Undersøgelsesbaseret undervisning i idrætsundervisningen på gymnasieskolen

Undersøgelsesbaseret undervisning i idrætsundervisningen på gymnasieskolen [PDF] 

IND's studenterserie nr. 85.  Specialerapport. Humanistisk-samfundsvidenskabelig idrætsvidenskab

Casper Borup Frandsen, 2019.

Vejleder: Lars Ulriksen og Charlotte Svendler Nielsen

Abstract

The recent high school reforms have had an increased focus on the implementation of theory in physical education. Studies have shown how the PE has a strong focus on performance and skills, which contrasts with how it is told that high school students perceive sports as a break from the academic subjects at the high school. Therefore, it is conceivable that the high school reform with an increased focus on theory and performance can interfere with the students' immediate desire and motivation when exercising sports activities in the PE.

The thesis aims to investigate whether an approach as inquiry-based science education (IBSE) can be used in PE to meet some of the challenges of the link between theory and practice. Especially in a sports course such as the training project, it is assumed that the theoretical focus may clash with the students' perception of the subject. With a hermeneutic starting point, where students' understanding is central, a Research into Practice is used to examine my own practice and together contribute with an insight into students' everyday stories. To analyze students' narratives, Ryan & Deci's motivation theory Self Determination Theory (2000) is used, where the theory's concepts of intrinsic and extrinsic motivation are used to elucidate whether the form of teaching can move students' attention from assessment and reward to the PE itself. The empiricism of the study is gathered through participation in 7 teaching lessons of 90 minutes, 3 group interviews, one individual interview, 3 video observations, and the holding of 4 teaching sessions in one class at a STX high school.

The study reveals that several of the students share a common view of the PE as a break from the academic focus of the high school. Most of the students in the study experience a positive link between theory and practice in the teaching courses and describe how the self-determination in teaching seems motivating. Especially students with the same leisure interests as the course find the self-determination and the investigative approach motivating and directly transferable to their own leisure pursuits. It is shown how the experience of competence is crucial to the students' experiences. It is concluded that there may be a potential for PE to use a different teaching approach. This teaching approach can initiate desire, commitment and ownership of PE as well as create motivation for more students, while there is a need for inspiration from elsewhere, to change the approach, to meet the exam requirements for practical skills.