论体育社会科学研究的基本认识问题

体育社会现象有其自身的生存、变动和发展规律.在探索这些规律性问题时,研究者的基本认识能力是重要的支持性因素.基于对目前体育社会科学研究存在的基本认识问题的判断,从认识"基石"出发并结合研究案例,讨论概念、通则和理论等在体育社会科学认识活动中的若干价值;继而基于认识结构的要素,分别陈述在体育社会科学研究中感性与思维、经验与理论、概念与衍生概念、前提与结论以及命题与论证等关系;同时以认识活动的基本时空结构,讨论体育社会科学认识阶段的功能、时序关系.     

Interpretive and critical research in sport and physical education

Qualitative research encompasses two distinct approaches, interpretive research and critical research. Locke has provided an excellent review of the assumptions and methods of interpretive research. His article provides an important service to the field by informing the broad range of scholars within physical education about this growing area of research. The one weakness of his review is that it may not emphasize sufficiently the need to ground qualitative research in an understanding of the social sciences so that the researcher can provide an adequate context for the interpretation of data. Locke limits his review primarily to the interpretive approach and mentions critical theory only briefly, a decision that seems appropriate in an introductory tutorial. Most of the qualitative research being done in sport and physical education is interpretive, not critical. However, a few of the researchers in this area seem to be moving toward a critical perspective. Therefore, this article attempted to provide a brief overview of critical qualitative research.     

Recontextualizing and delivering the biomedical model as a physical education curriculum

This paper examines the problem of delivering a body of knowledge based on biomedical research as a school physical education discourse. The paper attempts to deconstruct the ideology of healthism upon which the discourse is based in order to show how ascetic practices in school physical education are promoted as a way of combating the hedonistic tendencies of modern lifestyles of the young. A critical examination is presented of the claims made by biomedicine in light of the paucity of evidence, the unresolved questions of individuality, the ineffective response to the consumer culture of modem youth, and the moral imperative that seem to be associated with the requirements for healthy living. The paper concludes that without reflection on what is being assumed in the recontexualization of biomedicine, a central tension will continue to exist between the dominant discourse of healthism and those it is attempting to influence. More specifically, the reduction of the disparity between healthism and the reality of consumer culture of modern youth must be achieved in order that the objectives of the discourse may be realized. Physical education teachers and biomedical experts will require a similar understanding of youth culture to those in the advertising industry if the values of physical activity are to be fully accepted.     

Laboratory production of health and performance: an ethnographic investigation of an exercise physiology laboratory

Abstract

Critical scholars of sport and physical culture have devoted significant attention to developing critiques of epistemological hierarchies and the discursive power of biomedical knowledge in sport, exercise and physical activity. However, such work has largely failed to engage in an empirically grounded fashion with the processes of knowledge production. Furthermore, relative to its importance in the creation of knowledge, the laboratory is conspicuous in its absence from both critical discussions and as a site for empirical research. By way of response, this study draws on data collected from over 1000 h of participant observation and 53 semi-structured interviews to explore how underlying political and social values are articulated through relationships between knowledge creation, transfer and claims-making, and specific social frames in exercise physiology, a cornerstone of sports science. Rather than rehearse methodological challenges and critiques, the analysis presented demonstrates, contrary to critical analyses of scientific research that charge biomedical sciences with producing de-contextualised knowledge, laboratory-based sports science is thoroughly contextualised, albeit in specific and nuanced ways. Specifically, exercise physiology knowledge production is characterised by dehumanization and rehumanization processes. The relationship between these processes is not unilinear or sequential, but reciprocal and recursive. Nonetheless, dehumanization is the basis upon which exercise physiology knowledge is made applicable. Rehumanization is how it becomes desirable.     

20 years later: deliberate practice and the development of expertise in sport

Twenty-one years ago, Ericsson, Krampe and Tesch-Romer published their seminal work expounding the notion of deliberate practice in explaining the development of expertise. This concept has since become extremely influential in the fields of sport psychology and motor learning. This review evaluates current understanding of deliberate practice in sport skill acquisition with an emphasis on the role of deliberate practice in distinguishing expert athletes from non-experts. In particular, we re-examine the original tenets of Ericsson et al.'s framework to (a) evaluate the sport-related research supporting their claims and (b) identify remaining research questions in this area. The review highlights the overall importance of deliberate practice in the development of expert sport performers; however, our understanding is far from complete. Several directions for future research are highlighted, including the need for more rigorous research designs and statistical models that can evaluate changes in developmental and contextual factors across development. Finally, we advocate for a more thorough understanding of the implications of a ‘deliberate practice approach’ for coaching science.     

