Author(s): ELISATH, S., Institution: UNIVERSITY PADERBORN, Country: GERMANY, Abstract-ID: 1000

Introduction
As outlined in Honneth’s recognition theory (1992), recognition is a key factor for self-development and linked to psychological and physical well-being. The recognition process is integral to all interpersonal interactions, as it can only be provided by other human beings who confirm one another's social validity and can be understood as addressing event. We can assume that these addressing events are also embedded in teaching strategies in physical education (PE), representing a medium for providing (non-)recognition within interpersonal teacher-student relationships. To date, little empirical knowledge exists on recognition-related teaching strategies in PE. Therefore, we conducted a video-based participatory observational study, focusing on the following research questions: Which interpersonal addressing events can be identified in PE teachers’ behavior, and how can these be interpreted from a recognition-theoretical perspective? The study aimed to reveal the micro-processes in which dynamics of (non-)recognition appear, and to enrich the understanding of teaching quality beyond normative perspectives.
Methods
The video-based participatory observation study included three PE teachers (two male, one female), teaching students aged 12-16 years. 17 hours of PE lessons were analyzed. In a first analyzing step, addressing events were identified through segmentation analysis. The identified segments were analyzed via the documentary method for teaching-related video data.
Results
Six interpersonal addressing events were empirically identified: 1) greetings and farewells as framing the lesson period; 2) rules and 3) disciplinary measures as norming educational strategies; 4) role-related addressings to place students in specific roles like referees, or referring to groups like girls as ‘women’; 5) addressings of the body as prerequisite for participating in PE, and 6) addressings that focus on the body in movement situations with pedagogical aim of enhancing student’ learning processes. Each event shows specific potentials for interpersonal (non-)recognition processes that can be described as ambivalent. Teaching strategies, intentionally intended as recognition strategies, can turn into forms of non-recognition, e.g. by publicly shaming students before peers.
Discussion
The study demonstrates that recognition in PE represents a complex, dynamic and ambivalent phenomenon at the deep structural level of teaching behavior, providing important insights into teaching quality. Based on the findings, we can identify qualitative characteristics of recognition addressings in PE and use them as potential empirical base for future criteria of teaching quality in PE. Thus, the normative approach towards teaching quality, that is still state of the art in research, can be reflected upon recognition theoretical perspectives and empirical data.
Literature
Honneth, A. (1992). Kampf um Anerkennung [The Struggle for Recognition]. Suhrkamp.