• A
  • A
Switch colours to view the site as you prefer!

Aligning Beliefs and Actions

There is often a gap between the hope and the happening (Ulf Lundgren, 1983). In other words, what you hope will happen (or believe should happen) doesn’t always come to fruition (or isn’t actioned).

In the penultimate blog in this series on Practitioner Research I ponder the conundrum of matching our beliefs to our actions as researchers and practitioners and as practitioner-researchers. In doing so I’ve tried to meld the thinking of Tim, Lee and Doug with my own and fuse it into a vaguely coherent and meaningful narrative. As such credit for everything good in this fortnight’s blog goes to the four of us, while blame and misunderstanding are my burdens to carry.

To summarise our discussions about beliefs and actions in the book, and the potential misalignment that we have often seen and experienced in our work, I draw upon Doug’s words: 

“If you believe that girls should have the same opportunities in sport and physical education as boys, let’s look back … and see if those beliefs were translated into action. If they are, great! How do you keep it going? If they weren’t, why? Why weren’t they translated and how could you shift that?”

This might be common focus/ambition in schools, physical education and in teaching and/or in sports clubs and coaching. Equal opportunities for all is, after all, a driving ambition of modern society. It might be something you passionately believe in and strive daily to achieve. Day in and Day out you may succeed. Great! Equally you may fail. Once. Twice. Yearly. Weekly. Daily. Is this OK? If it is then why? If it isn’t then why? In both cases what are you going to do about it?

Maybe it’s not equal opportunities for girls but its ability that’s your driver. Every child matters, after all, regardless of theircurrent ability – especially in youth sport and schools. I believe it does. But that doesn’t mean I always achieve it. I believe it but do I always action it in every situation. Like you, I’m sure, I strive to ensure that everyone gets the same chances. Or at least that’s what I believe. Do your actions align with your beliefs? Was it always that way? What changed?

Maybe the use of the term able is the issue. If we pigeon hole young people as more able and less able then we categorize them. May be for life. Take the terms “Geek” and “Jock” and how they shape who we are. Which were you? I was defiantly a Jock and I’ve had to fight hard against that label for a lot of my life – both with myself and, to a lesser extent, with others. If we think of young people (learners) as achieving (and I thank Paul Sammon for this line of thinking) then we recognise the fact that each individual has the potential to learn and therefore achieve more (or less) in a given situation. Perhaps we are more forgiving of the able or perhaps we are more forgiving of the less able? Would this be the same with those who are currently (i.e. today) high or low achievers? Wouldn’t we find ways to help them develop? As current achievers, they are seen on a continuum towards growth and development. They’re not fixed in terms of their ability. But how do you realise that in your practice? What would it take to align your beliefs and your actions?  

The difficulty is not believing something. It’s about actioning that belief or understanding why you hold that belief in the first place. As C.S. Lewis  said "You can't go back and change the beginning, but you can start where you are and change the ending." To do that you need to understand one (or both) of two things. 1) How you came to be where you are, and/or 2) where you’d like to go. 

When the four of us discussed this issue from a practitioner research perspective, and through the respective lenses of action research (me), narrative inquiry (Lee), autoethnography (Doug) and self-study of practice (Tim), we came to some interesting conclusions/decisions. 

There is often a gap between the hope and the happening (Ulf Lundgren, 1983). In other words, what you hope will happen (or believe should happen) doesn’t always come to fruition (or isn’t actioned). As John Steinbeck (1937) wrote “The best laid plans of mice and men (sic) often go astray.” But why? When push comes to shove we often prioritize other things. In sport that has often been technique over understanding or the team over the individual. 

Beliefs and/or actions (at least desired actions) are often the things that get practitioner researchers to the start line. It’s what happens next that interested the four of us most. When we stood on that imaginary line we asked each other “which direction are you looking?” and “what drives your next step?” Two of us looked forwards with actions in mind while the other two looked backwards with beliefs holding sway. This is when we came to see the different ways in which each of us might address the same question.

Let’s imagine that our question was “How can I ensure that girls have the same opportunities in sport and physical education as boys?” 