‘Getting more comfortable in an uncomfortable space’: learning to become an activist researcher in a socially vulnerable sport context

Activist research engages all participants as co-researchers in order to challenge the status quo in hopes of creating spaces in which they will actively participate in their education and feel responsible for their own and others’ learning. There are a number of challenges that researchers might face when engaging in activist research with co-researchers. In that sense, researchers must be open to multiple perspectives and critical attitudes in order to negotiate the challenges that arise in the process. This paper describes the challenges that the lead author faced in learning to become an activist researcher in a socially vulnerable sport context and how these challenges were negotiated. The lead author, supervised by the second author, conducted a six month activist research study in a soccer program in a socially and economically disadvantaged neighborhood in Brazil. Participants included two researchers (lead and second authors), 17 young people, four coaches, a pedagogic coordinator and a social worker as co-researchers. Multiple sources of data were collected, including 38 field journal/observations and audio records of: 18 youth work sessions, 16 coaches’ work sessions, three combined coaches and youth work sessions, and 37 meetings between the lead author and the second author. By using an activist approach four challenges were identified and negotiated: learning to become more comfortable with an activist approach, helping young people to articulate what they know and the researcher to see what they say, valuing co-researchers’ knowledge, and negotiating the culture of sport. We argue that challenges are essential, necessary and significant in an activist research project in order to transform ourselves as researchers and our relationship with others.     

Paradigms for the study of teacher-student behavior: an alternative perspective

In conclusion, this commentary--like Schempp's (1987) article--advances the view that a multiple perspective approach to the study of classroom processes is indeed critical to an increased understanding of teacher-student behavior. Contrary to the work of Schempp (1987), however, the rationale extended here as underscoring the need for this approach lies in the limited capacity of any single research approach--be it quantitative or naturalistic in nature--to adequately capture the complexity of classroom interaction. Finally, the view is offered that while each of these traditions of research offers its own contribution to the grand map of teaching (Shulman, 1986), the cumulative outcomes can complement one another. The challenge facing us as an educational research community is to engage in dialogue regarding the design of future investigations so that multiple perspective analyses can indeed become reality. The merit of such a posture is summarized by Weinstein (1983): It is difficult to maintain that one view of classroom events is more accurate than another. Rather, we must learn from each perspective, identify matches and mismatches among perspectives, and examine relationships between perceptions and behavior....By investigating...[the various perspectives], we will improve our understanding of the social reality of classrooms. (p. 306).     

基于E-science模式的我国体育科研协作平台的设计与开发

E-science是科学研究在信息时代出现的全新科研协作模式,与传统科研方法相比,E-science为科学研究的共享与交流提供了极大的发展空间。以E-science理论为基础阐述了一种B/S结构的体育科研协作平台的设计和实现方法,该平台以体育科研工作实际为出发点,构建了体育科研项目协作系统、体育科研仪器共享系统和体育科研人员交流系统等多个功能模块。平台解决了体育科研工作者科研项目协作、科研仪器共享、科研资源集成、科研流程控制等关键技术,为体育科研工作者科研协作和创新提供了可能。     

The chaos of inclusion? Examining anti-homophobia policy development in New Zealand sport

Sport is inherently homophobic and sport managers have been able to do little to address this. The purpose of this research was to examine the work of the ‘Sport for All’ Steering Group in New Zealand. This group was made up of six National Sport Organisations. Three research questions were addressed: Why were the organisations involved; what were their priorities and how can they be examined conceptually; and what (if any) strategies could help to develop the goals of the group? A conceptual framework was developed in which a combination of social identity theory, critical theory, and post-structuralism were utilised to examine the complexities of the steering group’s work. Six semi-structured interviews were conducted by phone. The following themes were examined: the organisations’ initial responses to the creation of the steering group; the complexities of the work; and the potential to develop inclusion through community. It was found that the organisational respondents used multiple conceptual approaches to inform and justify their work. Suggestions for inclusion development using the organisations’ ideas and enthusiasm alongside the funding framework of Sport New Zealand are offered.     

