentively to the teacher '<emph>explaining how to perform</emph>' this type of stroke so it can be '<emph>reproduced</emph>' later.</p> <p>Excerpt 3</p> <p>R: What's going on here?</p> <p>H: The teacher shows us a certain type of stroke.</p> <p>R: Which is?</p> <p>H: The ball is short. That is, you take the ball from top to bottom (<emph>the student mimics the movement</emph>).</p> <p>R: What are you doing here?</p> <p>H: I'm watching his movement, the way he holds the racket, his position in relation to the ball, so that I can do the same thing.</p> <p>CH: What are you focusing on?</p> <p>H: On the movement. And he is also explaining how to do it.</p> <p>R: And so, you remember what?</p> <p>H: Well, he explains the way to play (effect) a short ball so that we can reproduce it.</p> <p>R: And that seems clear to you?</p> <p>H: Yes, for me he explained it very well. The movement was clear. The words he chose were appropriate and should prepare me to make this kind of shot.</p> <p>In this third excerpt, H follows the rule ['Learning how to chop a ball' is valid for 'watching his movement, the way he holds the racket, his position in relation to the ball' which results in 'I can do the same thing']. In following this rule, he acknowledges the effects of the teacher's ostensive teaching. He judges that the teacher's examples that make a meaningful link to the 'push' are particularly exemplary ('he explained it very well. The movement was clear. The words he chose were appropriate'). In his view, he should now be able to 'make this kind of shot' - that is, to follow the rule in the course of his activity as a player. In this respect, the student's examples in the SCI that were constitutive of the rule taught by the teacher to get a chopping effect ('we take the ball from top to bottom') attested to its readiness to follow the rule without misinterpretation.</p> <p>Thereafter, H again mobilizes in the SCI certain constitutive elements of the rule concerning the expected results (a ball that has been chopped is a '<emph>short, slicing</emph>' shot and '<emph>moves away from us</emph>'). In his opinion, this type of indicator should allow him to detect a chop and to take on the coach role in the situation provided by the teacher.</p> <p>Excerpt 4</p> <p>R: Do you feel capable of identifying a chop?</p> <p>H: Yes, because he told us how to do it but also how the ball would come back to us when our opponent does the same thing.</p> <p>R: That is to say?</p> <p>H: Short and slicing. And if our opponent puts a lot of spin on the ball, it'll move away from us. So it's a very short ball that can be spotted quite easily compared to others.</p> <p>R: OK.</p> <p>In this fourth excerpt, the student indicates at the end of the teacher's lesson on the push that he felt '<emph>capable</emph>' of identifying '<emph>quite easily</emph>' whether the stroke performed by a classmate included a chopping effect or not. Ultimately, engaging in the ostensive teaching of a rule, the teacher gave the student a holistic standard experience. This experience then opened potential normative capacities - that is, the experience became the source of different types of activities, such as performing a motor technique or observing it in a classmate's activity. The students' activities should therefore differ, not because they involve the mobilization of various dimensions, but because they require a differentiated mobilization of the holistic experience that had been taught.</p> <hd id="AN0135500542-13">4.2. From the experience that is taught to the competence that is built: the need to structur...</hd> <p>In lesson 7, the teacher set up a learning situation for two types of serves, one long and fast serve and the other with '<emph>lateral</emph>' effects. At each table, the students organized in pairs played for two minutes or acted as the coach (tutor), working on their choice of serve. At one of the tables, a student (S) was working on the long and fast serve while H played the role of coach. The following excerpt describes the interaction between the two students.</p> <p>Excerpt 5</p> <p> <emph>S throws the ball up and catches it before hitting it</emph>.</p> <p>H: Maybe you're throwing the ball too much to the side ... You do it like this (<emph>H shows S the position she's in when she throws the ball</emph>). Throw the ball straight in front of you and not to the side.</p> <p>S <emph>tries two more long and fast serves</emph>.</p> <p>H: Try to orient your racket downward.</p> <p>S <emph>tries again</emph>.</p> <p>H: That's better.</p> <p>During the SCI on this excerpt, H states that he is trying to '<emph>give her advice based on what I see</emph>' by helping her improve the quality if the serve '<emph>sharper and faster</emph>' so that future opponents will no longer be able to '<emph>easily attack her</emph>'.</p> <p>Excerpt 6</p> <p>R: What are you doing there?</p> <p>H: We're working on the long and fast. We chose this one because we both realized that when she uses this serve, her opponent can easily attack her. So we're trying to improve her serve to make it sharper and faster.