{"id":3745,"date":"2024-12-20T15:59:53","date_gmt":"2024-12-20T14:59:53","guid":{"rendered":"https:\/\/re-move.dk\/?p=3745"},"modified":"2025-02-09T21:05:21","modified_gmt":"2025-02-09T20:05:21","slug":"meningsfuld-idraetsundervisning-et-grundlag-for-en-ny-idraetspaedagogisk-tilgang-til-elevers-meningsfulde-oplevelser-i-idraet","status":"publish","type":"post","link":"https:\/\/re-move.dk\/?p=3745","title":{"rendered":"Meningsfuld idr\u00e6tsundervisning: Et grundlag for en ny idr\u00e6tsp\u00e6dagogisk tilgang til elevers meningsfulde oplevelser i idr\u00e6t"},"content":{"rendered":"

Meningsfuld idr\u00e6tsundervisning: Et grundlag for en ny idr\u00e6tsp\u00e6dagogisk tilgang til elevers meningsfulde oplevelser i idr\u00e6t<\/h3><\/h1><\/div>
<\/a><\/span><\/div>

I de seneste \u00e5r har forskningen i elevers meningsfulde oplevelser i idr\u00e6t f\u00e5et stigende opm\u00e6rksomhed. Dette har f\u00f8rt til udviklingen af tilgangen The Meaningful PE Approach<\/em>, der sigter mod at hj\u00e6lpe l\u00e6rere med at underst\u00f8tte elevers meningsfulde oplevelser i idr\u00e6tsundervisningen (Fletcher et al. 2021). Tilgangen indeholder i \u00f8jeblikket to p\u00e6dagogiske principper: et demokratisk princip, der fremmer inklusion og deltagelse, og et refleksivt princip, der opfordrer eleverne til at reflektere over og forholde sig kritisk til deres oplevelser.<\/span><\/p>\n

I denne artikel foresl\u00e5r vi at udvide tilgangen med et tredje p\u00e6dagogisk princip, der tager h\u00f8jde for de f\u00f8r-refleksive kropslige dimensioner af elevers meningsfulde oplevelser i idr\u00e6t. Men hvad betyder det?<\/span><\/p>\n

Som mennesker er vi altid i gang med at skabe mening med verden p\u00e5 kropslige m\u00e5der, allerede f\u00f8r vi bevidst t\u00e6nker over det. For eksempel kan en elev i en intens fangeleg opleve sp\u00e6ndingen mellem at kunne og ikke kunne undslippe fangeren p\u00e5 en umiddelbar kropslig m\u00e5de. M\u00e5ske vil eleven senere beskrive legen som meningsfuld, men kun p\u00e5 baggrund af elevens kropslige oplevelse i legen. P\u00e5 samme m\u00e5de kan en tr\u00f8stende h\u00e5nd p\u00e5 skulderen f\u00f8les meningsfuld, f\u00f8r vi s\u00e6tter ord p\u00e5 oplevelsen, ligesom det kan v\u00e6re tilf\u00e6ldet med et vellykket spring i en trampolin eller en harmonisk dans mellem elever. Disse f\u00f8r-refleksive kropslige oplevelser spiller en central rolle i, hvordan elever engagerer sig i idr\u00e6tsundervisningen, og det kan s\u00e5ledes v\u00e6re interessant at unders\u00f8ge disse oplevelsesdimensioner med henblik p\u00e5 senere at unders\u00f8ge hvordan man p\u00e6dagogisk kan underst\u00f8tte dem.<\/span><\/p>\n

Artiklen unders\u00f8ger s\u00e5ledes det f\u00f8r-refleksive kropslige grundlag for elevers meningsfulde oplevelser i idr\u00e6tsundervisningen. Til dette form\u00e5l tr\u00e6kker artiklen p\u00e5 kropsf\u00e6nomenologien (Merleau-Ponty 2012) til analyse af fem faktorer, som b\u00f8rn og unge fremh\u00e6ver som s\u00e6rligt betydningsfulde; social interaktion, udfordring, motorisk kompetence, sjov og personligt relevant l\u00e6ring (Beni et al. 2017).<\/span><\/p>\n

Social interaktion<\/em><\/span>
\nAnalysen viser, at elevers meningsfulde oplevelser kan p\u00e5virkes direkte i det kropslige m\u00f8de med andre. For eksempel kan en elevs bev\u00e6gelser i en fangeleg p\u00e5 direkte kropslig vis p\u00e5virke andre elevers bev\u00e6gelser. I en intens jagt kan fangerens begejstring afspejles sig i hans eller hendes kropslige udtryk og engagement, som p\u00e5 direkte vis p\u00e5virker den eleve som l\u00f8bes efter til et tilsvarende engagement, f\u00f8r nogen af dem er bevidste om det.<\/span><\/p>\n

Udfordring<\/em><\/span>
\nAnalysen viser ogs\u00e5 hvordan den meningsfulde oplevelse af udfordringer h\u00e6nger sammen med elevers \u00e5benhed over for og engagement i udfordringens usikkerhed. En kropslig udfordring indeb\u00e6rer en tvetydig sp\u00e6nding mellem \u2019jeg-kan\u2019 og \u2019jeg-kan-ikke\u2019. P\u00e5 en og samme tid trodser udfordringen eleven til at l\u00f8se sine g\u00e5der og ‘inviterer’ ham eller hende til at pr\u00f8ve, og giver p\u00e5 denne m\u00e5de b\u00e5de et ‘ja, du kan’ og et ‘nej, du kan ikke’ (Kretchmar 1975). For at opleve udfordringen som meningsfuld m\u00e5 eleven \u00e5bner sig for og engagerer sig i denne usikkerhed.<\/span><\/p>\n

