Game-based approaches (GBAs) are learner-centered pedagogies for teaching games in physical education (PE) that emphasize developing thinking players through game modification and reflective questioning. GBAs are reported to promote learning across motor, cognitive, and affective domains and closely align with educational aims of many contemporary PE curricula. While GBAs are well-established in some PE contexts, traditional directive and commanding approaches still prevail in others. Physical education teacher education (PETE) is a key site for promoting GBAs as a pedagogical alternative. However, best-practice examples showing how to implement and teach GBAs within PETE remain scarce. This article addresses this issue by presenting the case of one PETE course in Austria in which net and wall (N/W) games were taught both through and about a GBAs. We detail a pedagogical framework of GBAs, the setting, learning objectives, session plans specified through Teaching Styles, and discuss lessons learned. The purpose of this paper is to provide a comprehensive illustration of how, in a cultural context where traditional skill-based approaches remain dominant, a GBA can serve both as method and as content within PETE, offering background and actionable guidance for course design and instruction.

Menstruation remains a frequently tabooed topic in schools, and challenges such as physical discomfort, uncertainty, hygiene concerns, and shame-related anxieties often become particularly pronounced in physical education (PE). As a result, students may avoid or be excused from PE lessons. This article raises awareness among physical educators about how menstruation may affect students' well-being and participation in PE. Because PE teachers are typically not trained health educators, the article does not aim to provide in-depth medical content. Instead, it offers practical pedagogical strategies to help teachers create a supportive, inclusive learning environment and respond appropriately when menstruation becomes relevant in class. To this end, the article first outlines the historical and social significance of menstruation, then presents research findings on its specific implications within PE, and finally offers practical recommendations for physical educators, with a primary focus on middle and high school settings.

During the coronavirus pandemic, internet spaces became important sites of teaching PE remotely. This paper contributes to a better understanding of the emergency online pedagogies transpiring in these internet spaces and the role that digital resources gained in them. We focus on webpages on the platform Padlet.com, which have been identified but not yet investigated as relevant spaces for pedagogical encounters in German-speaking remote PE. Using a theory of practice approach to pedagogy and focusing on discursive practices of responsibilization, we investigate which responsibilities are claimed for PE as a subject, for teachers, students and digital resources on these webpages, and how these parties are thereby related to each other and positioned as recognizable subjects/actors of remote PE. Our qualitative discourse analysis of 14 Padlet webpages (755 posts combined) reveals that the online pedagogy on these webpages is characterized by the discursive positioning of (i) PE as being responsible for activity and sport under special conditions, (ii) teachers as subjects responsible for organizing PE and activating students while delegating pedagogical responsibilities to them and to digital resources, (iii) students as subjects who should care for themselves by taking responsibility for the processes and results of their physical activities and (iv) digital resources as important actors located between education, sport culture and internet economy. Discussing these results, we argue that exploring the actual ways and forms of performing pedagogical responsibility can yield important insights into the social constitution of - increasingly digitized - PE, its social relations, subject positionings and pedagogies.

The purpose of this study was to explore how students interpret and negotiate menstruation in PE in online forums. We conducted a qualitative discourse analysis of 12 threads from 4 different German-language online forums, in which menstruation in PE is discussed by students. Our goal was to analyse which topics structure this online discourse and how menstruation in PE is constructed as a discourse phenomenon. The study found that participation in PE during menstruation and the use of hygiene products are the dominant topics, with swimming in PE gaining particular attention. The results further detail that students' online posts invoke specific causes, conditions, consequences, and strategies for dealing with menstruation in PE. The results indicate that students posting in online forums mainly interpret menstruation as an individual, shameful, restrictive, and unpleasant issue, stabilising norms of silence and concealment. Future research and pedagogical approaches must account for this.

