'Please Mr Hay, what are my poss(abilities)?': Legitimation of ability through physical education practices

This paper provides two vignettes that draw on data from projects that interrogate how a student can be positioned by practices within physical education (PE) and directed by the PE teacher in relation to their valued or legitimated ability. Through the use of Pierre Bourdieu's conceptual tools of field, habitus and capital we investigate the complex legitimation processes that shape student poss(abilities) and that are situated in the space of the PE class. The first vignette is from the perspective of a student and draws on data from interviews, a journal, questionnaires and photos of her PE experiences in upper primary and lower secondary school. The second vignette focuses on teacher practices and his constitution of the field of a PE class highlighting the significance of teacher perspectives of 'ability' in informing assessment in senior secondary PE. Using these examples we discuss the symbolic violence that works against each student by positioning them as 'less able' or 'unable' despite their participation in a learning context. We argue that by not attending to the possible abilities of students that could have been recognized, developed and legitimated, and through the misuse of capital assignment by teachers, PE may well be counterproductive to students' ongoing engagement with the subject area and the espoused potential upon which such a subject area justifies itself.

Neural pathways mediating bilateral interactions between the upper limbs

The ease with which we perform tasks such as opening the lid of a jar, in which the two hands execute quite different actions, belies the fact that there is a strong tendency for the movements of the upper limbs to be drawn systematically towards one another. Mirror movements, involuntary contractions during intended unilateral engagement of the opposite limb, are considered pathological, as they occur in association with specific disorders of the CNS. Yet they are also observed frequently in normally developing children, and motor irradiation, an increase in the excitability of the (opposite) homologous motor pathways when unimanual movements are performed, is a robust feature of the mature motor system. The systematic nature of the interactions that occur between the upper limbs has also given rise to the expectation that functional improvements in the control of a paretic limb may occur when movements are performed in a bimanual context. In spite of the ubiquitous nature of these phenomena, there is remarkably little consensus concerning the neural basis of their mediation. In the present review, consideration is given to the putative roles of uncrossed corticofugal fibers, branched bilateral corticomotoroneuronal projections, and segmental networks. The potential for bilateral interactions to occur in various brain regions including the primary motor cortex, the supplementary motor area, non-primary motor areas, the basal ganglia, and the cerebellum is also explored. This information may provide principled bases upon which to evaluate and develop task and deficit-specific programs of movement rehabilitation and therapy. (c) 2005 Elsevier B.V. All rights reserved.