This book offers a comprehensive synthesis of over 40 years of research on models in physical education to suggest Models-based Practice (MbP) as an innovative future approach to physical education. ...It lays out the ideal conditions for MbP to flourish by situating pedagogical models at the core of physical education programs and allowing space for local agency and the co-construction of practice.
Starting from the premise that true MbP does not yet exist, the book makes a case for the term "pedagogical model" over alternatives such as curriculum model and instructional model, and explains how learners' cognitive, social, affective and psychomotor needs should be organised in ways that are distinctive and unique to each model. It examines the core principles underpinning the pedagogical models that make up MbP, including pedagogical models as organising centres for program design and as design specifications for developing local programs. The book also explores how a common structure can be applied to analyse pedagogical models at macro, meso and micro levels of discourse. Having created a language through which to talk about pedagogical models and MbP, the book concludes by identifying the conditions - some existing and some aspirational - under which MbP can prosper in reforming physical education.
An essential read for academics, doctoral and post-graduate students, and pre-service and in-service teachers, Models-based Practice in Physical Education is a vital point of reference for anyone who is interested in pedagogical models and wants to embrace this potential future of physical education.
Assessment has widely been acknowledged as a central element of institutional education, shaping curriculum and pedagogy in powerful ways and representing a critical reference point in political, ...professional and public debates about educational achievement and policy directions. Within physical education there remains significant debate regarding the subject knowledge, skills and understandings that should be assessed, in what ways and at what points in students' education this should occur.
Divided into three parts, Assessment in Physical Education makes an important contribution to our understanding of the socio-cultural issues associated with assessment in physical education, in terms of its systemic development as well as at the level of pedagogic relations between physical education teachers and their students. It provides readers with an insightful critique and theoretically informed ideas for rethinking assessment policies and practices in physical education.
This book will be of interest to advanced students and researchers in physical education and youth sport studies, as well as those involved in initial teacher education and teacher professional development.
This new and updated second edition of Debates in Physical Education explores issues physical education teachers encounter in their daily lives. By engaging with both established and contemporary ...debates, this volume challenges readers to think about and reflect on the relative validity of positions presented in order to develop their own reasoned and personal view in relation to the topics explored.
Divided into four accessible sections, this book investigates and offers fresh insight into topics of central importance in physical education. Chapters include, for example:
Physical education as a means or as an end in itself;
Knowledge for physical education;
The physical education curriculum;
Assessment in physical education;
Technology, pedagogy and physical education;
Physical education beyond schools and teachers.
Designed to stimulate discussion and support readers in their own research, writing and practice, Debates in Physical Education will be a valuable resource for any student or practising teacher engaged in initial teacher education, continuing professional development or Master's level study.
This handbook represents the first comprehensive and evidence-based review of theory, research, and practice in the field of adapted physical education (APE). Exploring philosophical and foundational ...aspects of APE, the book outlines the main conceptual frameworks informing research and teaching in this area, and presents important material that will help shape best practice and future research.
Written by world-leading researchers, the book introduces the key themes in APE, such as historical perspectives on disability, disability and the law, language, and measurement. It examines the most significant theoretical frameworks for understanding APE, from embodiment and social cognitive theory to occupational socialization, and surveys current debates and practical issues in APE, such as teacher training, the use of technology, and physical inactivity and health. Acknowledging the importance of the voices of children, parents and peers, the book also explores research methods and paradigms in APE, with each chapter including directions for further research.
Offering an unprecedented wealth of material, the Routledge Handbook of Adapted Physical Education is an essential reference for advanced students, researchers and scholars working in APE, and useful reading for anybody with an interest in disability, physical education, sports coaching, movement science or youth sport.
The role of athletics in ancient Greece extended well beyond the realms of kinesiology, competition, and entertainment. In teaching and philosophy, athletic practices overlapped with rhetorical ones ...and formed a shared mode of knowledge production. Bodily Arts examines this intriguing intersection, offering an important context for understanding the attitudes of ancient Greeks toward themselves and their environment. In classical society, rhetoric was an activity, one that was in essence "performed." Detailing how athletics came to be rhetoric's "twin art" in the bodily aspects of learning and performance, Bodily Arts draws on diverse orators and philosophers such as Isocrates, Demosthenes, and Plato, as well as medical treatises and a wealth of artifacts from the time, including statues and vases. Debra Hawhee's insightful study spotlights the notion of a classical gymnasium as the location for a habitual "mingling" of athletic and rhetorical performances, and the use of ancient athletic instruction to create rhetorical training based on rhythm, repetition, and response. Presenting her data against the backdrop of a broad cultural perspective rather than a narrow disciplinary one, Hawhee presents a pioneering interpretation of Greek civilization from the sixth, fifth, and fourth centuries BCE by observing its citizens in action.