Introduction:As sexuality in physical education (PE) is often treated as a taboo subject, social media platforms, online chats, and internet forums are emerging as spaces where it is negotiated more openly and broadly by current and former actors of the field. This paper contributes to a better understanding of the discursive construction of sexuality in PE in such online communication. Methods:In line with The Sociology of Knowledge Approach to Discourse (SKAD) we investigate basic schemes of interpretation of sexuality with a heterogeneous sample of threads (17 threads from seven different online forums) on different PE situations in Germany. The threads are analyzed using grounded theory coding procedures. Results:Our discourse analysis reveals that the multifaceted and often controversial online discussions are structured by two dominant schemes of interpreting students' sexuality in PE, both of which are differentiated in complex ways: The online communication draws on - and by that reproduces - a nature and a culture perspective on constellations of body, sex, gender, and sexuality. We detail how from each perspective, different knowledge about these constellations, different everyday phenomena and problems in PE, and different norms for dealing with these phenomena and problems become important. Discussion:Discussing these results in the context of previous literature, we argue that it is important to address sexuality in a subject-specific approach and take the discursive knowledge and fundamental schemes of interpretation into account that shape the (im-)possibilities of addressing sexuality in PE.

During the coronavirus pandemic, physical education (PE) in schools was forced into remote forms of teaching and learning, leading to a surge in the use of digital technologies and online resources. In a larger project, we identified webpages created by PE teachers on the site Padlet.com as an important hub for the remote delivering of German-speaking PE during the pandemic. In this paper, we follow a poststructuralist perspective to investigate how students are positioned as subjects of pandemic PE through the discursive practices articulated on these webpages. Our discourse analysis of a sample of 14 webpages with a combined number of 755 posts reveals one largely uncontested discursive construction that positions students as (i) doing something during lockdown, (ii) using suggestions individually and self-responsibly, (iii) exercising, performing, fit, and (iv) predominantly able bodied, sporty, stereotypically gendered, and white. We critically discuss the narrow possibilities of becoming intelligible as an appropriate subject of pandemic PE afforded by these positionings in the context of foregoing scholarship. Concluding, we argue that even – or especially – when PE has been returning to its traditional co-present form, exploring how PE is socially constructed, how students are positioned, and which forms of subjectivity are privileged/marginalized in emerging PE-related online cultures is a crucial task for sport pedagogical research and practice.

The paper explores activity tracking as a postdigital phenomenon and provides a detailed account of the embodied pedagogy of its practices. Drawing on a case-based, ethnographically inspired, participatory research project with German university students and following a praxeologic approach of transformative Bildung, an empirically grounded heuristic framework is presented that helps to understand how embodied entanglements of person and wearable develop over time and how dynamics of irritation and routinisation that characterise these developments open up processes of learning or Bildung. We discuss how this contributes to researching vital pedagogical questions about self-tracking, and more broadly about yet uncertain futures of postdigital physical culture and society, such as how we constitute ourselves as embodied subjects and continuously develop relations to ourselves and to the world through entangling with digital technology.

Qualitative Forschung muss sich auf sich selbst wenden, sich mit sich selbst beschäftigen, sich ihre eigene Mache zum Gegenstand machen. Ein solcher Reflexivitätsanspruch wird für qualitative Forschung vielfach ausgewiesen und bildet auch den Ausgangspunkt für das Vorhaben des vorliegenden Sammelbandes, Beiträge zu einer reflexiven Methodologie des qualitativen Forschens in der Sportpädagogik zu leisten. In diesem einführenden Beitrag wird der angesprochene Reflexivitätsanspruch zunächst im Sinne eines Problemaufrisses in den komplexen Gemengelagen einer konstruktivistischen Sicht auf qualitatives Forschen verortet. Folgend werden relevante Entwicklungen im sportpädagogischen Diskurs markiert, dann eine Systematik zur Idee einer reflexiven Methodologie vorgeschlagen und schließlich ein Überblick über die Beiträge und die Struktur des Buches gegeben.

Zusammenfassung Im Beitrag werden Differenzkonstruktionen und praktische Ein‑/Ausschlussprozesse im formal inklusiven Grundschulsportunterricht untersucht. Auf Basis videographischer Daten wird in einer wissenssoziologischen, praxistheoretischen Perspektive an einem Fallbeispiel ein kollektiv-geteilter Orientierungsrahmen der Personifikation unterrichtlicher Handlungen aufgezeigt, an dem drei Dimensionen von Differenzkonstruktionen – Reifizierung von ‚Unfähigkeit‘, Komplementarität von Handlungsräumen, Verschränkung von Sach- und Differenzherstellung – sowie Perspektiven für eine praxistheoretische Grundschul(sport)unterrichtsforschung diskutiert werden können.

