The role of theory in physical education research: an exploratory case study of figurational sociology in physical education research

The role of theory in educational research has been a point of debate as it is argued that theory in educational research is less frequently engaged with in a substantive manner. Considering this, this paper takes an exploratory case study approach to examine how figurational sociology is utilised in physical education research to disrupt and open new possibilities for understanding. Following a scoping review protocol, 43 articles were included. The analysis of these 43 articles raises important questions about the depth of theoretical engagement in research. For example, while 34 articles used the theory to discuss the outcomes of the research, no articles discussed the outcomes to develop the theory. As such, we advocate for a thinking with theory approach which can use theory to open spaces and ways of thinking that are generative for the issues we are investigating. We put forward an argument of generational perspective when it comes to the advancement of theory. In that, the first generation generated the new theory; the second generation focused on the fidelity of theory; but once the theory becomes established in the field (i.e. physical education), the role of the third generation is to ‘play’ with theory by asking questions such as how can theory be advanced in a particular way. We question our responsibilities as researchers: do we operate in a reproduction cycle of theoretical understanding or should we ‘think with theory’ to open possibilities of theory? Ultimately, we hope this provokes a more conscious and deliberate discussion about theory use in physical education research. By embracing the role of ‘third generation’ scholars, we can enhance the depth and impact of our research, opening new possibilities for understanding, knowledge production, and improving physical education practices.