Test and Play - A Complex Relationship

Maja Ahler^1,

¹Centre for Sports, Health and Civil Society, Institute of Sports Science and Clinical Biomechanics, Odense, Denmark

Cite this paper:
Maja Ahler. Test and Play - A Complex Relationship. American Journal of Educational Research. 2014; 2(7):477-479. doi: 10.12691/education-2-7-8

Abstract

Collecting data in relation to an interventional research project (SPACE (School site, Play spot, Active transport, Club fitness and Environment) was developing, documenting, and assessing a comprehensive intervention over 3 years in 14 local school districts to promoted everyday physical activity among 11-15-year-olds adolescents.) a 7^th grade boy draw my attention to the combination of test and play with a striking comment. I got interested and wanted to know how the 7^th graders experienced these test situations, the one in the beginning and the one in the end of the project? Had they experienced it as test, play or something else? And how did they perceive a relationship between their experiences and their conceptions of test and play? In my study (The study of test and play was the final project of my Masters degree in Sport and Health at University of Southern Denmark, supervised by Professor Henning Eichberg) it appeared how a relation between test and play, according to the pupils’ belief of test and play was a combination of two complex contradictions. Through analysis it became clear how the 7.^th graders reflection on their own experiences was about more than test and play. Their narratives and the focus group discussions pointed towards a triadic relationship of test, play and sport.

Keywords:
play test pupils time interpersonal relations objectifications

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