Representing Physical Education in Social Media: A Summative Content Analysis of A School Subject Through Big Data Analytics
The purpose of the current study was to analyze social media content related to physical education. In the context of summative qualitative content an.
- Pub. date: April 15, 2023
- Pages: 891-900
- 354 Downloads
- 873 Views
- 0 Citations
The purpose of the current study was to analyze social media content related to physical education. In the context of summative qualitative content analysis, I took advantage of big data analytics to access the data. Machine learning of this big data mapped the large content volume from four major social media platforms. The data was collected by extracting social media posts from January to December 2020. The big data analysis process sorted, categorized, and classified the enormous data into several preeminent topics regarding PE. These computerized analyzes were used to identify themes that were further analyzed using qualitative methods. The results revealed two overarching themes. These themes were (a) PE representation as a school subject and (b) the images of PE teachers on social media. The second theme consisted of three subthemes: masculine traits of PE teachers and negative and positive sentiments toward these teachers. I concluded that key aspects of PE discourse in virtually mediated reality share topical characteristics with what people have previously socially constructed. However, the themes offer a new addition to the literature in that the analysis offers a new perspective on ongoing debates about the social construction of PE through enormous large data sets.
Keywords: Big data analytics, content analysis, physical education, social media.
References
Afacan, O., & Ozbek, N. (2019). Investigation of social media addiction of high school students. International Journal of Educational Methodology, 5(2), 235–245. https://doi.org/10.12973/ijem.5.2.235
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817
Barney, D., & Deutsch, J. (2009). Elementary classroom teachers’ attitudes and perspectives of elementary physical education. The Physical Educator, 66(3), 114–123. https://l24.im/QLEo9a
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/j.npls.2016.01.001
Bopp, T., Vadeboncoeur, J. D., Stellefson, M., & Weinsz, M. (2019). Moving beyond the gym: A content analysis of YouTube as an information resource for physical literacy. International Journal of Environmental Research and Public Health, 16(18), Article 3335. https://doi.org/10.3390/ijerph16183335
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
Brooks, C. C., & McMullen, J. M. (2020). Using social media: One physical education teacher’s experience. Journal of Teaching in Physical Education, 39(4), 464–471. https://doi.org/10.1123/jtpe.2020-0005
Campbell, D., Gray, S., Kelly, J., & MacIsaac, S. (2018). Inclusive and exclusive masculinities in physical education: A Scottish case study. Sport, Education and Society, 23(3), 216–228. https://doi.org/10.1080/13573322.2016.1167680
Coulter, M., McGrane, B., & Woods, C. (2020). ‘PE should be an integral part of each school day’: Parents’ and their children’s attitudes towards primary physical education. Education, 3-13, 48(4), 429–445. https://doi.org/10.1080/03004279.2019.1614644
Davidson, E., Edwards, R., Jamieson, L., & Weller, S. (2019). Big data, qualitative style: A breadth-and-depth method for working with large amounts of secondary qualitative data. Quality & quantity, 53, 363–376. https://doi.org/10.1007/s11135-018-0757-y
Goodyear, V. A., & Armour, K. M. (2018). Young people’s perspectives on and experiences of health-related social media, apps, and wearable health devices. Social Sciences, 7(8), Article 137. https://doi.org/10.3390/socsci7080137
Goodyear, V. A., Casey, A., & Kirk, D. (2014). Tweet me, message me, like me: Using social media to facilitate pedagogical change within an emerging community of practice. Sport, Education and Society, 19(7), 927–943. https://doi.org/10.1080/13573322.2013.858624
Goodyear, V. A., Kerner, C., & Quennerstedt, M. (2019). Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance. Sport, Education and Society, 24(3), 212–225. https://doi.org/10.1080/13573322.2017.1375907
Habyarimana, J. D., Tugirumukiza, E., & Zhou, K. (2022). Physical education and sports: A backbone of the entire community in the twenty-first century. International Journal of Environmental Research and Public Health, 19(12), Article 7296. https://doi.org/10.3390/ijerph19127296
Hall, S. (1997). The work of representation. In S. Hall (Ed.), Representation: Cultural representations and signifying practices (pp. 13–74). SAGE Publications.
Harvey, S., & Pill, S. (2019). Exploring physical education teachers‘ everyday understandings’ of physical literacy. Sport, Education and Society, 24(8), 841–854. https://doi.org/10.1080/13573322.2018.1491002
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
Hyndman, B., SueSee, B., McMaster, N., Harvey, S., Jefferson-Buchanan, R., Cruickshank, V., Barnes, M., & Pill, S. (2020). Physical education across the international media: A five-year analysis. Sport, Education and Society, 25(3), 274–291. https://doi.org/10.1080/13573322.2019.1583640
Karamshuk, D., Shaw, F., Brownlie, J., & Sastry, N. (2017). Bridging big data and qualitative methods in the social sciences: A case study of Twitter responses to high profile deaths by suicide. Online Social Networks and Media, 1, 33–43. https://doi.org/10.1016/j.osnem.2017.01.002
Kirk, D. (1992). Defining physical education: The social construction of a school subject in postwar Britain. Routledge.
