Losing touch – Teachers’ self-regulation in physical education
The focus of this paper are the physical interactions in school physical education (PE) particularly those teaching activities which are based on body movements.
Addressing the growing anxiety around the issue of ‘touching’, the paper considers PE teachers’ self-regulation in relation to child protection issues and no touch policies. In other words - what sort of strategies have teachers developed for dealing with physical contact in their teaching?
Drawing on data from interviews with 23 PE teachers in Sweden, the paper discusses potential consequences for PE teachers’ pedagogical work if they feel that they have to protect themselves instead of operating in a way that is in the best interest for students’ learning and development.
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