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

Enright, Eimear, Hill, Joanne, Sandford, Rachel and Gard, Michael (2014) Looking beyond what’s broken: towards an appreciative research agenda for physical education and sport pedagogy. Sport, Education and Society, 19 7: 912-926. doi:10.1080/13573322.2013.854764


Author Enright, Eimear
Hill, Joanne
Sandford, Rachel
Gard, Michael
Title Looking beyond what’s broken: towards an appreciative research agenda for physical education and sport pedagogy
Journal name Sport, Education and Society   Check publisher's open access policy
ISSN 1357-3322
1470-1243
Publication date 2014-01-01
Year available 2014
Sub-type Article (original research)
DOI 10.1080/13573322.2013.854764
Open Access Status
Volume 19
Issue 7
Start page 912
End page 926
Total pages 15
Place of publication Abingdon, Oxon, 4RN United Kingdom
Publisher Routledge
Language eng
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.
Keyword Appreciative Inquiry
Strengths-based
Change
Physical Education Research
Theories of change
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Human Movement and Nutrition Sciences Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 10 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 12 times in Scopus Article | Citations
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Created: Thu, 29 May 2014, 00:48:37 EST by Eimear Enright on behalf of School of Human Movement and Nutrition Sciences