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.
This book is essential reading for all serious students and scholars of physical education and the history and theory of education.
Author: David Kirk
This book uses the example of a partnership journey between universities, schools, the local health industry as well as a number of government organisations which worked to ensure the growth of physical education in primary education. The initiative employed the United Nations (UN) ideals as a model and contextualised them within local schools and communities. What began as a pathway seed quickly grew to involve multi-stakeholder partnerships and therefore explores how the UN Sustainable Development Goals (SDG) may be implemented at a grass roots level.
Kirk, D. (2005). Physical education, youth sport and lifelong participation: The
importance of early learning experiences. European Physical Education Review,
11(3), 239–255. Kirk, D. (2014). A defining time for physical education futures?
Author: Timothy Lynch
Transformative Learning and Teaching in Physical Education explores how learning and teaching in physical education might be improved and how it might become a meaningful component of young people’s lives. With its in-depth focus on physical education within contemporary schooling, the book presents a set of professional perspectives that are pivotal for realising high-quality learning and teaching for physical education. With contributions from a range of international academics, chapters critically engage with vital issues within contemporary physical education. These include examples of complex learning principles in action, which are discussed as a method for bettering our understanding of various learning and teaching endeavours, and which often challenge hierarchical and behaviourist notions of learning that have long held a strong foothold in physical education. Authors also engage with social-ecological theories in order to help probe the complex circumstances and tensions which many teachers face in their everyday work environments, where they witness first-hand the contrast between discourses which espouse transformational change and the realities of their routine institutional arrangements. This book enables readers to engage in a fuller way with transformative ideas and to consider their wider implications for contemporary physical education. Its set of professional perspectives will be of great interest to academics, policymakers, teacher educators and teachers in the fields of physical education, health and well-being. It will also be a useful resource for postgraduate students studying in these subject areas.
My aim in this chapter is to briefly revisit the past, critically discuss the present,
and offer some thoughts on possible futures for physical education.1 In relation to
the latter, Physical Education Futures immediately comes to mind because it ...
Author: Malcolm Thorburn
This book provides an overview and analysis of current tensions, debates and key issues within OECD nations, particularly Australia, the USA, Canada and the UK, with regard to where education is and should be going. Using a broad historical analysis, it investigates ideas and visions about the future that are increasingly evoked to support arguments about the imminent demise of the dominant modern educational model. Focusing neither on prediction nor prescription, this text suggests the goal is an analysis of the ways in which the notion of the future circulates in contemporary discourse. Five specific discourses are explored: globalisation; new information and communications technologies; feminist; indigenous; and spiritual. The book demonstrates the connections between particular approaches to time, visions of the future, and educational visions and practices. The author asserts that every approach to educational change is inherently based on an underlying image of the future.
In fact, the real meaning of education is trilateral development—'simultaneous
development in the physical, mental and spiritual realms of human existence' (
Sarkar 1998:111). A proper and all round development of the mind can therefore
Author: Ivana Milojevic
There is another problem in physical education . There has been little spark – few
real clashes of ideas – no good issues to ignite the field . There have been many
great individuals and there are excellent traditional books on the subject .
The discipline area of physical education has historically struggled for legitimacy, sometimes being seen as a non-serious pursuit in educational terms compared to other subjects within the school curriculum. This book represents the first attempt in nearly thirty years to offer a coherent philosophical defence and conceptualisation of physical education and sport as subjects of educational value, and to provide a philosophically sound justification for their inclusion in the curriculum. The book argues that rather than relegating the body to “un-thinking” learning, a person’s essential being is not confined to their rationality but involves an embodied dimension. It traces the changing conceptions of the body, in philosophy and theology, that have influenced our understanding of physical education and sport, and investigates the important role that embodiment and movement play in learning about, through and in physical education. Physical education is defended as a vital and necessary part of education because the whole person goes to school, not just the mind, but the thinking, feeling and acting facets of a person. It is argued that physical education has the potential to provide a multitude of experiences and opportunities for students to become aware of their embodiment, explore alternative modes of awareness and to develop insights into and new modes of being not available elsewhere in the curriculum, and to influence moral character through the support of a moral community that is committed to that practice. Representing a sophisticated and spirited defence of the educational significance and philosophical value of physical education and sport, this book will be fascinating reading for any advanced student or researcher with an interest in physical education, the philosophy of sport or the philosophy of education.
Mountakis (2001) is right to argue that physical education aims to develop the
whole student through all three domains ... Kirk's (2010) conceptual account of “
physical education-as-sport-technique” in Physical Education Futures highlights
Author: Steven A. Stolz
To understand and more creatively capture the social world, visual methods have increasingly become used by researchers in the social sciences and education. However, despite the rapid development of visual-based knowledge, and despite the obvious links between human movement and visual forms of understanding, visual research has been scarce in the fields of physical culture and physical education pedagogy. This groundbreaking book is the first to mark a "visual turn" in understanding and researching physical culture and pedagogies, offering innovative, image-based research that reveals key issues in the domains of sport, health, and physical education studies. Integrating visual research into physical culture and pedagogy studies, the book provides the reader with different ways of "seeing", looking at, and critically engaging with physical culture. Since human movement is increasingly created, established, and pedagogized beyond traditional educational sites such as schools, sport clubs, and fitness gyms, the book also explores the notion of visual pedagogy in wider physical culture, helping the reader to understand how visual-based technologies such as television, the internet, and mobile phones are central to people’s engagement with physical culture today. The book demonstrates how the visual creates dynamic pedagogical tools for revealing playful forms of embodiment, and offers the reader a range of visual methods, from researcher-produced photo analysis to participatory-centred visual approaches, that will enhance their own study of physical culture. Pedagogies, Physical Culture and Visual Methods is important reading for all advanced students and researchers with an interest in human movement, physical education, physical culture, sport studies, and research methods in education.