</p> <p>R: What are you doing to help her make progress?</p> <p>H: I'm trying to give her advice based on what I see and maybe it will help her.</p> <p>R: What are you basing your advice on?</p> <p>H: On my own experience with the long and fast, on my way of doing it, and on what our teacher told us about it.</p> <p>In this sixth excerpt, H follows the rule ['Advise S on her push' is valid for 'base advice on what he observes during the situation, his own experience with the serve (as a player), and what the teacher said about it' which results in 'improving her serve so that it is sharper and faster']. In following this rule, H refers to its scaffolding. He reveals that he used his 'experience with the long and fast serve' as well as 'what our teacher told us about it.' For H, this activity consisted in following a rule that the teacher had taught in order to: (i) judge the (non) conformity of the action his classmate performed, and (ii) engage in ostensive explanation by reiterating and enriching (through his experience as a player, in particular) specific elements that support the rule. For example, this was the case when H advised S to 'orient her racket downward.' Later in the SCI, H confirms that at the first lesson, the teacher's not only taught him how to perform it, but also to 'pass it along' to his classmate to 'help' her.</p> <p>Excerpt 7</p> <p>R: What the teacher told you in the beginning, it was still helpful.</p> <p>H: Yes. I can also pass it along to S to help her. But still, I don't think I'm good enough to solve all the problems related to the serve.</p> <p>R: So, sometimes you give instructions and sometimes you don't because you don't feel competent enough?</p> <p>H: In fact, I am able to carry out a serve, but the difficulties S is facing with might be due to many things such as the form of movements, the starting position ... I don't think I'm competent enough on all these factors to help her solve her problems.</p> <p>In this seventh excerpt, H realizes that the teacher's ostensive teaching notably helped him to follow the rule about the long and fast serve in different activities, as a player and as a coach. H nevertheless points out the difficulties he had in using the rule to tutor his classmate's first attempts. Indeed, although he judges that he is able to '<emph>pass along</emph>' what he had been taught, he still has trouble analyzing his partner's difficulties. He is, therefore, unable to systematically engage in ostensive explanation as he tutors his classmate toward greater conformity to the rule.</p> <p>Finally, this result shows that the first attempts at following a rule generates normative capacities of different types. Thus, some students may initially be able to follow the rule by 'being able to do' what is requested, while others in the same situation may be able to follow it by displaying capacity 'to judge' what others are doing, or even to 'analyze and advise.' This result directly questions the teacher's activity stressing the need to adapt the situations of first students' attempts at following rules in order to induce different capacities.</p> <hd id="AN0135500542-14">4.3. From the experience that is taught to the competence that is built: the need to structur...</hd> <p>In lesson 8, the students were engaged in a problem-solving situation that the teacher considered 'complex'. They were divided into teams of two players and each team competed in 11-point matches against a team of a comparable level. During each match, in each team, one endorsed the coach role using a worksheet comprising two columns respectively dedicated to: (i) the outcome (e.g. checking the '<emph>winning point</emph>' box), and (ii) the reason for each point (e.g. checking the '<emph>forehand attack</emph>' box). The following excerpt presents an interaction between the teacher, circulating between the tables, and H, coaching his partner (S), who is competing against another student (C).</p> <p>Excerpt 8</p> <p>T: Good job, S! You saw it, the ball came back to the right!</p> <p>H: What's the score?</p> <p>S: 4 to 3, for him.</p> <p>C. scores a point on a forehand stroke.</p> <p>T (addressing H): What's he good at?</p> <p>H: Everything!</p> <p>T: And basically?</p> <p>H: The forehand.</p> <p>At this moment, H is acting as a coach and encouraging his partner (S), who is in difficulty. The teacher asks him about the strengths of S's opponent ('<emph>What's he good at?</emph>'). When self-confronted with this excerpt, the teacher indicates that H was not providing '<emph>enough information</emph>' to his partner, even though, according to him, '<emph>now S has repeatedly lost the point in exactly the same way</emph>' and there has been no '<emph>change in her behavior.</emph>' The association of the paucity of H's feedback to S and the way H '<emph>got his attention</emph>' when he '<emph>looked up at</emph>' him prompted the teacher to ask '<emph>him a question</emph>' as a way of helping him in his tutor role.