This is the first in-depth, practice-focused book to explain 'spectrum theory' and its application in physical education and sports coaching. Spectrum theory identifies 11 distinct teaching styles, ...with decision making as a central characteristic, and allows teachers to select age and developmentally appropriate styles across social, physical, ethical, emotional and cognitive channels. The book brings together leading thinkers in spectrum theory, to demonstrate how it can be applied to improve teaching and learning in PE and coaching.
Drawing on real-world research in schools and universities, the book considers the history of spectrum theory, and examines its significance across important areas such as physical education teacher education, sport pedagogy, teacher development, models such as Games Sense and Teaching Games for Understanding, skill acquisition and student learning and perception. Every chapter highlights the practical implications of research in real-world settings and considers how spectrum theory can enhance learning experiences.
This book is invaluable reading for all pre-service and in-service school physical education teachers, sports coaches, school pedagogical leaders and college lecturers.
Este estudio analiza la imagen del cuerpo representado en las portadas de los libros de texto de Educación Física vinculado a un tipo de actividad física, para comprobar si se ajustan a las ...directrices que marca la legislación actual con respecto a los materiales curriculares. El estudio es de tipo empírico, descriptivo y comparativo entre los libros de texto analizados. La muestra estuvo constituida por 12 portadas de dos editoriales, publicadas bajo la Ley Orgánica 8/2013 para la Mejora de la Calidad Educativa (LOMCE). La técnica de investigación fue el análisis de contenido a través de la herramienta SAIMEF (Sistema de Análisis de Imágenes en Educación Física). Se realizó un análisis descriptivo de los datos donde se utilizaron tablas de contingencia y se aplicó la prueba Chi-cuadrado de Pearson (x2), para contrastar la significatividad de la variable sexo y la variable deporte. Los resultados mostraron portadas fotográficas y en color, siendo los protagonistas de la actividad física los hombres, pertenecientes a la etapa de la niñez, de raza blanca, somatotipo ectomorfo y realizando deporte, en ausencia de discapacidad; vinculando el deporte individual con las mujeres y el colectivo y de adversario con los hombres. Estos resultados están muy alejados de las orientaciones que marca la legislación española con respecto a los materiales curriculares, y concretamente en los libros de texto de Educación Física. No cabe duda de que es necesaria una reflexión sobre los materiales curriculares, pues los contenidos ofrecidos a través de las imágenes, son fuente de asentamiento de valores y potenciación de actitudes, y se ha de trasmitir una sociedad sin discriminación para seguir avanzando hacia la igualdad.
Setting a common international agenda for physical education, this book asks how physical education and physical education teacher education can be reconfigured together so that they are responsive ...to changes in today’s fast-paced, diverse and uncertain global society.
It argues that only a revolutionary move away from national policy silos can reinvigorate physical education and lead to improved, equitable outcomes for children and youth, and both novice and veteran teachers. Drawing on developing success stories in diverse places, this book emphasizes three important strategies:
international-comparative analyses, which facilitate cross-border knowledge generation, innovation, professional learning and continuous improvement;
solid, dynamic partnerships between teacher education programmes and exemplary school physical education programmes; and
knowledge-generating teams consisting of exemplary teachers and teacher educators.
Each chapter provides viable alternatives and rationales framed by unique national and local contexts. Significantly, these chapters announce that the work that lies ahead – and starts now – is a collective action project. It necessitates collaborative research and development among policy leaders, researchers, teacher education specialists, physical education teachers and, in some cases, school-age students.
This is essential reading for all researchers with an interest in physical education or teacher education, and an invaluable source of new perspectives for physical education students, pre-service and in-service teachers, and educational administrators and policymakers.