For a long time now, digitalization has arrived in movement, play, sport, and dance. In many areas, the analog can hardly be separated from the digital. The situation seems to be different in the education sector. Where does sports science stand? What approaches does this cross-sectional discipline offer? The contributions in this volume provide insights into the sports science debate on this topic. They outline overarching lines of discussion, present research results, and draw perspectives for the sports science debate with a view to (educational) political dimensions, the staging of teaching-learning settings, international discourses on new practices in the health sector, and the development of innovative research methods. With contributions by Prof. Dr. Claudia Steinberg, Dr. Benjamin Bonn, Lucas Abel, Peter Bickmann, Dr. Birgit Braumüller, Prof. em. Dr. David R. Buchanan, Christian Büning, Univ.-Prof. Dr. Ingo Froböse, Mai Geisen, Marco Grawunder, Dr. Christiopher Grieben, Stephani Howahl, Prof. Dr. Petra Jansen, Derya Kaptan, Simone Kieltyka, Jun.-Prof. Dr. Stefanie Klatt, Asst.-Prof. Maria Kosma, Univ.-Prof. Dr. Dr. Markus Raab, Ass.Prof. Dr. Daniel Rode, Dr. Helena Rudi, Dr. Kevin Rudolf, Univ.-Prof. Dr. Andrea Schaller, Gerrit Stassen, Dr. Ilka Staub, Chuck Tholl, Dr. Konstantin Wechsler, Jun.-Prof. Dr. Tobias Vogt, Univ.-Prof. Dr. Thomas Wendeborn, Constantin Wirth and Maren Zühlke.

Das Buch rekonstruiert Konstellationen von Praktiken, Subjektivierung und Lerngegenständen in fachpraktischen Lehrveranstaltungen des sportwissenschaftlichen Lehramtsstudiums. Unter einer praxistheoretischen Perspektive werden komplexe Ordnungen von Bewegungspraxis und Reflexion analysiert.

Der Beitrag folgt der These, dass Praktiken der Selbstvermessung als »Spielräume« betrachtet werden können, in denen sich Menschen spielerisch ins Spiel einer sich wandelnden Gesellschaft bringen. Um diese Prozesse auf systematische Weise subjektivierungsanalytisch untersuchen zu können, entwickelt der Beitrag ein integratives, praxistheoretisches Analysemodell. Dieses erlaubt es, bestehende Befunde einzuordnen und weitere Forschung anzuleiten. In einem ersten Schritt wird der subjektivierungsanalytische Zugang ausgehend von einer Heuristik des Spiels konturiert. Im zweiten Schritt wird dieser Zugang in das angesprochene Analysemodell einer Subjektivierung im und durch Self-Tracking überführt und die einzelnen Kategorien des Modells werden näher erläutert. Der Beitrag schließt mit einem kurzen Fazit zu Digitaler Selbstvermessung als Ort zeitgenössischer Selbst-Bildungsdynamiken.

Der einleitende Beitrag diskutiert die Programmatik eines »Denkens in Konstellationen« als einen Fluchtpunkt für Ansätze, die Phänomene wie Self-Tracking, Selfies und Tinder betrachten und sich dabei kritisch mit Konzepten von »Körper«, »Medien« und »Selbst« auseinandersetzen. Die Ausgangsthese ist, dass diese Phänomene zeitgenössische Räume darstellen, in denen sich die Teilnehmer*innen spielerisch ins Spiel einer sich wandelnden Gesellschaft bringen. In einem ersten Schritt wird diese These ausgeführt. Daran knüpft im zweiten Schritt die Spezifikation der Perspektive des angesprochenen »Denkens in Konstellationen« an, mit der im dritten Schritt Konsequenzen für und kritische Nachfragen an »Körper«, »Medien« und »Selbst« formuliert werden. Der Beitrag schließt mit einem Überblick über die Struktur des Buches.