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.
El texto aporta una serie de reflexiones sobre el sentido de la expresión corporal como contenido de la educación física. El articulo fundamenta las bases ontológicas y epistemológicas para ...considerar la expresión corporal una apuesta significativa que profundiza en el sentido más natural de la expresividad humana, como camino de conciencia corporal, conocimiento de sí mismo/a y de transformación educativa. Al mismo tiempo, el texto presenta una propuesta alternativa, reflexiva y crítica de la formación inicial del profesorado basada en el uso de narrativas corporales (relatos orales-escritos-visuales, performance, dramatizaciones, etc.) y en el trabajo de propuestas de conciencia corporal del Sistema Consciente para la Técnica del Movimiento (SCTM). Ambos instrumentos son plausibles de un camino creativo narrativo y autoexpresivo en la construcción subjetiva de lo expresivocorporal en los futuros maestros y maestras.Summary. The text offers a series of thoughts about the meaning of bodily expression as a part of physical education. This article talks about the ontological and epistemological bases as significant supports for a bodily expression that focuses on human expression. This is a way to discover corporal, self-awareness, and educational transformation. At the same time, the article introduces an alternative, reflective and critical proposal for the initial teaching training. It is based on the use of corporal stories (oral-written-visual stories, performances, etc.) and corporal awareness exercises from the Conscious System for the Movement Technique (CSMT). Both tools are plausible in a narrative-creative and self-expressive path. This is an important proposal for the subjective construction of expressive corporal awareness for future teachers.
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.
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.
Abstract Physical activity (PA) provides numerous physiological and psychosocial benefits. However, lifestyle changes, including reduced PA opportunities in multiple settings, have resulted in an ...escalation of overweight and obesity and related health problems. Poor physical and mental health, including metabolic and cardiovascular problems is seen in progressively younger ages, and the systematic decline in school PA has contributed to this trend. Of note, the crowded school curriculum with an intense focus on academic achievement, lack of school leadership support, funding and resources, plus poor quality teaching are barriers to PA promotion in schools. The school setting and physical educators in particular, must embrace their role in public health by adopting a comprehensive school PA program. We provide an overview of key issues and challenges in the area plus best bets and recommendations for physical education and PA promotion in the school system moving forward.
Setting a common international agenda for physical education, this book asks hhow 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.
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