</p> <p>Excerpt 9</p> <p>T: There I see H who raises his head and is looking at me.</p> <p>R: And that's why you ask him the question?</p> <p>T: No, there he got my attention. He finally looked up at me and so I took advantage and asked him a question.</p> <p>R: Okay, because there in the instructions H has to give as the coach?</p> <p>T: Yes, in the instructions H has to give. And there it's not really the case! There's not enough information. So that's why I jump at the opportunity, because several times now S has repeatedly lost the point in exactly the same way and, in my opinion, there has been no change in her behavior. The information should come from H.</p> <p></p> <p>A few minutes later in the lesson, the interaction between the teacher and H continues. The teacher brings up the quality to S's '<emph>serves</emph>'.</p> <p>Excerpt 10</p> <p> <emph>The game continues and S loses the point</emph>.</p> <p>T (<emph>to H</emph>): Look at her serves!</p> <p>H: I told her. They (the serves) are too high and with a right forehand.</p> <p>S: Yes, but I can't do it!</p> <p>S <emph>loses the point again with C's right forehand stroke on a serve return</emph>.</p> <p>E (<emph>to H</emph>): You saw that!</p> <p>H: I told her before the match.</p> <p>At this time in their interaction, the teacher helps H to focus more on S's serve, which was not enough complex up to this moment to prevent her opponent to win the point. H considers his own interpretation of S's difficulty ('<emph>They (the serves) are too high and with a right forehand</emph>') and states that he '<emph>told her before the game</emph>.' This is what the teacher reports during the SCI regarding this next excerpt.</p> <p>Excerpt 11</p> <p>T: With H, we bring out something that happens again and again and gets his partner in trouble. And he (H) confirms that, despite what she's doing, he has given her instructions on this.</p> <p>R: Before the game. Just before.</p> <p>T: Yes, he's already said something about her difficulty and has apparently offered solutions that she doesn't use.</p> <p>In these two successive self-confrontation excerpts, the teacher gives meaning to his activity of following the rule ['<emph>Question H</emph>' is valid for '<emph>have attention drawn to H</emph>' and '<emph>see that several times now S has lost the point in exactly the same way</emph>' and '<emph>see that H is not stepping in to coach her</emph>,' which results in '<emph>guiding H to focus so that he can coach his partner</emph>']. As S follows this rule, H becomes aware of his support for the first attempts of a student engaged in coaching activity. By asking H about the recurring difficulty of his partner, the teacher somehow adjusts the coaching situation. In fact, he helps H to more closely observe and analyze (in this sense, give meaning to, judge and support his judgment) his classmate's activity so that he can then advise her. In other words, the teacher accompanies the first attempts of a student-coach to follow a newly learned rule, not so to perform the activity himself, but rather to judge a classmate's performance with regard to the rule, interpret it (in the sense of identifying what is (in)adequate) giving advice according to its own interpretation. This result is all the more significant because it reinforces the idea that the rule as an object of learning is a holistic experience that potentially opens up students' normative capacities when they are engaged in different types of activity.</p> <p>In this case, the teacher's intervention to accompany H's coaching activity, notably on the effectiveness of the serve, does not affect the player's difficulties. This is shown in the following excerpt from the next lesson.</p> <p>Excerpt 12</p> <p> <emph>The match continues and S again loses a point on C's forehand stroke for the serve return</emph>.</p> <p>T: Ah S!</p> <p>S: It's too hard playing against him!</p> <p>E: Yes but look, he always attacks with a right forehand. What can you do to avoid being attacked with a forehand?</p> <p>S: Play to his other side.</p> <p>Faced with S's ongoing problems, the teacher decides to question her directly. He wants her to analyze what she's doing in order to cope with the difficulties encountered in this occurrence. In the self-confrontation excerpt that follows, the teacher confirms that he '<emph>stepped in'</emph> with the player, which, according to him, meant '<emph>doing the job in</emph> [<emph>the</emph>] <emph>place</emph>' of the student who was supposed to play the role of coach.</p> <p>Excerpt 13</p> <p>T: There I come back to what H didn't say to her. So I try to get her to respond effectively.</p> <p>R: OK. On the other hand, you don't say: "H, coach! Do your job"!</p> <p>T: No, I do the job in his place. I tried to suggest it to him beforehand but it wasn't happening so I stepped in with her to end the problem.