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dc.contributor.authorMcEvilly, Nollaig*
dc.contributor.authorVerheul, Martine*
dc.contributor.authorAtencio, Matthew*
dc.date.accessioned2015-09-03T09:59:31Z
dc.date.available2015-09-03T09:59:31Z
dc.date.issued16/12/2013
dc.identifier.citationNollaig McEvilly, N., Verheulb, M. & Atencioc, M. (2013). Physical education at preschools: practitioners’ and children’s engagements with physical activity and health discourses. British Journal of Sociology of Education. http://10.1080/01425692.2013.848780
dc.identifier.issn0142-5692en
dc.identifier.issn1465-3346en
dc.identifier.doi10.1080/01425692.2013.848780
dc.identifier.urihttp://hdl.handle.net/10034/576436
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on December 2013, available online: http://wwww.tandfonline.com/10.1080/01425692.2013.848780
dc.description.abstractThis paper focuses on one aspect of a qualitative study concerned with investigating the place and meaning of ‘physical education’ to practitioners and children at three preschools in Scotland. We examine the ways in which the participants engaged with discourses related to physical activity and health in order to construct their subjectivities. Fourteen practitioners and 70 children participated. Research methods employed were observations, interviews with adults, a group drawing and discussion activity with children, and interviews with children. Both the adults’ and children’s talk illustrated the dominance of neoliberal, healthism meanings which position individuals as responsible for their own health. While the children’s talk primarily centred on health as a corporeal notion, the practitioners tended to talk about physical activity and health in both corporeal terms and in relation to the self more holistically. The practitioners also talked about physical activity as a means of regulating children’s behaviour.
dc.language.isoenen
dc.publisherTaylor & Francis
dc.relation.urlhttp://www.tandfonline.com/doi/full/10.1080/01425692.2013.848780en
dc.rightsArchived with thanks to British Journal of Sociology of Educationen
dc.subjectphysical educationen
dc.subjectpreschoolen
dc.subjectdiscoursesen
dc.subjecthealthismen
dc.subjectneoliberalismen
dc.titlePhysical education at preschools: practitioners’ and children’s engagements with physical activity and health discoursesen
dc.typeArticleen
dc.contributor.departmentUniversity of Chester; The University of Edinburgh; California State University
dc.identifier.journalBritish Journal of Sociology of Educationen
refterms.dateFOA2018-08-13T13:54:01Z
html.description.abstractThis paper focuses on one aspect of a qualitative study concerned with investigating the place and meaning of ‘physical education’ to practitioners and children at three preschools in Scotland. We examine the ways in which the participants engaged with discourses related to physical activity and health in order to construct their subjectivities. Fourteen practitioners and 70 children participated. Research methods employed were observations, interviews with adults, a group drawing and discussion activity with children, and interviews with children. Both the adults’ and children’s talk illustrated the dominance of neoliberal, healthism meanings which position individuals as responsible for their own health. While the children’s talk primarily centred on health as a corporeal notion, the practitioners tended to talk about physical activity and health in both corporeal terms and in relation to the self more holistically. The practitioners also talked about physical activity as a means of regulating children’s behaviour.


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