Norms and materialities in physical education and health- ‘I feel that i cannot contribute enough in sport’

ABSTRACT

Many understandings about norms and norm criticism are based on imaginations of inclusion and exclusion as if values about right and wrong, and acceptable and non-acceptable behaviors belong to a world of relations that can be separated from embodied and physical things and practices. This preparatory study is based on interviews conducted with children with and without varied forms of disabilities. The aim of the study was to investigate how children describe their ability in relation to collaboration, identity, materialities, disability and norms within Physical Education and Health (PEH). The results from this study show that embodied and collaborative goal-oriented practices generate imaginations of community and belonging through a notion of contributing. The results indicate that informing, teaching, and learning about inclusion and exclusion do not naturally produce physical and embodied practices.

KEYWORDS:

• Norms
• children
• user innovation
• disability
• inclusion
• materialities
• collaboration

Geolocation information

Haverdal village, Hallands län, Sweden. 56.67446, 12.85676.

Acknowledgements

We thank the children and schools in Halmstad for participating in this study. We also thank Eleiko Sports AB and Unisport (former Rantzows Sport AB) for collaborating with us in this project.

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

M. Ring http://orcid.org/0000-0002-2972-6273

Notes

1. ONCIRI – Open Norm Critical Innovation for Relational Inclusion. Financed by Vinnova, 2015–2018.

Additional information

Funding

This material is based upon work supported by Vinnova [grant number 2015-03866].