Motorisk kompetence<\/em><\/span>
\nAt udvide sine kropslige evner kan i sig selv v\u00e6re meningsfuldt, ogs\u00e5 f\u00f8r de evalueres eller sammenlignes med andres pr\u00e6stationer. Eleven kan pludselig opleve at bev\u00e6ge sig p\u00e5 velkendte m\u00e5der, interagere og navigere ubesv\u00e6ret, og f\u00f8le sig kropsligt hjemme i en aktivitet.<\/span><\/p>\n

Udfordringen og processen for at udvide sine kropslige evner kan beskrives som en oplevelse af “endnu-ikke-at-vide-hvordan\u201d. Det peger p\u00e5, at oplevelsen af udfordringer indeb\u00e6rer en grad af negativitet, og det kan s\u00e5ledes til tider v\u00e6re h\u00e5rdt at engagerer sig i kropslige udfordringer.<\/span><\/p>\n

Sjov<\/em><\/span>
\nMed hensyn til sjov foresl\u00e5r vi, at begrebet gl\u00e6de kan guide m\u00e5der at fremme begejstring, gl\u00e6de og sjov i idr\u00e6t.<\/span><\/p>\n

\u201dDelight \u2026 is the kind of feeling we encounter when we are carried away, enthralled, captivated. In the clutches of delight, we often forget what time it is or how long we have been doing something. When physical education is merely fun, our students are, to be sure, entertained, pleased, more-or-less inter- ested, and happy. On the other hand, when students experience delight, they are transported from the mundane to the memorable.\u2026 Physical education will be changed from merely a good part of their school day to an unforgettable part of their educational experience.\u201d <\/em>(Kretchmar 2006, p. 7).<\/span><\/p>\n

Gl\u00e6den kan fx opst\u00e5 ud af at overkomme en udfordring eller have op\u00f8vet sig nye krosplige f\u00e6rdigheder, og analysen indikerer, at for at elever oplever en bev\u00e6gelsesgl\u00e6de m\u00e5 de s\u00e5ledes v\u00e6re \u00e5bne for og engagere sig i, hvordan verden engagerer dem.<\/span><\/p>\n

Personligt relevant l\u00e6ring<\/em><\/span>
\nAnalysen peger p\u00e5, at en kropslig version af personlig relevant l\u00e6ring kan forst\u00e5s som vores kropslige forst\u00e5else af verden, der relaterer sig til vores kropslige erfaringer, evner og vaner. Undervisning, der bygger videre p\u00e5 elevernes aktuelle kropslige erfaringer, kan skabe personligt relevant l\u00e6ring. For eksempel kan en dansetime, der tager udgangspunkt i elevernes eksisterende bev\u00e6gelsesfornemmelser, forst\u00e6rke oplevelsen af at “have greb om dansen.”<\/span><\/p>\n

Samlet peger anaysen p\u00e5, at elevers meningsfulde oplevelser i idr\u00e6tsundervisningen opst\u00e5r f\u00f8r-refleksivt som et mellemv\u00e6rende i elevernes engagement med omverden, er noget der kan p\u00e5virkes af andre i det kropslige m\u00f8de, og indeholder en grad af negativitet \u2013 forst\u00e5et som en oplevelse af \u201dendnu-ikke-at-kunne\u201d.<\/span><\/p>\n

Da de f\u00f8r-refleksive kropslige dimensioner ikke indg\u00e5r i de nuv\u00e6rende p\u00e6dagogiske principper for The Meaningful PE Approach<\/em>, \u00e5bner artiklen for at unders\u00f8ge p\u00e6dagogikker, der kan adressere disse dimensioner af elevers meningsfulde oplevelser i idr\u00e6t.<\/span><\/p>\n

Du kan l\u00e6se hele artiklen<\/span> her<\/a>.<\/span><\/p>\n

Litteratur:<\/span><\/p>\n

Beni S, Fletcher T and N\u00ed Chr\u00f3in\u00edn D (2017) Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature. Quest 69(3). Routledge: 291\u2013312.<\/span><\/p>\n

Fletcher T, Chroinin DN, Gleddie D, et al. (2021) Meaningful Physical Education An Approach for Teaching and Learning. 1st ed. Loughberough University: Routledge Focus on Sport Pedagogy.Kretchmar (1975) From test to contest: An analysis of two kinds of counterpoint in sport. Quest 2: 23\u201330.<\/span><\/p>\n

Kretchmar (2006) Ten more reasons for quality physical education. Journal of Physical Education, Recreation and Dance 77(9): 6\u20139.<\/span><\/p>\n

Merleau-Ponty M (2012) Phenomenology of Perception. 1st ed. New York: Routledge.<\/span><\/p>\n

Volsh\u00f8j ES, Aggerholm K, Beni S, et al. (2024) Meaningful physical education: Towards an embodied pedagogy. European Physical Education Review. Epub ahead of print 2024. DOI: 10.1177\/1356336X241300426.\u00a0<\/span><\/p>\n<\/div>

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