Asia-Pacific Journal of Health, Sport and Physical Education最新文献

Editorial note 编辑注意

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-09-02 DOI: 10.1080/18377122.2017.1366683

Chris Hickey

引用次数: 0

‘(Dis)empowered by what we see … ’: exploring the use of video-stimulated reflection in physical education pedagogy and practice “(Dis)被我们所看到的赋予力量……”:探索在体育教学和实践中使用视频刺激的反思

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-08-23 DOI: 10.1080/18377122.2017.1366684

A. Mooney, C. Hickey

{"title":"‘(Dis)empowered by what we see … ’: exploring the use of video-stimulated reflection in physical education pedagogy and practice","authors":"A. Mooney, C. Hickey","doi":"10.1080/18377122.2017.1366684","DOIUrl":"https://doi.org/10.1080/18377122.2017.1366684","url":null,"abstract":"ABSTRACT Reflexive accounts of physical education (PE) pedagogy and practice offer potential to reveal much about the intended and unintended learning, for both students and teachers, that can result from certain pedagogic encounters. Despite the promotion of reflective practice/s as a possible ‘panacea’ for improved teaching and learning, there is widespread concern that such approaches have relatively little influence in ‘shaking or stirring’ the deep-seated notions of effective pedagogy that are held by many physical educators [Mordal-Moen, K., & Green, K. (2014). Neither shaking nor stirring: A case study of reflexivity in Norwegian PE teacher education. Sport, Education and Society, 19(4), 415–434]. Inherent here are concerns that an increase in critical awareness alone does not necessarily lead to pedagogic translation [Hickey, C. (2001). “I feel enlightened now, but … ”: The limits to the pedagogic translation of critical social discourses in PE. Journal of Teaching in Physical Education, 20(3), 227–246]. Against that backdrop, we continue to support the use of reflective practice techniques as tools through which to interrogate the socio-cultural conditions and power relations that install enduring notions of effective pedagogy and dominant professional identities [Coia, L., & Taylor, M. (2017). Let’s stay in the swamp: Poststructural feminist reflective practice. In R. Brandenburg, K. Glasswell, M. Jones, & J. Ryan (Eds.), Reflective theory and practice in teacher education (pp. 49–62). Singapore: Springer Singapore]. In this paper, we explore PE pedagogy and practice through reflective practice with two female teachers in all-boys’ schools. Specifically, we critique the use of video-stimulated reflections from a feminist poststructuralist perspective to make visible the possibilities, challenges and tensions inherent in this methodological approach.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116287435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Same same but different: curriculum representations of health education 同同而异:健康教育的课程表征

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-08-21 DOI: 10.1080/18377122.2017.1366247

Kerry Renwick

引用次数: 3

A paradox or a culture of acceptance? The idiosyncratic workforce delivering health education in lower secondary government schools in Western Australia 是悖论还是接受文化?在西澳大利亚州的初中政府学校提供健康教育的特殊劳动力

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-08-10 DOI: 10.1080/18377122.2017.1362955

D. Barwood, D. Penney, Christine Cunningham

引用次数: 9

Graduating physical education student teachers perceptions of a critically oriented HPE curriculum: (re)constructing constructivist frameworks in PETE 即将毕业的体育学生教师对批判性导向的HPE课程的看法:(重新)在PETE中构建建构主义框架

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-07-11 DOI: 10.1080/18377122.2017.1345285

Glenn Fyall

{"title":"Graduating physical education student teachers perceptions of a critically oriented HPE curriculum: (re)constructing constructivist frameworks in PETE","authors":"Glenn Fyall","doi":"10.1080/18377122.2017.1345285","DOIUrl":"https://doi.org/10.1080/18377122.2017.1345285","url":null,"abstract":"ABSTRACT This study investigated the beliefs of a cohort of graduating Health and Physical Education (HPE) teachers regarding their understanding of the critically oriented HPE Curriculum in Aotearoa New Zealand. In this case study research, data were gathered through a survey questionnaire and a series of semi-structured interviews as the students neared completion of their Physical Education Teacher Education (PETE) program. Data analysis revealed that the PETE program may have had some impact on the students philosophical and pedagogical beliefs around HPE, however, further analysis revealed that an understanding of the critical–humanistic nature of HPE within the New Zealand Curriculum may still elude many of them. Students who enter critically oriented PETE programs often do so with deeply held and difficult-to-change beliefs of teaching and learning. These belief structures may act as knowledge filters, and unless these are deliberately and coherently challenged, students may be prevented from viewing differing perspectives of HPE. Drawing on psychological (cognitive and social) and sociological (critical) notions of constructivism, the author argues for a more direct and abrupt confrontation of these beliefs through critically oriented PETE program content and pedagogy.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131308069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

