Ariel - Volume 2 Number 1

Editors Delvun C. Case, Jr. Paul M. Fernhoff Associate Editors Donald Bergman Daniel B. Gould Richard Bonanno Ronald Hoffman Lay-Out Editor Carol Dolinskas Sports Editor James Nocon Business Manager Nick Grego Contributing Editors Michael J. Blecker Stephen P. Flynn Lin Sey Edwards Jack Guralnik W. Cherry Ligh

Ariel - Volume 1 Number 1

Copyright 1969 Arie

Learning masculinities in a Japanese high school rugby club

This paper draws on research conducted on a Tokyo high school rugby club to explore diversity in the masculinities formed through membership in the club. Based on the premise that particular forms of masculinity are expressed and learnt through ways of playing (game style) and the attendant regimes of training, it examines the expression and learning of masculinities at three analytic levels. It identifies a hegemonic, culture-specific form of masculinity operating in Japanese high school rugby, a class-influenced variation of it at the institutional level of the school and, by further tightening its analytic focus, further variation at an individual level. In doing so this paper highlights the ways in which diversity in the masculinities constructed through contact sports can be obfuscated by a reductionist view of there being only one, universal hegemonic patterns of masculinity

Ariel - Volume 2 Number 4

Copyright 1969 Arie

The mediating effect of task presentation on collaboration and children's acquisition of scientific reasoning

There has been considerable research concerning peer interaction and the acquisition of children's scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children's scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget's (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children's learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning

Ballast lives: an excursus on socio-political accounts of disablement in the age of globalization

According to contemporary fashion, humankind has entered a new era marked by epochal change, be it a globalized, postmodern, post-industrialist, late modern, high modern, meta-modern, hyper-modern, super-modern, post-Fordist or post-emotional society. In contrast to such claims for epochal disjunction, this thesis identifies fundamental continuities in attitudes and policies toward disablement. Disabled Britons, since at least the 1970's, have sought to develop alternative explanations of disablement, exemplified by Mike Oliver's 'Social Model of Disability'. Despite the influence of a socio-political account amongst the activist disability movement, dominant ideology ensures that such pioneering ideas are subject to unrelenting disparagement and disinformation. Despite such ridicule, this thesis shows that claims of a coherent and liberative 'disability policy' in the UK remain grandiloquent, if not entirely inaccurate. Building on the work of Deborah Stone and Mike Oliver, in particular, I will show that, despite modest progress, British disability policy remains indelibly marked by seventeenthcentury assumptions and prejudice. This thesis contributes to the development of disability theory by providing a critical socio-economic analysis of contemporary policy and radical theorising, a task that has yet to be substantially addressed in the UK. Furthermore, by examining legal, historical, economic, political and social sources, I contend that the absence of contemporary disability policy will be shown to provide explicit benefits to the elite, to the detriment of efforts to promote and protect the emancipation of disabled Britons. The over-arching premise is that socio-political accounts of disablement continue to provide unparalleled analytical and theoretical insights into a process of disablement, not least as a particular brand of capitalism is in the ascendancy: the struggle for global hegemony aided by the advancement of a single market modelled on U.S. lines

Jugadores no profesionales de rugby procedentes de las islas Fiyi: su transición cultural en Nueva Zelanda

There is growing research interest in athlete mobility as a consequence of globalization and the personal, cultural and contextual adjustments required in transitioning from one culture to another (see, Ryba, Haapanen, Mosek & Kwok, 2012). While this work has provided valuable knowledge about the challenges facing professional athletes transitioning from one culture to another it pays little attention to the experiences of non-professional and non-elite athletes. To redress this oversight this article presents the findings of a study on the experiences of Fijian non-elite rugby players who had moved to New Zealand as adolescents to pursue opportunities in rugby.Debido la globalización y de los necesarios procesos de adaptación personal, cultural y contextual que conlleva la transición de una cultura a otra, hemos asistido recientemente a un creciente interés en la investigación sobre la movilidad de los deportistas (ver Ryba, Haapanen, Mosek & Kwok, 2012). Aunque, por una parte, estos estudios han proporcionado un valioso conocimiento de los retos que han de afrontar los deportistas profesionales en su transición de una cultura a otra, por otra, se ha prestado poca atención a la experiencia de los deportistas que no profesionales y/o que no son de élite. Para compensar este vacío, el presente artículo se centra en los resultados de un estudio de las experiencias de jugadores de rugby que no eran de élite, provenientes de las islas Fiyi, que, siendo adolescentes, se trasladaron a Nueva Zelanda a la búsqueda de sus sueños en el rugby

The experience of teaching as a learner, collaborator, and a catalyst: collective experiences of using game based approaches to teach games

Copyright © The Author(s) 2018. Reprinted by permission of SAGE Publications.This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ (n = 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. A phenomenographic research framework was utilised to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework, three conceptions of awareness were identified that detail the collective meaning associated with participants’ experiences of teaching using a GBA, namely that of a Learner, a Collaborator and/or a Catalyst. An analysis of findings is presented with discussion focusing on what can be learnt from the different ways GBA teaching is experienced and implications for GBA teaching practice.N/