身体活动的行为科学理论综述

对目前锻炼心理学领域内具有影响力的4个理论模型及相关国内、外研究进行综述.对比国外的研究成果,有以下几点值得我们借鉴：国内锻炼心理学界应更加注重实证研究;定量与定性分析方法相结合的研究理念值得推广;锻炼心理学领域内的相关理论模型作为一个开放的体系,应从跨文化的角度进行更多扩展尝试.     

体育科研管理体制从“粗放型”向“集约型”转变的思考

现行体育科研结构存在的问题有：与市场经济的竞争要求有很大反差;与市场经济条件下科研要素配置的科学性、合理性、流动性特点有很大反差;与市场经济条件下的关联性趋势不吻合。应解决以下问题：实现体育科研管理体制的战略转变必须解决思想认识上的问题;必须从练好内功,加强科学管理入手;必须进行体育科研基本要素的优化组合,按“集约型”的方式建立新的运行机制。在实现体育科学技术增长方式转变的过程中,积极促进体育科研结构的优化是极其重要的一环。实现以上两个转变必须按系统科学的理论和方法来认识和进行。     

哪些研究问题需要用结构公式模型回答

结构公式模型是根据因果关系假设，同时求解由多元变量构成的一组线性方程的方法。它由反映观测变量与潜在变量之间关系的测量模型和反映潜在变量之间关系的结构模型两部分组成，其最典型特征是要求研究者在理论指导下对变量间关系作出明确假设。结构公式模型是目前惟一能够对所有变量关系同时进行完整分析的统计技术，它的产生与应用，反映了社会科学研究的复杂化和多元化。通过实例介绍了将研究问题与结构公式模型有机结合的方法：     

Factors Affecting the Creation of a New Ecology in a Boys-Only Physical Education Class at a Military School

Abstract

This study describes the changes which occurred in the instructional ecology of a boys' physical education class with a change of teacher. Moreover, it examines the critical incidences which promoted and inhibited that teacher's attempts to change the accountability system of the class from one of attendance and minimal participation to one of performance quality. Twenty-two eighth and ninth grade boys participated in a 6-week program of physical activity with the researcher as the new teacher. Through an action research methodology, using the teacher's reflective accounts of lessons together with formal and informal interviews with the students, it was determined that three factors were critical in the change process: the students' previous history with the subject, the nature of the set tasks, and the emotional climate of the class.     

Transforming communities through sport? critical pedagogy and sport for development

The value of sport as a vehicle for social development and progressive social change has been much debated, yet what tends to get missed in this debate is the way education may foster, enable or impede the transformative action that underpins the social outcomes to which the ‘sport for development and peace’ (SDP) sector aspires. This article draws on the critical pedagogy of Paulo Freire and his contemporaries to examine the nature of transformative action and how it may be fostered within SDP programs. Insights from critical pedagogy are applied to, and illustrated through, qualitative research undertaken with SDP programs located in Cameroon and Kenya. The findings show the complexities of designing and implementing critical pedagogy in a SDP context and, in particular, the challenges of creating and mobilizing for transformative action. Opportunities and lessons for embedding critical pedagogy within SDP programs are also presented.     

Sport als Medium zur sozialen Integration neuer Mitarbeiter in Betrieben?

It has been determined that businesses can influence organizational socialization of new employees by specific proactive measures (Hsiung & Hsieh, 2003). Social activities among peers such as sports participation have proven to be particularly worthwhile (Kim, Cable & Kim, 2005). Although it is indisputable that organized sports provide considerable opportunities for integration (Rittner & Breuer, 2004), this potential social integrative effect in the company setting has not yet been systematically investigated. Analysis of the literature showed that occupational and organizational psychology dealt resolutely with the theory of organizational socialization, but neglected to consider empirically the social integrative effect of physical activity programs. The field of sports science on the other hand has a general knowledge of sports and integration, but so far has not addressed this topic with respect to companies either from a theoretical or from an empirical point of view. With this in mind, potential research projects are suggested and discussed.     

Qualitative research as a form of scientific inquiry in sport and physical education

Qualitative research includes a family of loosely related inquiry traditions rooted in psychology, sociology, and anthropology. Each differs in origins, assumptions, central questions, and methods. They are united at a deeper paradigmatic level, however, by a shared view of the nature of the world which distinguishes all qualitative research traditions from the conventional natural science model of inquiry in the domains of education, sport, and exercise. This divergence of world view is illustrated by how scientists using qualitative and conventional designs would respond to the query, "How do you know?" There, qualitative traditions yield distinctly different perspectives on questions about the social world. Despite both heuristic power and great promise for application in sport and physical education, however, unresolved questions and troublesome concerns remain. Active scholars, editors, reviewers, and research consumers will control the future for qualitative research and all must stretch to accommodate an unfamiliar way of knowing.     