The experiences of students without disabilities in inclusive physical education classrooms: a review of literature* 无残疾学生在全纳体育课堂的体验:文献综述*

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-07-04 DOI: 10.1080/18377122.2017.1345286

R. Ruscitti, Scott Thomas, D. Bentley

{"title":"The experiences of students without disabilities in inclusive physical education classrooms: a review of literature*","authors":"R. Ruscitti, Scott Thomas, D. Bentley","doi":"10.1080/18377122.2017.1345286","DOIUrl":"https://doi.org/10.1080/18377122.2017.1345286","url":null,"abstract":"ABSTRACT The purpose of this literature review was to analyse studies of the experiences of students without disabilities (SWOD) in inclusive physical education (PE) classes. The literature published from 1975 to 2015 was compiled from three online databases (PsycInfo, Physical Education Index and ERIC). Included literature met inclusion criteria focussed on relevance and inclusion of students with a disability. Studies were evaluated for quality using a qualitative guidelines checklist [Letts, L., Wilkins, S., Law, M., Stewart, D., Bosch, J., & Westmorland, M. (2007). Guidelines for critical review form: Qualitative studies (Version 2.0). Retrieved from https://srs-mcmaster.ca/wp-content/uploads/2015/05/Guidelines-for-Critical-Review-Form-Qualitative-Studies.pdf]. The findings of the six included studies were allocated into three central themes: (i) opportunity to educate students on disability and inclusion, (ii) stigmatisation of students with disabilities (SWD) and (iii) influence of social environments. SWODs’ intentions to play and engage with SWD may decrease as a result of participating in inclusive PE classes. Responses of SWOD regarding their attitudes towards inclusive PE classes emphasised the importance of educating students on disability and inclusion, as well as the positive impact of social environments inside and outside of the classroom on SWODs’ intentions to engage with SWD.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130136370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 19

Olympism, physical education and attitudes and values: what do graduating teachers in Aotearoa, New Zealand know and understand? 奥林匹克主义、体育教育、态度和价值观:新西兰奥特罗阿的毕业教师知道和理解什么?

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-06-30 DOI: 10.1080/18377122.2017.1345284

Ian Culpan, S. Stevens

引用次数: 4

Physical education teacher education in a global policy space 体育教师教育在全球政策空间

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-05-04 DOI: 10.1080/18377122.2017.1313714

引用次数: 0

Physical education: clear and present benefits and responsibilities. The Fritz Duras memorial lecture 2017 体育教育:明确和现在的利益和责任。2017年弗里茨·杜拉斯纪念讲座

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-05-02 DOI: 10.1080/18377122.2017.1307092

R. Telford

{"title":"Physical education: clear and present benefits and responsibilities. The Fritz Duras memorial lecture 2017","authors":"R. Telford","doi":"10.1080/18377122.2017.1307092","DOIUrl":"https://doi.org/10.1080/18377122.2017.1307092","url":null,"abstract":"ABSTRACT A habitually active environment is a feature of past times, and in stark contrast with that experienced by our children today. Consequently, twenty-first century physical education (PE) assumes a position of great responsibility. This is especially true in primary schools; a premise recently strongly supported by published evidence from the Australian LOOK randomised controlled trial. This trial, consisting of an intervention of specialist-conducted PE over four years, extends on previous research to clearly demonstrate reduction in the early appearance of risk factors for type 2 diabetes and cardiovascular disease in boys and girls, together with evidence of beneficial structural development in the bone and left ventricle of girls. In addition, the children undertaking the specialist PE enjoyed a substantially increased progression in nationally assessed numeracy and literacy. Of concern, however, is that these benefits were in relation to a control group of PE taught by classroom teachers, who usually assume responsibility for PE in at least four days of the week. To address this, an economically realistic scheme is being trialled to provide primary schools with the means of delivering the quality and quantity of PE commensurate with the demonstrated benefits.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130932155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Novel research approaches to gauge global teacher familiarity with game-based teaching in physical education: an exploratory #Twitter analysis 衡量全球教师对体育游戏教学熟悉程度的新研究方法:一项探索性Twitter分析

Asia-Pacific Journal of Health, Sport and Physical Education Pub Date : 2017-04-25 DOI: 10.1080/18377122.2017.1315953

S. Pill, S. Harvey, B. Hyndman

引用次数: 24