Situated within Bronfenbrenner's (1977; 2001a) ecological systems theory, this thesis rested the hypothesis that relative age effects (RAEs) are prevalent and recurring across broad systems and niche contexts of sport and education.

Despite the lack of clarity on how sport delivers the benefits intended, sport continues to be positioned as a panacea for social disparities (Coalter, 2010). The inconsistent and sometimes nonexistent evaluation of sport has raised doubt about sport’s capacity to deliver the benefits desired (Broh, 2002; Chalip, 2006; Coakley, 1979; Coakley, 1993). In worse cases, sport has been considered complicit in reinforcing the same oppressive social structures that created the initial need for its intervention (Hartmann & Depro, 2006; Hartmann, 2003; Shaw, Frisby, Cunningham, & Fink, 2006; Spaaij, 2009). The belief that sport can provide benefits stems from the recognition that there are two groups of people: the empowered (i.e., those who employ sport for development), and the disempowered (i.e., those who are targeted to participate in these programs). Darnell (2007) asserts that “within the development through sport movement, a well-intentioned and benevolent ‘mission’ of training, empowering, and assisting is not only based upon, but to an extent requires, the establishment of a dichotomy between the empowered and the disempowered, the vocal and the silent, the ‘knowers’ and the known” (561). The crux of this assertion lies in the notion that the benefits provided through sport serve as social control mechanisms by reifying the values of the empowered as those that should be desired and reinforcing the social hierarchies that oppress the disempowered through the controlled (unequal) allocation of resources. Latent in the intent of these sport-for-development programs is the need to continually identify and socially anchor the historically disempowered. Social myths about their inferiority overshadow how social class, further distinguished by race and gender, was historically fashioned by the unequal distribution of resources and overpower the voices of those who are marginalized through this process. Therefore, what is considered “beneficial” becomes a contest between which group can put the most resources behind their ideals as opposed to the expressed needs of the participants (Coalter, 2007; Darnell, 2007; Spaaij, 2009). To better understand what shapes perceptions about the benefits obtained from sport participation, the purpose of this study was threefold: (1) to determine what players and coaches perceive as the benefits obtained by players through basketball and what benefits they perceive to be important; (2) to determine whether players and coaches perceive that players obtain benefits to the same degree that they feel they are important; and (3) to understand the differences in these perceptions based on gender, race, SES, and role (i.e., player or coach). Upon receiving IRB approval, a pilot study was conducted on high school athletes (N= 450) to ascertain the benefits they obtained from high school basketball. In SPSS, exploratory factor analyses with varimax rotation were conducted on 109 benefits identified in the literature to determine which groups of benefits were salient to high school basketball players. From the initial factor analysis, 23 factors emerged. In addition to feedback from sport-for-development researchers, coaches, and players, a second pilot study (N= 69) was conducted to refine the categories of benefits players obtained. The final instrument contained 41 items in ten categories of benefits: Academic Resiliency, Self-Expansion, Self-Discipline, Analytical Thinking Skills, Moral Value Development, College Preparation, Leadership Training, and Relationships with Others, Sense of Community, and Career Development. Cronbach’s alpha was used to test reliability of each category and all were found to be acceptable for this study Nunnally (1978). The instrument was available in paper form and electronic form for players and coaches to complete in a four-week period. The final sample included 237 high school basketball players and 164 high school basketball coaches from Texas. First, two MANOVAs (one for benefits obtained and one for importance) were conducted to examine the potential interactions among gender, race, SES, and role in perceptions of benefits obtained and the importance of those benefits. Results of the MANOVAs were considered significant at α = .10. Next, paired-sample t-tests were conducted to determine whether players and coaches perceived that players received the same benefits that were deemed important. Finally, one sample t-tests (against the neutral point of the scale, 4) were used to determine which benefits were perceived to be obtained and which were considered important by players and coaches. T-tests were considered significant using Bonferroni criteria. The results of the MANOVAs included a three-way interaction between race, gender, and role that was significant in determining the perceived benefits obtained through sport. These results reinforce the need to analyze sport from a transdisciplinary lens to understanding the personal and structural factors shaping the needs of sport participants and subsequently creating culturally responsive sport component to provide the desired benefits. SES was used as a proxy for social class, more specifically, for one's access to resources, and was not found to be significant in determining the perception of benefits obtained from sport. This finding suggests that people marginalized by class differences may have a false consciousness about the benefits sport can provide despite the evidence that these individuals are not receiving benefits at levels comparable to more privileged groups and even worse, that sport participation can be detrimental to their development. In light of the findings that African-American women perceive more strongly that they obtain benefits from sports than do their male counterparts, further exploration is needed on how the experience of sport is influenced by hegemonic structures based on race and gender. To this end, practical implications for implementing sport-for-development programs including promoting culturally responsive training and implementation of programs (Ladson-Billings, 1990) that employ the resources available to foster the intended benefits and more importantly, to create more sustainable programs. Another key finding was that race, gender, role, and SES were significant in influencing the benefits perceived to be important. While the results showed that "sport is good" for providing the benefits observed, the differences in how well these benefits are obtained by race and gender suggest that further investigation is needed in understanding what are the mechanisms that allow sport to be "good" in providing these groups with benefits and in determining how athletes perceive sport as the channel for receiving benefits. Both findings push for more organic and long-term studies in the benefits of sport participation. Using the tenets of Critical Race Theory, theoretical implications include employing a socioecological approach to understanding how needs and benefits are conceptualized, the use of more emic approaches to studying these concepts, and providing more agency to the individuals in researching and understanding their needs and the benefits they desire from sport (along with the potentially negative implications of sport participation). The results promote the need to look specifically at one's access to resources, race, and gender in determining the components necessary and sufficient to providing benefits through sport. The concept of hegemony posits that these factors are not conditions inherent to an individual but identities and social positions constructed by the larger society. Therefore, sport researchers must create concepts of researching "needs" and "benefits" that are reflective of the individual as well as cultural and environmental factors that shape sport participation. These concepts must also be organic, taking into consideration that factors influencing the needs of participants are changing in concert with social norms and their effects on one's identity and access to resources. The results of this study also provide practical implications for recognizing that sport does not exist in vacuum and to be effective in providing participants with the intended benefits, sport must be culturally responsive (Gay, 2000; Ladson-Billings, 1992). To this end, sport administrators should be mindful of the cultural and structural factors that shape the students’ environment and consequently their identities and needs, by implementing sport components that work on multiple levels. Administrators and participants should also examine the ways that sport may impact them in negative ways, particularly if those negative impacts are masked by potential benefits (Bruening, 2005; Glover, 2007; Harrison, Sailes, Rotich, & Bimper, 2011). Giving voice to the participants, engaging school and community officials in providing access to resources, and using goal-setting to help students exercise more agency in shaping their sport experience were also practical implications from this study. / text