Physical Education Futures. London: Routledge. Metzler, M. (2011). Instructional
Models for Physical Education. Arizona: Holcomb Hathway. Mitchell, C. (2011).
Doing Visual Research. London: Sage. Noyes, A. (2004). Video diary: A method
Author: Laura Azzarito
They have little hope for the future and no confidence in it . . . Research ...
Another study , one by Guy Reiff of the University of Michigan , related to physical
fitness and physical education programs , summarized further discouraging
Author: Don E. Glines
Sports Coaching: Professionalisation and Practice is a comprehensive evidence-based textbook of sports coaching theory and practice. The book is edited by leading academics in sports coaching studies and authored by a world-renowned team of experts in sports coaching research. It deals with all aspects of coaching behaviour and practice, including coaches’ decision making, coaching pedagogy, and the development of expertise. Each of the chapters provides an up-to-date position statement on coaching themes, and makes explicit reference to the professionalisation of coaching. Written in an accessible style, and identifying critical ideas and issues, the book will complement and challenge both undergraduate and postgraduate teaching programmes, and will be an invaluable source of ideas for researchers and academics. Multicontributed chapters follow uniform structure to increase clarity and accessiblity of text 'Snapshots' of critical ideas and issues presented as models or diagrams to facilitate students' understanding Case examples and scenarios illustrate key concepts in each chapter Latest research and current literature summarised for each thematic topic.
Kirk, D., 1988. Physical education and curriculum study: a critical introduction.
Croom Helm, London. Kirk, D., 2009. Physical education futures. Routledge,
London. Lave, J., 1988. Cognition in practice. Cambridge University Press,
Author: John Lyle
Publisher: Elsevier Health Sciences
The book challenges our understandings of gender, equity and identity in PE, establishing a conceptual and historical foundation for the issue, as well as presenting a wealth of original research material.
Contemporary Issues and Future Directions Dawn Penney. Gender positioning
as pedagogical practice in teaching physical education David Brown and Emma
Rich Introduction In recent years a growing body of empirical work has helped ...
Author: Dawn Penney
Publisher: Psychology Press
Category: Social Science
In this powerfully argued and progressive study, Kimberly Oliver and David Kirk call for a radical reconstruction of the teaching of physical education for girls. Despite forty years of theorization and practical intervention, girls are still disengaging from physical education, dropping out of physical activity, and suffering negative consequences in terms of their health and well-being as a result. This book challenges the conventional narrative that girls are somehow to blame for this disengagement, and instead identifies important new ways of working with girls, developing a new pedagogical model for ‘girl-friendly’ physical education. The book locates our understanding of the experiences of girls in physical education in the broader context of young people’s multifaceted engagements with popular physical culture. Adopting an activist perspective, it outlines a programme of action informed by principled pragmatism and based on four critical elements: student-centred pedagogy; critical study of embodiment; inquiry-based physical education centred-in-action, and listening and responding to girls over time. It explores the implications of this new thinking for teaching, research, PETE and policy, and outlines a future agenda for work in this area. Offering a profound theoretical critique of contemporary research and practice, as well as a new programme of action, Girls, Gender and Physical Education is essential reading for all researchers, advanced students and practitioners with an interest in the issues of gender, equity and inclusion in physical education.
This book challenges the conventional narrative that girls are somehow to blame for this disengagement, and instead identifies important new ways of working with girls, developing a new pedagogical model for ‘girl-friendly’ physical ...
Author: Kimberly L. Oliver
Overall fitness is a complex concept . It includes physical , mental , social and
moral health . It embraces home economics , physical education and sex
education . The self - confidence of young people and the energy they have
available for ...
Author: Clive Harber
The First National Congress for Environmental Education Futures was to be an
exception . Not only ... Affiliated organization membership grew to 30 - strong and
represents the diverse interests of youth , physical fitness enthusiasts , naturalists
Category: Environmental education
The secondary level, or high school, whether vocational or academic, should
include character formation and physical education. If a student has neither the
qualification nor the inclination to do university work, the right thing is to channel
Category: Education, Higher
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.
measures, or should it make a more concerted communication of the unique
learning and contribution that physical education can make to the educational
experiences and life futures of students? These are significant matters for the
field to ...
Author: Peter Hay
... COMMITMENTS IN THE 80 ' S Physical education curriculum designers accept
commitments common to the total academic community and strive to create
programs consonant with the directions identified for shared educational futures .
Author: Celeste Ulrich
Category: Physical education and training
In order to become a more effective practitioner every teacher needs to have a sound understanding of the theoretical, social and historical context in which their work takes place. Understanding Primary Physical Education goes further than any other textbook in exploring the development of physical education teaching at the primary and elementary level, drawing together important research from across the educational and sociological literature. The book goes beyond everyday teaching practice at an operational level to encourage students, trainee teachers and researchers to develop a critical understanding of policy, process and practice in primary physical education. By rooting everyday documents and everyday issues in a broader, connected educational and developmental landscape, this book challenges casual assumptions and encourages a better, more thoughtful teaching practice. It is an essential companion for any degree level course in primary physical education.
Physical. edUcation. introduction Creativity has become a buzzword in
contemporary education and is in increasing ... and cultural education: all our
futures' (NACCCE, 1999), 'National curriculum in England and Wales' (DfEE/QCA
, 1999a), ...
Author: Gerald Griggs
... how microcomputers could enhance education , their inferences have exciting
implications for the future of learning . ... with people or special equipment , such
as laboratory experiments , public speaking , physical education and drama .
versals favoring small systeins and which allow future factories and schools to
become computerized communications ... Eventually such computerized
information appliances could well make the physical school and office obsolete ,
Category: Educational anthropology