I suggested that, as an action researcher, I would be looking forwards at an action or actions I wanted to take to ensure equity. I would interested in the specific ‘things’ it would take to ensure that my practice and my students’ experience were equitable. I would think, plan, act, evaluate, and reflect. I would use action research to help me to develop my teaching/coaching and as an accountability measure and equity compass to help me progress. I felt that I would have arrived at the start line with the firm belief that I equity is important and that I needed to take action for the betterment of everyone. In the process of taking action I might come to question that belief. I might reframe it (or other beliefs) due to its impact on those other beliefs (e.g. I believe that inter-school sport is good thing but how do I balance its inherent inequities with my own drive for equity?). But, in the beginning, I feel I would be taking an action that needed to be taken. In this way I was felt I was in the present looking to the future. 

As a narrative inquirer, Lee said he would be looking backwards. He would want to know where his beliefs and values had come from and how his stories to live by - or his identities or subjectivities – affected and showed him, as a practitioner, what he believed. He said he would seek to create a timeline and chronicle his past experiences to see why he had these beliefs and values at this point in time, and decide: is this is something that I really need or want to implement my practice? He felt he needed to ‘self-face’ before taking action. He would want to know more about his belief before he sought to change the situation. Were his beliefs representative of now? Were they modern and current or were they relics of a time now past? While this might mean that the action occurred elsewhere it would mean that the belief that spurred the action was current and reflective of the individual and where they were looking. In this way, Lee felt he would looking at the past to impact the present. 

Doug too was looking backwards. He was looking at the past and how it would/could impact the present. But he wasn’t looking in the same way/direction/manner as Lee. Doug wasn’t looking so much at his beliefs but at the culture his prior actions and beliefs had created. As an autoethnographer, Doug was inherently interested in culture and his part in it. He would be looking back on critical instances, observations, stories and documents to see how he had manged equity in the past and the culture of equity (or a lack of it) that existed now and that he had created. By studying his actions and beliefs in the past he could, he felt, try and figure out if [and how] he had put them in action. In examining the past he could impact the future. As he wrote: “Beliefs in action = cultural creation. Because when I take my beliefs as a classroom teacher and I put them into action, that creates a culture. Now I may not express my beliefs accurately, so if I go back and look at that (although I’m not taking action at this point in time), I’m looking back at the beliefs in action and trying to understand if they were actually enacted.” Consequently, Doug is looking at the past to inform the present. He wants to know how his belief and actions have created the culture (be it of equity or inequity) in which he (and his students) now reside in the hope that (if done well) it will lead to positive future actions. 

The focus for Tim was future-orientated. That said, he wanted to ensure he had an emphasis on self and an emphasis on practice. His steps going forwards would be aimed toward improvement. While his research question might be based on past experience it would be researched moving forwards. He argued that “in order to arrive at your question in self-study of practice, you would have to look into the past, particularly regarding your beliefs, to ask” ‘well what is going on here that is causing me to question what I now understand?’” The resulting self-study would involve the study of how the self is engaged in practice in the present e.g. how my practice supports and develops equity of opportunities for girls in physical education and sport.

From reading this it’s easy to see how each methodology might look in different directions and with a different emphasis in terms of time, action and/or belief. Narrative inquiry and autoethnography give consideration to the temporal/chronological focus of the study and are focused on the past to inform the present. Conversely, action research and self-study of practice tend to concentrate on the present with a firm eye on the future. But these ‘rules’ don’t mean that practitioner researchers can’t delve into the past using action research or self-study, or the future using narrative inquiry and autoethnography. The key is choice. The practitioner researcher should have a choice.

Studies have shown that when practitioners are forced to engage in study of their own practice it is much less effective that initiatives driven by the practitioner themselves. Whatever drives your practice, and gives you the motivation to study it? Think about how your beliefs and actions impact on those in your care. It’s happening anyway. The question is “how do you ensure the ephemeral concepts of belief and action are serving you and your practice?” 

 

References

Casey, A., Fletcher, T., Schaefer, L. & Gleddie, D. (2017). Conducting Practitioner Research in Physical Education and Youth Sport: Reflecting on Practice. London: Routledge. 

 

comment avatar
About me
On Sunday 12 August at 11:40 Andy Vasily said

I would like to begin my response by highlighting the opening paragraph: 

There is often a gap between the hope and the happening (Ulf Lundgren, 1983). In other words, what you hope will happen (or believe should happen) doesn’t always come to fruition (or isn’t actioned).