</p> <p>In this excerpt, the teacher follows the rule ['Intervene with the player' is valid for 'come back to what H (the coach) didn't say to her' and 'try to get her to make an efficient response,' which results in 'doing the work in the place of the coach']. In following this rule, the teacher demonstrates his commitment to a double activity. He helps the player to analyze her own activity. At the same time, he is engaged in another activity that might be described as ostensible - and not ostensive - teaching of the role of coach with regard to H. Indeed, the teacher reveals he had taken into account that H was not engaged in a coaching activity. Thus, this assessment prompted him to 'do the work in the place of the coach'. Judging H's coaching as unsatisfactory ('it wasn't happening'), the teacher took the place of the student by taking control of the activity that was H's responsibility, though he decided and completed this without ever being explicit.</p> <p>In the end, the teacher seems to 'fumble' a bit as he moves from one tutoring activity to the next, depending on how he assesses his students' activities. At times, he facilitates the construction of normative capacities related to 'making' a technical move. At other times, he favors the construction of normative capacities related to observation, analysis and correction. This fluctuation in the interpretation of the purpose of accompaniment can be interpreted as the teacher's response to the students' apparent (and certainly unforeseen) difficulties.</p> <hd id="AN0135500542-15">5. Discussion</hd> <p>Through interactions, students and teachers are engaged in shared communication that contributes to the development of competences which play a significant role on students' performance and general satisfaction following transition to higher education (Denny, 2015). One of the current challenges is to understand how students are prepared to gain competences helping them to gain access to a conceptual world constructed in response to what the teacher or a matched companion has already said or demonstrated (Hutchins &amp; Nomura, 2011) in a situated learning situation (Light, 2006). The main purpose of this article was centered on the competences acquisition in a PE domain. The results of a longitudinal case study are discussed to identify: (i) the dynamic elements involved in building student competences, and (ii) the teaching activities that can contribute to the achievement of this goal.</p> <hd id="AN0135500542-16">5.1. Competence building in students or the necessary intertwining of normative capacities</hd> <p>It should be noted that in this article we present a theoretical perspective on teaching that includes a criticism of competence-based pedagogy. On the epistemological standpoint, this study places the experience at the center of considerations about human activity contrasting with other frameworks based on the theory of knowledge. The teacher introduces and monitors students' complex team-building experience helping them to develop capacity to signify what the partner is doing/recommending with the goal of adapting to perceived needs. Consequently, the stark division traditionally made between teaching and learning activities need to be discussed. Rather, the competence-based pedagogy approach currently does not take into consideration the inseparable nature of the dimensions that make up a competence. The current curriculum for PE in several European educational systems is a good example of the fragmentation of the motor, methodological and social dimensions which are supposed to refer to the competence concept. We hypothesize that this fragmented conception partly explains the difficulty PE teachers express in operationally integrating the 'key competences' into their teaching (Lleixà et al., 2016). On this point, we believe that the main value of our theoretical reading is its power to prompt a qualitative reflection less on what is initially taught and far more on the normative capacities that can be opened up for students (Barker et al., 2015). Each normative capacity that is opened up by following a new rule is a 'human practice' (Cometti, 2004) that takes different forms depending on the situational circumstances (e.g. the player practice and the observer activity). Furthermore, each capacity may be a more or less intellectual and/or motor practice and they are most often intricately bound together. The results of the present study showed that the normative capacities built by the students were not strictly separated, but instead interacted according to the activity. The variety of experiences students live in physical education refers to complexity as they are based on the integration of motor, methodological and social parameters which constitute an indivisible whole. However, our methodology serves to collect traces of these experiences through differing meanings and understandings the actors express to personally signify the various facets of their activities. In other words, from the actor's meaning of the event, he expresses his experience as a motor experience (performing a movement) or a methodological experience (modeling a movement). This was the case, for example, when, in the course