Over the past decade in the UK, the rise in salience to government of physical education and school sport-related policy interventions has been remarkable for the wide-ranging array of objectives that these interventions have been expected to realise. This thesis analyses and evaluates government's sports policy for PESS centred on the Physical Education, School Sport and Club Links (PESSCL) strategy and Physical Education and Sport Strategy for Young People (PESSYP). These strategies together arguably represent the most significant initiatives relating to physical education and school sport (PESS), shaping the possible forms of PESS could take in the 2000s. Drawing on Basil Bernstein's (1990, 1996) theory of the social production of pedagogic discourse as the main framework used to investigate the policy for PESS, this thesis discusses the complexities and inequalities of policy-making in terms of examining dominant physical cultural discourses embedded within PESSCL and PESSYP, and the main agents/agencies contributing to the policy for PESS and evaluation processes. In addition, this thesis adopted a grounded theory approach to look at patterns of evidence in a range of resources from policy documents, newspapers, official evaluation studies and interviews, analyses that were underpinned by the research aims and theoretical framework of the study. This thesis identifies a number of physical cultural discourses constructing and constituting policies and strategies for PESS, including discourses of sport, health, citizenship, lifelong participation, and Olympic/Paralympic legacy. Moreover, this thesis presents evidence, consistent with Goodson‟s (1990) thesis about the social construction of school subjects, of struggles and contestation among vying groups, in this case between the Youth Sport Trust and Sport England (i.e. within the Official Recontextualising Field) as well as between the Youth Sport Trust and Association for Physical Education (i.e. between agencies within the Official Recontextualising Field and Pedagogic Recontextualising Field respectively). Furthermore, the powerful recontextualising agents/agencies including the media contribute to the recontextualisation of the discourse in which PESS policies are embedded. Finally, this thesis questions whether the main official evaluation studies undertake "evidence-based‟ policy making and practice because the evaluation studies not only provide implausible evidence but they are also focused solely on "numbers‟, whilst pragmatic and critical voices are excluded from the process of evaluation. Building on these key findings, this thesis concludes with a discussion of the implications for PESS. In particular, I discuss the possibilities for PESS to realise authentic forms of physical culture in schools in the context of a dominant sport discourse and an ongoing reduction in the autonomy of the Pedagogic Recontextualising Field. Finally, this thesis suggests that there is an urgent need for promoting communication between policy makers from within the Official Recontextualising Field and researchers and educators from within the Pedagogic Recontextualising Field and practitioners in the Secondary Field in order to achieve sustainable policy development school physical education and youth sport that benefits all young people in the future.

