Appreciative Inquiry in Physical Education Research: A Positive Movement Subculture Case Study

• In Event: Researching Innovative Pedagogies in Physical Education

Abstract

In the field of Physical Education and Sport Pedagogy (PESP), research has often had a strong emphasis on discovering deficits and introducing remedial interventions. This project begins our effort to consider the ‘strengths based revolution’ within a participatory appreciative inquiry framework. Empirical work in the PESP field that has been strength based is relatively sparse. We ask whether a more asset-focussed approach could better enhance understanding and contribute more effectively to shaping positive physical education and sport futures. This paper reports fieldwork undertaken with a safe, body-positive and gender-neutral dance school, to explore “what works” in its movement subculture by engaging both practitioners and participants in qualitative appreciative inquiry.

Authors

• Joanne L. Hill, University of Bedfordshire

• Rachel Sandford, Loughborough University