The Experience of Movement in Physical Education: a Phenomenology.

The experience of physical movement is an important part of consciousness, health, and well-being. Pioneers in physical education saw this as an important concern for the fledgling profession; however, most efforts at the present to deal with the essence of man as a moving being take place outside the field. While the essential ingredients of physical movment seem to underlie professional goals and seem to be valued, they often are taken for granted and replaced by limited goals which treat the body as an instrument to be mastered rather than as the subject of larger attention and integration. This study examines the experience of movement itself and the meaning of this experience for twenty high school students. Students were selected to represent the many points of view of the diverse student population and to provide a comprehensive picture of the kindergarten through twelfth grade physical education experience. Raw data came from interviews, documentation of student movement activities, and from student cumulative folders. To seek out the meaning of the physical education experience of movement for the students, a phenomenological method of analysis was used. This process is explained in detail and results are included in sequence so that the reader can tie the results found to the method used. The dualism, meaninglessness and self-consciousness of the experience of movement in physical education for the students was described against the backdrop of an experience valued and sought by each of the students: being-into-movement. A phenomenological account shares student reports of natural highs experienced outside of physical education and highlights the near impossibility of being-into-movement inside physical education boundaries. This research resulted in the following answers to nine initial questions underlying the study. (1)Movement is a means to an end and the body is the enabling instrument of such movement; man is not a moving being in physical education; (2)Many students shape their physical education world by negative withholding; many are shaped in their physical education world toward dependency and conformity; (3)Movement is given in physical education in a masculine-competitive-athletic mode; (4)Over time, movement unfolds from mystery and newness and excitement toward boredom; (5)The movement experience in physical education is often one of isolation and alienation from, or unconcern for, others; (6)The primary rule regarding movement in physical education is, "Do what you are supposed to do"; (7)There is little unique ownership of movement in general physical education; (8)Movement situations are usually seen as assignments with tasks set, and judged, by others; students do what they have to do to get by and to get the movement situation over with by going through the motions; (9)Students generally align themselves toward a position of safety both in regard to other students and teachers. The dissertation closes with a dialogue focusing on author recommendations, student suggestions, and other researcher findings which could help resolve some of the real or apparent contradictions involved in physical education pedagogy. This dialogue hopes to reopen discussion on how the original and underlying aim of the profession, to contribute to the wholeness of the person moving, can be reclaimed and implemented.PhDCurriculum developmentUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/158286/1/8116272.pd