Abstract
This paper offers reflections on the lived meaning of “scoring” in the game world of the child. One of the emergent themes in the stories of fourth-grade children was that “feeling good” in the gymnasium results primarily from that no one was keeping score, What meaning, then, do these experiences of “scoring” have for the child? And how can educators utilize this knowledge? This article explores the lived meaning of scoring for the child using Arnold's (1979) text, Meanding in Movement, Sport and Physical Education, as a stimulus. A brief discussion of implications for teachers follows. An integral part of this paper is the rationale for and description of a method for enabling researchers to gain insights on these topics. A phenomenological analysis that purposefully goes beyond themes to meaning is described.
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