Resonance in Physical Education: Supporting Pupils with Special Needs in an Accelerated Education System

Abstract
This presentation is based on the empirical findings from the project, Moving Physical Activity – for children with special needs in mainstream school and leisure activities (Moving Physical Activity, 2024). Through single case analysis, it describes a child with special needs' experiences of physical education in a Danish elementary school (Flyvbjerg, 2020).

Taking a sociological theoretical standpoint, the presentation focuses on various risk factors that create distress for children in mainstream schools. These factors include: 1) social acceleration, 2) an increasingly performance-based culture, and 3) self-monitored psychologization (Katzenelson et al., 2021; Rosa & Endres, 2017; Frydendal & Thing, 2023). The central question is thus: How can physical education in elementary school serve as a liberating and resonant space for pupils with special needs?

The arts-based interviews, which the presentation primarily centers around, draw their methodological inspiration from Max Van Manen and his approach to practical phenomenological research (Van Manen, 2002). Thus, through the pupil Lærke, her meaningful insights and knowledge are revealed through descriptions of her body and actions in the daily practices of the school.

The analyses reveal that physical education can serve as a refuge in everyday life, in contrast to sedentary, performance-oriented classroom instruction. Examples are given of how physical education is observed as having a positive impact on Lærke. The intention is that this presentation may provide a perspective on physical education as a potential space for resonant moments that can enhance pupils’ well-being at school.

The findings of the study are presented and show that when the space is large, with a high ceiling, light, room, and materials available for bodily expression, Lærke’s body can be observed as being set free.

The results are interesting as they can potentially be related to all pupils with similar difficulties. Therefore, the presentation concludes with didactic considerations and pedagogical practice with a particular focus on co-teaching.



References

Journal Articles
Katznelson, N., Pless, M., Görlich, A., Graversen, L. & Sørensen, N. B. (2021). New vulnerability: nuances in understandings of mental distress. Nordisk Tidsskrift for Ungdomsforskning. https://doi.org/10.18261/issn.2535-8162-2021-02-0

Frydendal, S. & Thing, L.F. (2023) PE as resonance? The role of physical education in an accelerated education system. Sport, Education and Society, DOI: https://doi.org/10.1080/13573322.2022.2161502

Books
Flyvbjerg, B. (2020). Five Misunderstandings About Case Study Research. In Brinkmann, S., & Tanggaard, L. Qualitative Methods: A Basic Guide (3rd ed.). Hans Reitzels Forlag.

Rosa, H. & Endres, W. (2017). Resonance Pedagogy – When It Sparks in the Classroom. Hans Reitzels Forlag. 1st edition, 2nd printing.

Van Manen, M. (Ed.). (2002). Writing in the Dark: Phenomenological Studies in Interpretive Inquiry (1st ed.). Routledge. https://doi.org/10.4324/9781315415574

Online References
Moving Physical Activity, 2024. Moving Sports — NUBU Retrieved on 10.10. 2024.
Børns Vilkår, 2024. BV_Svigtrapport_2024_web_v1.pdf (bornsvilkar.dk) Retrieved on 10.10. 2024.