of Excerpt 6, H followed the rule ['<emph>Advise S on her push</emph>' is valid for '<emph>base his advice on what he observes during the situation, his own experience with the serve (as a player), and what the teacher said about it</emph>' which results in '<emph>improving her serve so that it is sharper and faster</emph>'] to recount his activity as a coach. In following this rule, the student specified that he was engaged in accompanying his classmate by using all the advice delivered beforehand by the teacher ('<emph>what our teacher told us about it</emph>'), but also his own '<emph>experience with the long and fast serve</emph>' as a player. In other words, at this moment he had the capacity to 'observe' and 'advise' his classmate based on his own following of the rule as well as on his capacity to 'do' what the teacher had asked.</p> <p>Competence ultimately may be like the dynamic reality of an endlessly intertwined network of the many normative capacities deployed in various activities. Then, the question is how to arrange the activities in such a way the students experience and build the desired competences.</p> <hd id="AN0135500542-17">5.2. Building competences in students or the trajectory of activities that they need to exper...</hd> <p>As we have noted, the theoretical reading for this study and the results support the assumption that a competence is a network intertwining the various normative capacities that come into play during various activities. On the basis of this assumption, it might be fruitful to think about the trajectories of activities that are likely to open up more or less articulated normative capacities and spark the competence building while students attempt to follow newly taught rules.</p> <p>In this conceptualization, an anthropological approach to capacities, especially the capacity to recognize a 'family resemblance' (Wittgenstein, 2004) between students' experienced situations, is crucial to ensure that students successively engage in different types of activities. This was the case in the table tennis lessons when students move from a situation of listening to the teacher's instructions to a situation of action as a player, or even a situation of observing other players. They followed a rule that was taught on the basis of whether or not they recognize the unfolding situation as experientially resembling the initial situation. Thus, letting students engaged in a trajectory of activities that contributed to competence building suggests the teacher calibrates a singular experiential trajectory through a reasoned arrangement of the situations.</p> <p>At this level, two theoretical developments appear to be essential. First, a question arises about the 'aspects' (Chauviré, 2010) that constitute an experience initially taught as a rule. The aspects correspond to the elements of support for what is exemplary (or not) in the rule taught when a link to the initial meaning is drawn. The choice of aspects that will be heard, seen and/or experienced during the course of teaching gives students the opportunity to use a rule in other circumstances. Therefore, based on the example that constitutes a meaningful link to what was initially taught, students will become engaged or not in building such capacities of 'signifying', 'analyzing' and 'doing.' However, a focus only on the nature of the example initially taught seems insufficient. As a complement, it would be fruitful to explore the activities that might be proposed to encourage students to engage in building the desired capacities. It will always be the teacher's responsibility to explicitly arrange those situations and to refrain its tendency from offering performance feedback to the tutee in a reciprocal teaching learning style of instruction to progressively prompt students to deploy the capacities that contribute to building the desired competence instead of taking the place of the tutor (Mosston &amp; Ashworth, 2008). Finally, this research program suggests to consider the competence building as a constant stream of new experience. At the core of this theoretical conception of knowledge twisted into a spiral is the question of how to design and manage situations which give students the opportunity to be progressively involved in increasingly complex group activities. According to the usefulness of such group designs in classroom conditions, this view implies that the teacher could supervise students' interactions on various stations and assess the expertise of each student according to the institutional expectations.</p> <p>In this theoretical discussion, no attempt has been made to generalize the results obtained in the context of a case study. With regard to this limitation, these results would need to be validated in a study conducted with a much larger sample. From a methodological standpoint, the selected sequences analyzed through SCIs would have to be chosen by the actors involved in the study with respect to the theoretical framework grounded in their personal interpretation of the situation. Similarly, PE lessons were taught in a table tennis cycle of nine units. Furthermore, depending on the particular circumstances (e.g. students observing each other's performances and even advising each other), such a design could be extended to team sports involving more complex group work organization.