In this article, we investigate ‘no touch policies’ as a practical teacher concern that includes the body as a location, a source and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis of how teachers handle student interaction and teaching intentions.
We consider teaching as a caring profession. Caring, as a practical teacher concern, requires wisdom regarding the right time to use bodily touch and to refrain from such use. This wisdom involves the ability to discern people’s needs, desires, interests and purposes in particular situations and act appropriately. From a body pedagogical perspective we approach intergenerational touch not only as a discursive and power-related question but as an essential tension in the intersection of the; ambiguity attendant to any intentional act such as teaching, the conflict between the ethics of care and the ethics of justice, and finally, the paradox of caring.
We draw on interviews with PE-teachers in Swedish primary, secondary and upper-secondary schools and analyses of a collection of techniques of bodily touch that are established and practiced with specific pedagogical purposes. The results shows PE teacher’s competence in handling different functions of intergenerational touch in relation to three different techniques of bodily touch; (1) Security touch, which is characterized by intentions to handle the fragile; (2) Denoting touch, which is characterized by intentions to handle learning content and (3) Relational touch, which is characterized by caring intentions. Each of these is of importance for the teachers in carrying out their call to teach and each of these relies on professional assessments whether or not it meets its intended purpose. 相似文献
This study sought to identify biomechanical factors that determine fast and skilful execution of the seoi-nage (shoulder throw) technique by comparing kinematics between elite and college judo athletes. Three-dimensional motion data were captured using a VICON-MX system with 18 cameras operating at 250 Hz as three male elite and seven male college judo athletes performed seoi-nage. No significant difference was found in motion phase time of the turning phase between the two groups, indicating that motion phase time is not necessarily a factor contributing quickness in seoi-nage. The maximum relative velocity of the whole body centre of mass along the anterior–posterior direction was significantly greater in the elite athletes (2.74 ± 0.33 m/s) than in the college athletes (1.62 ± 0.47 m/s) during the turning phase (p = 0.023). The overall angular velocity of the body part lines, particularly the arm line, tended to be greater in the elite athletes (p = 0.068). The results imply that the velocity of the thrower relative to the opponent in the forward drive and turning motion reflects high skill seoi-nage. Coaches should recognise the relative forward velocity as a factor that may contribute to a successful seoi-nage when teaching the judo throw technique. 相似文献