1. Grand Challenges as Catalysts for the Collaborative Redesign of Physical Education, Teacher Education, and Research and Development
Ann MacPhail and Hal A. Lawson
2. The Aims and Outcomes Challenge: Preparing Physical Education Teacher Educators and Teachers for 21st Century Redesign Imperatives and Accountability Requirements
Lisette Burrows, Mary O'Sullivan, Ger Halbert and Emily Scott
3. The Standards-based Curricular Reform Challenge: Shared Responsibility through Networking
Deborah Tannehill, Peter Iserbyt and Lori S. Dunn
4. The Alignment and Coherence Challenge: Developing University-School Partnerships for the Simultaneous Improvement and Redesign of School Programmes and Teacher Education
Jo Harris, Marc Cloes and Kerry Wilson
5. The Innovation Challenge: Maintaining Programme Standards and Developing Cohesion While Developing and Testing Alternative Designs in New Kinds of Schools
Phillip Ward, Melissa Parker and Diane Barnes
6. The Interdisciplinary Challenge: Preparing Teacher Educators and Teachers to Span Knowledge, Organisational and International Boundaries
Louise McCuaig, Timothy Carroll, Susanna Geidne and Yoshinori Okade
7. The Professional Socialisation Challenge: Teacher Education for a Preferable Future for Physical Education
K. Andrew R. Richards, Cassandra Iannucci, Eileen McEvoy and Angela Simonton
8. Cultural Competence Challenge: Readying Schools and University Programmes for Student, Teacher, and Faculty Diversity
Kim Oliver, Carla N. Luguetti, Jackie Beth Shilcutt, Raquel Aranda, Savannah Castillo, Oscar Nuñez Enriquez and Traci Prieto
9. The Digital Age Challenge: Preparing Physical and Health Educators to Understand and Support 'Online' Youth
Kathleen M. Armour, Victoria A. Goodyear and Rachel Sandford
10. The PE School Curriculum Challenge: The Shared Construction, Implementation and Enactment of School Physical Education Curriculum
Rachael Whittle and Ann MacPhail
11. The Research and Development Challenge: Better Aligning Teachers' and Teacher Educators' Needs, Priorities and Demands
Tim Fletcher, Alex Beckey, Håkan Larsson and Ann MacPhail
12. The Evidence-based Decision-making Challenge: Developing Research-supported, Data-informed, Structures and Strategies in Schools and Teacher Education Programmes
Peter Hastie and Andy Vasily
13. The Professional Development Challenge: Achieving Desirable Outcomes for Students, Teachers, and Teacher Educators
Hal A. Lawson, David Kirk and Ann MacPhail
14. The Public Policy Challenge: Preparing and Supporting Teacher Educators and Teachers as Change Agents and Policy Entrepreneurs
Jenna R. Lorusso, Suzanne Hargreaves, Andrew Morgan and Hal A. Lawson
15. Learning to Plan and Planning to Learn During Turbulent Times
Hal A. Lawson
16. Developing Commitments and Capacity to Learn With, and From, Each Other
Ann MacPhail
Ann MacPhail is a Physical Education Teacher Educator in the Department of Physical Education and Sport Sciences at the University of Limerick, Ireland.
Hal A. Lawson is Professor of Social Welfare and Educational Policy and Leadership at the University at Albany-SUNY, USA.
An essential component of good practice in physical education is ensuring inclusivity for all pupils, regardless of need, ability or background. Now in a fully revised and updated new edition, Equity ...and Inclusion in Physical Education fully explores the theoretical and practical issues faced by physical education teachers today.
The book amalgamates areas of critical debate within the world of physical education and is structured around the key topics of ability, special educational needs, gender, sexuality, social class, race and ethnicity. These issues are discussed in relation to principles of equity, equality of opportunity, pedagogy, differentiation, curriculum planning and cultural awareness. Other chapters explore contemporary themes such as healthism and obesity and values in physical education and policy, whilst a chapter new to this edition demonstrates the importance of reflexivity and critical self-reflection in good inclusive practice.
As well as being a perfect introductory text for any course on inclusion or inclusive practice in physical education, the book offers invaluable, practical advice for established professionals, newly qualified teachers and trainees about how to meet equity and inclusion requirements. Examples of good practice are included throughout, as well as guidance on how to implement an inclusive PE curriculum within the school.
Can we imagine a future in which physical education in schools no longer exists?
In this controversial and powerful meditation on physical education, David Kirk argues that a number of different ...futures are possible. Kirk argues that multi-activity, sport-based forms of physical education have been dominant in schools since the mid-twentieth century and that they have been highly resistant to change. The practice of physical education has focused on the transmission of de-contextualised sport-techniques to large classes of children who possess a range of interests and abilities, where learning rarely moves beyond introductory levels. Meanwhile, the academicization of physical education teacher education since the 1970s has left teachers less well prepared to teach this programme than they were previously, suggesting that the futures of school physical education and physical education teacher education are intertwined.
Kirk explores three future scenarios for physical education, arguing that the most likely short-term future is ‘more of the same’. He makes an impassioned call for radical reform in the longer-term, arguing that without it physical education faces extinction. No other book makes such bold use of history to interrogate the present and future configurations of the discipline, nor offers such a wide-ranging critique of physical culture and school physical education. This book is essential reading for all serious students and scholars of physical education and the history and theory of education.
1. The Social Construction of Physical Education: Present, Past and Future 2. Defining Physical Education and the Possibility of the Id 2 3. Futures Talk in Physical Education 4. The Id 2 of Physical Education-as-Sport-Techniques 5. Continuity and Discontinuity: The Residue of the Past in the Present 6. Four Relational Issues and the Bigger Picture 7. Physical Education Futures? 8. Securing the Conditions for Radical Reform
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