Working through whiteness,race and (anti) racism in physical education teacher education

Background: The persistent gaps between a largely white profession and ethnically diverse school populations have brought renewed calls to support teachers' critical engagement with race. Programmes examining the effects of racism have had limited impact on practice, with student teachers responding with either denial, guilt or fear; they also contribute to a deficit view of racialised students in relation to an accepted white ‘norm’, and position white teachers ‘outside’ of race. Recent calls argue for a shift in focus towards an examination of the workings of the dominant culture through a critical engagement with whiteness, positioning white teachers within the processes of racialisation. Teacher educators' roles are central, and yet, while we routinely expect student teachers to reflect critically on issues of social justice, we have been less willing to engage in such work ourselves. This is particularly the case within physical education teacher education (PETE), an overwhelmingly white, embodied space, and where race and racism as professional issues are largely invisible.

Purpose: This paper examines the operation of whiteness within PETE through a critical reflection on the three co-authors' careers and experiences working for social justice. The research questions were twofold: How are race, (anti) racism and whiteness constructed through everyday experiences of families, schooling and teacher education? How can collective biography be used to excavate discourses of race, racism and whiteness as the first step towards challenging them? In beginning the process of reflecting on what it means for us ‘to do own work’ in relation to (anti) racism, we examine some of the tensions and challenges for teacher educators in PE attempting to work to dismantle whiteness.

Methodology: As co-authors, we engaged in collective biography work – a process in which we reflected upon, wrote about and shared our embodied experiences and memories about race, racism and whiteness as educators working for social justice. Using a critical whiteness lens, these narratives were examined for what they reveal about the collective practices and discourses about whiteness and (anti)racism within PETE.

Results: The narratives reveal the ways in which whiteness operates within PETE through processes of naturalisation, ex-denomination and universalisation. We have been educated, and now work within, teacher education contexts where professional discourse about race at best focuses on understanding the racialised ‘other’, and at worse is invisible. By drawing on a ‘racialised other’, deficit discourse in our pedagogy, and by ignoring race in own research on inequalities in PETE, we have failed to disrupt universalised discourses of ‘white-as-norm’, or addressed our own privileged racialised positioning. Reflecting critically on our biographies and careers has been the first step in recognising how whiteness works in order that we can begin to work to disrupt it.

Conclusion: The study highlights some of the challenges of addressing (anti)racism within PETE and argues that a focus on whiteness might offer a productive starting point. White teacher educators must critically examine their own role within these processes if they are to expect student teachers to engage seriously in doing the same.     

关于我国体育社会科学发展的思考

20世纪80年代以来,我国体育社会科学迅速发展。研究队伍稳步发展;研究成果数量增加,质量提高;建立体育管理学、群众体育学、竞技体育学、体育经济学等20多个学科。体育社会科学发展存在的主要问题是研究条件有待改善等。需要加强体育社会科学的规划与管理,完善体育社会科学理论体系等。     

Power and discourse in the politics of evidence in sport for development

The field of sport for development (SFD) has been criticised for the way that evidence has been produced and used to account for and demonstrate the perceived success of SFD programmes. Much of this critique has highlighted shortcomings in approaches to monitoring and evaluation (M&E), which underpins a perceived weak evidence base concerning what works, why and within which contexts (Coalter, 2007, Coalter and Taylor, 2010, Pawson and Tilley, 1997). Conceptually a lack of evidence discourse (Nicholls et al., 2010) has emerged. This paper explores and analyses the power dynamics that shape this discourse and argues that an understanding of the dominant neoliberal context within which SFD is located is critical. While offering a Foucauldian framework, the power, knowledge and discourse related to political actors in SFD processes are examined. This paper addresses two key questions: what is power and who is it for? Whose interests are served in the interpretation, generation and reporting of evidence? The paper concludes that the role of the sport development practitioner (SDP) is underprivileged and to enable the field of sport for development (SFD) to move forward, the very people who implement the programmes need to be better understood. Furthermore it is argued that a deeper understanding and interpretation of the terrain of the sport development practitioner (SDP) within UK and international shores are a necessity if a more open and transparent knowledge transfer process, surrounding evidence, is to be entered into.