The development of physical education and school sport (PESS), a once ‘marginalised’ subject within the school curriculum, over the period 2003-2010 has often been referred to as the ‘quiet revolution’. An increased political interest in PESS and the idea that sport could be used to address wider social issues resulted in two major strategies, Physical Education, School Sport and Club Links (PESSCL 2003-2008) and Physical Education and Sport Strategy for Young People (PESSYP 2008-2013) and £2.4billion of funding. Drawing on Bernstein’s concept of the pedagogical device, this thesis seeks to understand how these two strategies were transmitted, transformed and realized in the secondary field and examines the extent to which they impacted on the pedagogic practice of PESS. This research study, conducted from within a School Sport Partnership, draws on a range of ethnographic methods including in-depth interviews with Partnership Development Managers, School Sport Coordinators, Primary Link Teachers and physical education teachers across a sub-regional area of London. This data was supplemented with extensive field diaries, partnership documentation and emails. Analysis of the data was conducted using grounded theory in NVivo9. The research findings are presented in three data chapters. The first examines the positioning of the PDM in the space at the interface between the recontextualising and secondary fields. The second results chapter investigates the realization of the PESS strategies and specifically examines the process of transmission and transformation of discourse as it passes through the complex infrastructure of School Sport Partnerships. The final data chapter discusses the impact of the PESS strategies on the pedagogic practices of teachers, and focuses extensively on the target driven culture which dominated practice within the secondary field. The lack of impact on pedagogic practice, particularly within secondary physical education, emerges as a key issue. The dominance of policy targets as the core evaluative rules of the PESS strategies emerged as a limiting factor in the realization of change. The thesis concludes with a discussion of the key findings and the implications for agents and/or agencies tasked with implementing and enacting change in the school setting. In applying the pedagogic device, we are able to analyse the role that the evaluative rules have in prioritising aspects of policy implementation and investigate the challenge of innovation and change. However I argue that Bernstein’s theory is not sufficiently sensitive to a number of the complexities of the contemporary educational landscape and needs further development and adaptation if we are to continue to use the pedagogic device to examine the process of recontextualisation and realization of policy in PESS.

No description available.

This study is an investigation of the development and one hundred year history of high school girls' sport in the city and suburbs of Philadelphia. Its focus is on how and why, over time, the experiences of schoolgirl athletes in the city of Philadelphia were different from the experiences of schoolgirl athletes in the surrounding suburbs. Using place, gender and race critical perspectives, high school yearbooks, augmented by oral histories, were used as primary resources to determine the origins of sport programs in public high schools throughout the region, the uneven impact of national professional standards on city and suburban schoolgirl sport programs, the creation of a unique city sport culture, the changes in school sport as a result of the suburbanization in the region and finally, the impact of suburban school district reorganizations on black schoolgirl athletes. Along with an examination of newspapers and other secondary sources this study suggests that suburban schoolgirl experiences emerged as the normative expression of schoolgirl sport. / Urban Education

