Looking beyond what's broken: towards an appreciative research agenda for physical education and sport pedagogy

2.50
Hdl Handle:
http://hdl.handle.net/10547/622328
Title:
Looking beyond what's broken: towards an appreciative research agenda for physical education and sport pedagogy
Authors:
Enright, Eimear; Hill, Joanne ( 0000-0001-5107-5043 ) ; Sandford, Rachel; Gard, Michael ( 0000-0002-2888-4974 )
Abstract:
Despite the volume of research devoted to the many ills that beset the pedagogical field of physical education and sport, we begin by arguing that there has been insufficient attention given to the way scholars conceptualise change and imagine bringing it about. In particular, we point to a tendency within the field to prioritise problems—what’s broken—and suggest that this tendency harbours a self-fulfilling logic. Although somewhat oversold by some of its advocates, we then draw on Appreciative Inquiry (AI) as a potential intellectual resource for new agenda setting in physical education and sport pedagogy (PESP) research. AI invites researchers to prioritise the positive in the research contexts they study with a view to discovering and generating stories about success that research participants and scholars alike might build on.We argue that an appreciative agenda calls for more flexible and open communication about the start and imagined end points of our research, and a greater emphasis on collaboration that takes seriously the capacity of research participants to be the authors of change and the source of new directions in PESP inquiry.
Citation:
Enright E, Hill J, Sandford RA, Gard M (2014) 'Looking beyond what's broken: towards an appreciative research agenda for physical education and sport pedagogy', Sport, Education and Society, 19 (7), pp.912-926.
Publisher:
Taylor & Francis
Journal:
Sport, Education and Society
Issue Date:
22-Apr-2014
URI:
http://hdl.handle.net/10547/622328
DOI:
10.1080/13573322.2013.854764
Additional Links:
http://www.tandfonline.com/doi/full/10.1080/13573322.2013.854764
Type:
Article
Language:
en
ISSN:
1357-3322
Appears in Collections:
Sport and physical activity

Full metadata record

DC FieldValue Language
dc.contributor.authorEnright, Eimearen
dc.contributor.authorHill, Joanneen
dc.contributor.authorSandford, Rachelen
dc.contributor.authorGard, Michaelen
dc.date.accessioned2017-10-25T11:48:21Z-
dc.date.available2017-10-25T11:48:21Z-
dc.date.issued2014-04-22-
dc.identifier.citationEnright E, Hill J, Sandford RA, Gard M (2014) 'Looking beyond what's broken: towards an appreciative research agenda for physical education and sport pedagogy', Sport, Education and Society, 19 (7), pp.912-926.en
dc.identifier.issn1357-3322-
dc.identifier.doi10.1080/13573322.2013.854764-
dc.identifier.urihttp://hdl.handle.net/10547/622328-
dc.description.abstractDespite the volume of research devoted to the many ills that beset the pedagogical field of physical education and sport, we begin by arguing that there has been insufficient attention given to the way scholars conceptualise change and imagine bringing it about. In particular, we point to a tendency within the field to prioritise problems—what’s broken—and suggest that this tendency harbours a self-fulfilling logic. Although somewhat oversold by some of its advocates, we then draw on Appreciative Inquiry (AI) as a potential intellectual resource for new agenda setting in physical education and sport pedagogy (PESP) research. AI invites researchers to prioritise the positive in the research contexts they study with a view to discovering and generating stories about success that research participants and scholars alike might build on.We argue that an appreciative agenda calls for more flexible and open communication about the start and imagined end points of our research, and a greater emphasis on collaboration that takes seriously the capacity of research participants to be the authors of change and the source of new directions in PESP inquiry.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/full/10.1080/13573322.2013.854764en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.subjectappreciative inquiryen
dc.subjectPESP researchen
dc.subjecttheories of changeen
dc.subjectstrengths-based inquiryen
dc.subjectdeficit thinkingen
dc.subjectX300 Academic studies in Educationen
dc.titleLooking beyond what's broken: towards an appreciative research agenda for physical education and sport pedagogyen
dc.typeArticleen
dc.identifier.journalSport, Education and Societyen
dc.date.updated2017-10-25T11:26:56Z-
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