Health, Fitness, and Affects in an Urban After-School Program

Autor/in	Safron, Carrie
Titel	Health, Fitness, and Affects in an Urban After-School Program
Quelle	In: Sport, Education and Society, 25 (2020) 5, S.556-569 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Safron, Carrie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2019.1625318
Schlagwörter	After School Programs; African American Students; Hispanic American Students; Youth; Urban Areas; Physical Fitness; Physical Activities; Health; Cultural Differences; Obesity; Body Composition; Attitudes; Human Body; Affective Behavior; Community Programs + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Jugend; Jugendlicher; Jugendalter; Urban area; Stadtregion; Leistungsfähigkeit; Gesundheit; Kultureller Unterschied; Adipositas; Attitude; Einstellung; Verhalten; Menschlicher Körper; Affective disturbance; Active behaviour; Affektive Störung
Abstract	This paper draws on data generated within and resulting from a pedagogical encounter between four Black and Latinx youth, two fitness professionals, and myself -- the researcher -- in an urban after-school setting. I draw on Tinning's (2010) concept of pedagogy and affect theory (Hickey-Moody, 2013; Seigworth & Gregg, 2010) to explore how health and fitness knowledge(s) were exchanged in/through a pedagogical encounter and the potential affects of such an encounter. Using MacLure's (2013a) notion of wonder and glows, the paper turns its focus to a specific encounter within a larger 18-month visual ethnography to follow affective capacities that may open up and/or limit further affects and change. Through data generation and inquiry, two affective moments are produced and discussed. These affective moments come to represent possibilities for exploring the role of pedagogy outside formal schooling milieus, among different cultural players, and the potential in producing affective resides that linger beyond the encounter itself. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01