Kirk, D. (2009). Physical education futures. Routledge. https://doi.org/10.4324/9780203874622
Kitchin, R. (2017). Big data – Hype or revolution. In L. Sloan & A. Quan-Haase (Eds.), The SAGE handbook of social media research methods (pp. 27–39). SAGE Publications.
Lahman, M. K. E., Geist, M. R., Rodriguez, K. L., Graglia, P., & DeRoche, K. K. (2011). Culturally responsive relational reflexive ethics in research: The three rs. Quality & Quantity, 45, 1397–1414. https://doi.org/10.1007/s11135-010-9347-3
Leeds-Hurwitz, W. (2009). Social construction of reality. In K. Foss & S. Littlejohn (Eds.), Encyclopedia of communication theory (pp. 892–895). SAGE Publications.
Lyngstad, I., Bjerke, Ø., & Lagestad, P. (2019). ‘The teacher sees my absence, not my participation’: Pupils’ experiences of being seen by their teacher in physical education class. Sport, Education and Society, 24(2), 147–157. https://doi.org/10.1080/13573322.2017.1343713
McCullick, B., Belcher, D., Hardin, B., & Hardin, M. (2003). Butches, bullies and buffoons: Images of physical education teachers in the movies. Sport, Education and Society, 8(1), 3–16. https://doi.org/10.1080/1357332032000050033
McEvilly, N., Verheul, M., & Atencio, M. (2015). Physical education at preschools: The meaning of ‘physical education’ to practitioners at three preschool settings in Scotland. Physical Education and Sport Pedagogy, 20(2), 117–130. https://doi.org/10.1080/17408989.2013.798407
Mikalsen, H. K., & Lagestad, P. A. (2020). Adolescents’ meaning-making experiences in physical education: In the transition from primary to secondary school. Sport, Education and Society, 25(7), 802–814. https://doi.org/10.1080/13573322.2019.1662389
Mills, K. A. (2019). Big data for qualitative research. Routledge. https://doi.org/10.4324/9780429056413
O’Brien, W., Adamakis, M., O’ Brien, N., Onofre, M., Martins, J., Dania, A., Makopoulou, K., Herold, F., Ng, K., & Costa, J. (2020). Implications for European physical education teacher education during the COVID-19 pandemic: A cross-institutional SWOT analysis. European Journal of Teacher Education, 43(4), 503–522. https://doi.org/10.1080/02619768.2020.1823963
Otchie, W., & Pedaste, M. (2020). Using social media for learning in high schools: A systematic literature review. European Journal of Educational Research, 9(2), 889–903. https://doi.org/10.12973/eu-jer.9.2.889
Parker, M. B., & Curtner-Smith, M. D. (2012). Sport education: A panacea for hegemonic masculinity in physical education or more of the same? Sport, Education and Society, 17(4), 479–496. https://doi.org/10.1080/13573322.2011.608945
Quennerstedt, M. (2013). PE on YouTube: Investigating participation in physical education practice. Physical Education and Sport Pedagogy, 18(1), 42–59. https://doi.org/10.1080/17408989.2011.631000
Richards, K. A. R., Killian, C. M., Kinder, C. J., Badshah, K., & Cushing, C. (2020). Twitter as a professional development platform among U.S. physical education teachers. Journal of Teaching in Physical Education, 39(4), 454–463. https://doi.org/10.1123/jtpe.2020-0001
Saputra, T. A. A., & Soponyono, E. (2019). Criminology study on pedophilia prevention in Indonesia. Jurnal Hukum Novelty, 9(2), 117–127. https://l24.im/M7r8ZqV
Schwandt, T. A. (2007). The sage dictionary of qualitative inquiry. SAGE Publications. https://doi.org/10.4135/9781412986281
Sloan, L., & Quan-Haase, A. (2017). The SAGE handbook of social media research methods. SAGE Publications.
Stirrup, J. (2020). Performance pedagogy at play: Pupils perspectives on primary PE. Sport, Education and Society, 25(1), 14–26. https://doi.org/10.1080/13573322.2018.1554562
Tsangaridou, N. (2017). Early childhood teachers’ views about teaching physical education: Challenges and recommendations. Physical Education and Sport Pedagogy, 22(3), 283–300. https://doi.org/10.1080/17408989.2016.1192593
Varea, V., & González-Calvo, G. (2021). Touchless classes and absent bodies: Teaching physical education in times of Covid-19. Sport, Education and Society, 26(8), 831–845. https://doi.org/10.1080/13573322.2020.1791814
White, A., & Hobson, M. (2017). Teachers’ stories: Physical education teachers’ constructions and experiences of masculinity within secondary school physical education. Sport, Education and Society, 22(8), 905–918. https://doi.org/10.1080/13573322.2015.1112779