O presente projeto de pesquisa teve por objetivo analisar as condições das práticas esportivas escolares (PEEs) do ensino fundamental no município de Santos-SP, com relação a: a) existência ou inexistência das mesmas; b) descrição dos recursos materiais e financeiros; c) caracterização dos professores/treinadores; d) planejamento do programa desenvolvido. Para isso, aplicaram-se questionários compostos de questões abertas e fechadas aos coordenadores/diretores (n=15) e professores/treinadores (n=85) de escolas que oferecem PEEs. Verificou-se que 85% das escolas de Santos oferecem as PEEs, entretanto, poucas crianças são atendidas nos programas. Os recursos materiais e financeiros das escolas privadas são melhores do que os das escolas públicas, embora as escolas municipais apresentem boas instalações, já que utiliza espaços cedidos pela secretaria de esportes e comunidade. A maioria dos professores/treinadores é do sexo masculino e ex-atletas das modalidades que ministram. Os professores/treinadores de escolas privadas e estaduais possuem melhor formação do que os das escolas municipais. A maior parte dos diretores/coordenadores de escolas privadas e municipais acredita que as PEEs não estão inseridas no projeto político pedagógico (PPP) da escola. Os objetivos das PEEs são diferentes nas redes de ensino avaliadas e na comparação entre os discursos dos diretores/coordenadores e professores/treinadores. Apesar do potencial das PEEs de possivelmente contribuir para a formação para a cidadania e democratização da prática esportiva, observamos que na cidade de Santos-SP tal fato não vem ocorrendo, uma vez que os programas avaliados atendem a poucas crianças e jovens, e parecem distantes do PPP das escolas / The objective of the current research project is to analyze the elementary School Sport Conditions in Santos-SP, regarding the following: a) existence and inexistence; b) equipment and financial description; c) coachs characterization; d) the program planning. A questionnaire with some open and closed questions was made to the schools coordinators/directors (n=15) and teachers/coaches (n=85) for this research. It was apparent that there was a need for 85% of the schools in Santos have the School Sports Condition, although, just some children are in the program. Regarding the financial and equipment resources are better in private schools than publics, however, the municipal schools have better places, because they are given from the Sports Department of Santos and from community. The most teachers/coaches are mainly male and ex-athletes. The teachers/coaches from the privates and publics schools have a better graduation than the municipal schools. The most part of the directors/coordinators from the privates and municipal schools believe that the elementary school project is not in the Pedagogical Political Project from the school. The objective from the Pedagogical Political Project is different from the schools evaluated and comparing the directors/coordinators and teachers/coaches speeches. Besides that, in Santos the Pedagogical Political Project has not been working, once that the programs evaluated have just some children and teenagers, and they are not connect with the Pedagogical Project from the schools