</p> <ref id="AN0135500542-18"> <title> Note </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Teaching programs for the cycle of fundamental learning (cycle 2), the cycle of consolidation (cycle 3) and the cycle of in-depth learning (cycle 4). 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| Items | – Name: Title Label: Title Group: Ti Data: Helping Students Build Competences in Physical Education: Theoretical Proposals and Illustrations – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Escalié%2C+Guillaume%22">Escalié, Guillaume</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5051-5163">0000-0002-5051-5163</externalLink>)<br /><searchLink fieldCode="AR" term="%22Recoules%2C+Nicolas%22">Recoules, Nicolas</searchLink><br /><searchLink fieldCode="AR" term="%22Chaliès%2C+Sébastien%22">Chaliès, Sébastien</searchLink><br /><searchLink fieldCode="AR" term="%22Legrain%2C+Pascal%22">Legrain, Pascal</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6769-1502">0000-0001-6769-1502</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Sport%2C+Education+and+Society%22"><i>Sport, Education and Society</i></searchLink>. 2019 24(4):390-403. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2019 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Fitness%22">Physical Fitness</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Competency+Based+Education%22">Competency Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/13573322.2017.1397507 – Name: ISSN Label: ISSN Group: ISSN Data: 1357-3322 – Name: Abstract Label: Abstract Group: Ab Data: In the French education system, the current curriculum for students from the primary to the end of secondary school is structured around the notion of key competence. A competence can be defined as an integrated and stable network of knowledge and know-how, with normative behaviors, procedures and types of reasoning. However, without a theoretical conceptualization of building and mobilization processes, the components of a competence are considered as isolated and not interconnected. In the health and physical education (HPE) setting, too few empirical studies have analyzed how teachers would contribute to the development of student's competence. The aim of this forward-looking article grounded on an experiential and cultural framework consists in clarifying and illustrating a conceptualization of the dynamics of development of competences among students considering the teacher activity. This theoretical framework seems to offer heuristic possibilities for the examination of teaching and learning practices which contribute to the development of the key competences, particularly when a competence is read as an experience that integrates multiple dimensions. Based on audio-video recording of PE lessons and self-confrontation interviews with the teacher and a student, the results of the present study strengthen the criticism of the definition of competence emphasizing the relevance to adopt a holistic approach corresponding to the articulation of intertwined resources (i.e. motor, methodological and social) students allocate to act in PE groups. Furthermore, the results show that the competence building depends on various roles students have the opportunity to play in PE (i.e. observer, tutor). Finally, our results underline the importance of identifying the specific characteristics of the teacher activity designed to structure the learning environment to train students to acquire new competences transferable in society. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2019 – Name: AN Label: Accession Number Group: ID Data: EJ1209839 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13573322.2017.1397507 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 390 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Physical Education Type: general – SubjectFull: Physical Fitness Type: general – SubjectFull: Skill Development Type: general – SubjectFull: Competence Type: general – SubjectFull: Competency Based Education Type: general – SubjectFull: High School Students Type: general – SubjectFull: Physical Education Teachers Type: general – SubjectFull: France Type: general Titles: – TitleFull: Helping Students Build Competences in Physical Education: Theoretical Proposals and Illustrations Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Escalié, Guillaume – PersonEntity: Name: NameFull: Recoules, Nicolas – PersonEntity: Name: NameFull: Chaliès, Sébastien – PersonEntity: Name: NameFull: Legrain, Pascal IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 1357-3322 Numbering: – Type: volume Value: 24 – Type: issue Value: 4 Titles: – TitleFull: Sport, Education and Society Type: main |
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