Practising the practice. Towards a theory of practising in physical education from a Bildung-theoretical perspective

Abstract

ABSTRACT Background In the international sport pedagogical discourse, practising is a marginal research topic. Nevertheless, it should be considered as an elementary component of PE. To fill this gap, we discuss the international discourse against the background of Bildung-theoretical work on practising in German-language educational studies and sport pedagogy. Theoretical approach The article is based on a phenomenologically informed perspective on Gestalt, lived-body and practising. We use a hermeneutical-phenomenological approach that focuses on the meaningful and embodied processes in the experience of practising. In the tradition of a theory of Bildung, both, systematic, e.g. semantic and theoretical analyses, as well as didactical and methodological perspectives for practising, are developed. Purpose An alternative view on practising is developed which, contrary to conventional perspectives on automatisation, memorisation and optimisation of motor skills, focuses on the meaningful and formative (bildend) experiences in practising. We argue that in practising, two meaningful and embodied processes arise: repetition and not knowing-how. Both are identified as productive and creative potentials. We argue that in practising not only skills can be improved but also abilities and attitudes can be developed and transformed. Moreover, in practising the relation to oneself and to the world is challenged and possibly changed. In practising as a process of Bildung, a subjectivation takes place: It’s about becoming a self. To make this clear, three aspects of a theory of practising in sport pedagogical research are highlighted: First, the differences to psychological theories are worked out. This is done in the context of a critical reconstruction of international and German-speaking research in PE. For this reason, a semantical and conceptual differentiation is proposed by distinguishing practice, exercise and training from practising. While exercise and training as outcome-oriented and technological terms strongly aim at automatisation and optimisation, practising is based on embodied experiences that give meaning and aresubjectively and holistically experienced. Second, the particularities and specific characteristics, as well as the productive potentials of practising, are carried out from both a philosophical and a pedagogical perspective. Based on teaching examples, the theoretical and phenomenological foundations of the lived body (Leib) in practising as well as the moments of repetition and negativity are elaborated. Third, the redefinition of the term and concept of practising opens up significant educational and didactic possibilities but also challenges for sport pedagogy. Conclusion A theory of practising should not be reduced to psychological models, but should also not stop at philosophical thoughts. If practising is systematically related to pedagogical contexts, then not only the characteristics in the experience of practising, such as negativity and repetition but also the specific actions and settings must be included. Practising as a social and educational activity, therefore, requires a reflection on the premises and goals of pedagogical actions. A didactics of practising is necessary, which is carried out in the last chapter.