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-16T13:02:18Z No. of bitstreams: 1 Felipe Amorim de Souza.pdf: 7126818 bytes, checksum: 739f81ea1533c74015795ae7891340be (MD5) / Made available in DSpace on 2015-04-16T13:02:18Z (GMT). No. of bitstreams: 1 Felipe Amorim de Souza.pdf: 7126818 bytes, checksum: 739f81ea1533c74015795ae7891340be (MD5) Previous issue date: 2012-02-28 / Sport is a vital activity in Santos, it is also part of its history since the city has won the Jogos Abertos do Interior (Interior¿s Open Games) state championship several times. This tradition has its origins in the late 19th century, when airs of modernity and wealth generated from the coffee trade invaded the city, transforming its economy, urban aspects and social interaction as the first rowing clubs started to appear. These informal associations abounded before the city¿s first high-rises were built. Santos breathed sports not only in its clubs, lowland fields and beaches, but also in its schools. Since the early 20th century, the skills and innovative methods of the city¿s physical education teachers caught people¿s attention. The work of these masters, their pedagogical input, contributed to the city¿s cultural development. Their dedication to sport activities and civic parades had a great impact on society. This study seeks to uncover part of the history of school competitions in the city of Santos in the 20th century (1934-1964) by understanding how these sport events took place, and revealing the main figures behind them and their goals. This study was guided, mainly, by the reflections of Marcus Aurélio Taborda de Oliveira, published in his thesis for PUC-SP entitled A Revista Brasileira de Educação Física e Desportos (1968-1984) e a experiência da rede municipal do ensino de Curitiba: entre adesão e a resistência (The Brazilian magazine of physical education and sports ¿ 1968-1984 ¿ and the experience of Curitiba City Public Schools: between accession and resistance), a work that allows an understanding of the national physical education and its main achievements; and those made by Eliana Campos Prates in her dissertation, defended in 2009 for a master¿s degree in Education at Universidade Católica de Santos, that offers an historical analysis of Santos¿ school sport addressing women¿s teams and the emancipation of women through physical practices. The methodological approach utilized in this study was documentary research, mainly newspaper articles, iconographic sources and oral history, obtained through interviews with former teachers and access to their personal archives. Also of great relevance was the material found at the Centro da Memória Esportiva Museu De Vaney (Center of Sport Memory De Vaney Museum), in Santos. The study led to the conclusion that the sport practices of school physical education were dictated by official education policies and developed by teachers of the discipline with quality education in the field. To the school sport youth, values were transmitted regarding order, discipline, spirit of initiative and social skills in a healthy competitive environment. The sport context of this city by the beach was a fertile soil, and its clubs had, in the local schools, their greenhouse. / Santos é uma cidade onde o esporte é atividade vital e parte de sua história. A tradição de ter sido várias vezes campeã dos Jogos Abertos do Interior, vem desde os fins do século XIX, quando os ares da modernidade e as riquezas do café invadiram a cidade, ocasionando transformações econômicas, urbanísticas e sociais; época que deu início ao surgimento dos clubes de regatas e, também, as gremiações; incontáveis antes das construções verticais. Nesse período a cidade respirava esporte, não só nos clubes, nos campos de várzea, nas praias, mas também nas escolas. A partir do século XX, a competência e os métodos inovadores dos professores de educação física da cidade chamavam a atenção. O trabalho dos mestres, suas ações pedagógicas, contribuía para o enriquecimento cultural. O compromisso com as atividades esportivas e os desfiles cívicos tinha grande repercussão na sociedade. Por esses motivos, esta pesquisa buscou resgatar a história das competições colegiais na cidade de Santos no século XX (1934-1964), na tentativa de compreender como se processavam essas experiências esportivas; quais os seus principais mentores e metas. Com esse objetivo este estudo serviu-se, em especial, das reflexões feitas por Marcus Aurélio Taborda de Oliveira, na sua tese de doutorado da Pontifícia Universidade Católica de São Paulo, com o título ¿A Revista Brasileira de Educação Física e Desportos (1968-1984) e a experiência da rede municipal do ensino de Curitiba: entre adesão e a resistência¿, que dá subsídio para entender a educação física nacional e suas principais realizações; a dissertação de mestrado de Eliana Campos Prates, defendida em 2009 no Mestrado em Educação na Universidade Católica de Santos, que faz uma análise histórica do esporte colegial santista, abordando as equipes femininas e a ascensão das mulheres através das práticas físicas. A metodologia utilizada é a pesquisa documental: principalmente as reportagens jornalísticas, fontes iconográficas e a história oral, obtida em depoimentos de professores e nos seus acervos; sendo relevante o material encontrado no Centro da Memória Esportiva Museu De Vaney de Santos. Ao final desta pesquisa foi possível verificar que as práticas esportivas de educação física colegial são baseadas nas diretrizes de políticas educacionais e desenvolvidas por professores com formação apurada. À juventude esportista colegial foram transmitidos valores, como: ordem, disciplina, espírito de iniciativa e de convivência; que teve como resultado uma competitividade saudável. Fatores que fizeram da cidade praiana solo fértil ao desenvolvimento esportivo e os clubes puderam ter nas escolas seu principal celeiro.

Die Beiträge der vorliegenden Festschrift, die anlässlich der Emeritierung von Prof. Dr. Albrecht Hummel entstanden ist, greifen aus unterschiedlichsten Perspektiven Themen der empirischen Bildungsforschung auf. Sie fokussieren insbesondere Forschungsfragen des Kinder- und Jugendsports, des Schulsports, der Talententwicklung und der Bildungsganganalyse. Die Zusammenstellung der Buchbeiträge, die sich im Spannungsfeld zwischen schulischer Allgemeinbildung und sportlicher Spezialbildung verorten lassen und teilweise in einem diskursiven Dialog zueinander stehen, repräsentiert die vielfältigen Schnittpunkte der beteiligten Autoren mit den Forschungsschwerpunkten respektive der akademischen Karriere des Jubilars.

Floorball as a modern sport branch has been recently under intensive development in the Czech Republic. The rules are simple and the equipment is not expensive. This sport is easy to train and it is attractive for many scored goals. It becomes very popular among boys and girls. Floorball represents a suitable alternative sport in both compulsory and optional physical education at schools. There are also competitions for all categories. The lack of methodical guide-books has led to creation of this new publication. It includes basic knowledge about floorball and it is intended for PE teachers, leaders of interest groups, coaches and others. The publication focuses especially on methodical aspects of floorball skills training. The book also provides information on history, choice of equipment, interpretation of rules, efficient training forms, leading the team in matches, corrective exercises or injury prevention, for example.