Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education

The development of a re-understanding or re-investigation of body pedagogy is currently prominent in the field of physical education (PE) and sport pedagogy. This goes for the learning of movement capability and health but also in relation to outdoor education (OE). The latter a criticized area for...

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Autores principales:	Suzanne Lundvall, Ninitha Maivorsdotter
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	physical education environing practical epistemology analysis outdoor education diversity peri-urban nature Sports GV557-1198.995
Acceso en línea:	https://doaj.org/article/18163635458e42d4bb427e8ad7738229
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spelling	oai:doaj.org-article:18163635458e42d4bb427e8ad77382292021-11-12T04:53:14ZEnvironing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education2624-936710.3389/fspor.2021.768295https://doaj.org/article/18163635458e42d4bb427e8ad77382292021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fspor.2021.768295/fullhttps://doaj.org/toc/2624-9367The development of a re-understanding or re-investigation of body pedagogy is currently prominent in the field of physical education (PE) and sport pedagogy. This goes for the learning of movement capability and health but also in relation to outdoor education (OE). The latter a criticized area for having a one-size-fits-all approach to curriculum, with less attention to what to learn in OE, including aspects of everyday practices of being outdoors. The aim of this study was to explore students aged 15 years, and their meaning making of being outdoors expressed in written stories about a favorite place. Two school year eight classes in a Swedish compulsory school situated in an area with high diversity participated. Through this theory-generated empirical study, written stories were explored as one way of evaluating students' meaning making of outdoor places. By using practical epistemology analysis (PEA) to examine experience operationalized through aesthetic judgements attention is paid to the relation between the student and the situation (their favorite place). The analysis make it possible to discern a sense and meaning making of “being” outdoors as an embodied experience, as a relational whole of the self, others and the environment. Descriptions of aesthetic experiences were analyzed leading to dimensions of environing described as “calm and privacy,” “community and togetherness” and “feelings and senses.” A favorite place was by all students described as a very local and nearby place accessible in everyday life. The analysis generated understandings of feelings of “fulfillment” and different embodied experiences of what an encounter with an outdoor place or being outdoors could mean. Furthermore, how personal and diverse the meaning making place tends to be and how experience and habits contribute to the students' creation of microenvironments. Dimensions of environing become part of an embodied process. The analysis of the written stories calls for an alternative understanding of what OE can or should consist of. The findings encourage teachers and researchers to consider alternative understandings and practices of OE that highlight and educate students' overall embodied (individual) experiences and learning in OE and PE.Suzanne LundvallSuzanne LundvallNinitha MaivorsdotterFrontiers Media S.A.articlephysical educationenvironingpractical epistemology analysisoutdoor educationdiversityperi-urban natureSportsGV557-1198.995ENFrontiers in Sports and Active Living, Vol 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	physical education environing practical epistemology analysis outdoor education diversity peri-urban nature Sports GV557-1198.995
spellingShingle	physical education environing practical epistemology analysis outdoor education diversity peri-urban nature Sports GV557-1198.995 Suzanne Lundvall Suzanne Lundvall Ninitha Maivorsdotter Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education
description	The development of a re-understanding or re-investigation of body pedagogy is currently prominent in the field of physical education (PE) and sport pedagogy. This goes for the learning of movement capability and health but also in relation to outdoor education (OE). The latter a criticized area for having a one-size-fits-all approach to curriculum, with less attention to what to learn in OE, including aspects of everyday practices of being outdoors. The aim of this study was to explore students aged 15 years, and their meaning making of being outdoors expressed in written stories about a favorite place. Two school year eight classes in a Swedish compulsory school situated in an area with high diversity participated. Through this theory-generated empirical study, written stories were explored as one way of evaluating students' meaning making of outdoor places. By using practical epistemology analysis (PEA) to examine experience operationalized through aesthetic judgements attention is paid to the relation between the student and the situation (their favorite place). The analysis make it possible to discern a sense and meaning making of “being” outdoors as an embodied experience, as a relational whole of the self, others and the environment. Descriptions of aesthetic experiences were analyzed leading to dimensions of environing described as “calm and privacy,” “community and togetherness” and “feelings and senses.” A favorite place was by all students described as a very local and nearby place accessible in everyday life. The analysis generated understandings of feelings of “fulfillment” and different embodied experiences of what an encounter with an outdoor place or being outdoors could mean. Furthermore, how personal and diverse the meaning making place tends to be and how experience and habits contribute to the students' creation of microenvironments. Dimensions of environing become part of an embodied process. The analysis of the written stories calls for an alternative understanding of what OE can or should consist of. The findings encourage teachers and researchers to consider alternative understandings and practices of OE that highlight and educate students' overall embodied (individual) experiences and learning in OE and PE.
format	article
author	Suzanne Lundvall Suzanne Lundvall Ninitha Maivorsdotter
author_facet	Suzanne Lundvall Suzanne Lundvall Ninitha Maivorsdotter
author_sort	Suzanne Lundvall
title	Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education
title_short	Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education
title_full	Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education
title_fullStr	Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education
title_full_unstemmed	Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education
title_sort	environing as embodied experience—a study of outdoor education as part of physical education
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/18163635458e42d4bb427e8ad7738229
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Environing as Embodied Experience—A Study of Outdoor Education as Part of Physical Education

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