When we genuinely reflect on our educational practice, how often do the stars completely align and things work out exactly as we had hoped? Although I've more or less been out of the classroom for nearly 4 years, when I genuinely reflect back on my teaching, I must admit that I always had high hopes for what was possible, but more often than not, things didn't turn out as planned. Not to say I didn't make progress as a teacher or deliver some quality lessons and units, but if I'm being completely honest, the high ideals I aimed for rarely materialized into what I had envisioned. This is what kept me going back to the drawing board and genuinely reflecting on my practice in order to keep striving for excellence in my teaching and in my program. 

As I reflect on my current role, I’m in quite a unique position as my professional role has changed. The main hat that I wear now is that of a pedagogical coordinator/coach. My job is to coach teachers through the process of teaching and learning, hopefully helping them to unlock internal resources within themselves in order to be the best possible educators that they can be.

When working with them it is clear to see, at times, the set of unique beliefs that they have, but it is equally clear to see that often times there is a misalignment in regards to how they action these beliefs into practice.  

In Ash’s blog post, he did a great job highlighting the work of Tim Fletcher, Doug Gleddie, Lee Shaefer and himself to outline the unique perspectives that each of them has and how they go about identifying how these beliefs and/or actions might sometimes lead to a gap between hope and happening. 

 


This was a great post to read because I know all 4 researchers mentioned. I'm familiar with each person's work and the vision that they have. Each has a uniquely different perspective, yet all want the same thing- to be a genuine difference maker in our field in order to deepen the physical education experiences of young people around the world. 

As a pedagogical coach, I work day in and day out with teachers, helping them to answer important questions about their own practice and assisting them with their own professional inquiries. At our school, every single teacher sets their own professional inquiry based on a number of different data points including rigorous self-assessments of their own practice and their ability to collaborate with their colleagues, student voice (students give specific feedback to teachers throughout the year), observation and feedback from colleagues and admin etc. 

Through the coaching process, each teacher identifies which area that they feel would be most important to explore and to learn about related to their own practice. Once these professional inquiries have been decided on, the process of really unpacking this inquiry begins. At this point, beliefs, attitudes, and thoughts really come into play. As a coach, it is imperative to really understand the beliefs that the teachers hold in order to frame the important discussions that need to take place as the teachers dive into their inquiries. 

This is when the data collection process begins. The coach will observe the teacher in their own space, collecting data, then structuring reflective conversations around this data. 

It is during these discussions that thoughts, words, and actions truly enter the arena as misalignments begin to reveal themselves. 

For example, I once had a teacher firmly make the point that in their PE program, they place great value on maximizing physical activity time in order to honor their students in regards to their ‘need to move’. Yet, when I collected data, the evidence showed that there was a tremendous amount of time lost due to weak transitions between activities and too much teacher talk time. When presenting this evidence to the teacher in our reflective discussion, I had to ask the following question: 

“Considering the value that you place on maximizing physical activity time, what are your first hunches when you see the data from the class observations?”

This type of question is meant to open the door to healthy dialogue, but only when and if the teacher is ready. In this particular case, the response was that the high teacher talk time was necessary and they knew that the lesson was instructionally heavy, but it needed to be as their was so much that the students needed to know. As for the weak transitions, the teacher wasn’t very open to discussing this. 

The point that I’m making in sharing this example is that data can reveal misalignments between beliefs, thoughts, actions, and words. 

As most teachers do not have access to pedagogical coaching, it is still possible to be curious about your own teaching and to have colleagues and peers collect data. It is possible to sit down with your colleagues/peers and have discussions about the data by simply asking questions such as:

What stands out the most about the data collected? 

Does the lesson I had envisioned match the data that was collected? 

When digging into a process such as this, we can go even deeper in order to better understand what types of misalignment might be lurking below the surface of our practice. We need to ask ourselves deeper level questions such as: 

What is it that I place most value on in my teaching? 

To what extent have I verbalized these values to my peers? 

When collaborating with my colleagues, have I asked for feedback on whether or not my values are clearly understood by my peers? 

To what extent might my values hold me back from effectively collaborating with my colleagues. 

In seeking feedback from our colleagues, we also might be able to identify where misalignments might occur in regards to our values, beliefs, thoughts, actions and words. 

Gaps between hope and happening will always exist, but our main goal should be to narrow this gap and doing so is possible by asking ourselves tough questions and getting feedback from our students and our colleagues. Structuring discussions around this feedback is a critical part of this process. 

Thanks for the post Ash. Hope my response made sense!! 

In order to add your comments, you must login or register as a member

You can login or register here