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 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.
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.
Mentoring Physical Education Teachers in the Secondary School helps mentors of trainee and newly qualified physical education teachers in both developing their own mentoring skills and providing the ...essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching. Offering tried and tested strategies based on the best research and evidence, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets, and examples of dialogue with beginning physical education teachers.
Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for mentors involved in developing the next generation of outstanding physical education teachers. Key topics explained include:
Roles and responsibilities of mentors
Developing a mentor–mentee relationship
Guiding beginning physical education teachers through the lesson planning process
Observations and pre- and post-lesson discussions
Filled with the key tools needed for the mentor’s individual development, Mentoring Physical Education Teachers in the Secondary School offers an accessible guide to mentoring physical education teachers with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.
The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies ...have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher's utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students' perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to practice, and therefore greater enjoyment and to be physically active.
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