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

{"title":"The new Australian Health and Physical Education Curriculum: a case of/for gradualism in curriculum reform?","authors":"D. Macdonald","doi":"10.1080/18377122.2013.801104","DOIUrl":"https://doi.org/10.1080/18377122.2013.801104","url":null,"abstract":"In March 2012, the Australian Curriculum, Assessment and Reporting Authority (ACARA) released for public consultation the Shape Paper for the Australian Curriculum: Health and Physical Education (HPE) that was finalized for publication in August 2012. This paper set out the key propositions for a ‘futures-oriented’ curriculum suggesting that HPE should: take a strengths-based approach; focus on educative outcomes; develop health literacy skills; value learning in, about and through movement; and include an inquiry-based approach. As the Lead Writer of the Shape Paper, I believed my task was to consider both what is and what could be. This Fritz Duras Lecture introduces the research and thinking behind the HPE Shape Paper, helping to illuminate this case of curriculum-making. It also reflexively asks if this case is notable for its gradualism, interrogating the strengths and weaknesses of gradualism as applied in curriculum reform.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127903930","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}

{"title":"‘In, through and about’ movement: is there a place for the Arnoldian dimensions in the new Australian Curriculum for Health and Physical Education?","authors":"Trent D. Brown","doi":"10.1080/18377122.2013.801107","DOIUrl":"https://doi.org/10.1080/18377122.2013.801107","url":null,"abstract":"Arnold's dimensions of movement, commonly known as education ‘in, through and about’ movement, serve as one of five propositions in the development of a new national curriculum document for Health and Physical Education. The purpose of this article is to examine these dimensions, before undertaking an interrogation of their usefulness in the new curriculum. Examples from New Zealand and extracts from the draft curriculum paper will be used to frame a critical review of the intended enactment of Arnold's dimensions in the new curriculum. Within the draft curriculum document there appears to be uncertainty about how Arnold's dimensions and his language underpin and should be translated into the key ideas of the movement and physical activity strand. Discussion highlights that the text can therefore be seen as sending ‘mixed messages’ to those already familiar with such conceptualizations for physical education. This said, the new curriculum is identified as providing important opportunities for ongoing theoretical and practical work with these seminal dimensions as a reference point for curriculum planning.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124527755","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}

{"title":"A critical ‘critical inquiry’ proposition in Health and Physical Education","authors":"D. Leahy, Gabrielle O'Flynn, Jan Wright","doi":"10.1080/18377122.2013.805479","DOIUrl":"https://doi.org/10.1080/18377122.2013.805479","url":null,"abstract":"A critical inquiry approach is one of five key charateristics that have shaped the development of the new Australian Curriculum: Health and Physical Education (AC: HPE). However, what this means is open to interpretation. In the various documents leading to the consultation draft AC: HPE and in this document itself, critical inquiry is used in varying ways with differing intentions. In this paper, we examine the conditions of possibility for particular understandings of critical inquiry in the AC: HPE and the shifts in meaning over time in the AC: HPE documentation that has been publicly available for consultation. We examine the potential for particular versions of critical inquiry to be translated from curriculum documents to classroom teaching through an examination of how critical inquiry has been deployed by HPE preservice teachers in their teaching during their final professional experience.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127252106","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}

{"title":"A salutogenic, strengths-based approach as a theory to guide HPE curriculum change","authors":"L. McCuaig, M. Quennerstedt, D. Macdonald","doi":"10.1080/18377122.2013.801105","DOIUrl":"https://doi.org/10.1080/18377122.2013.801105","url":null,"abstract":"The draft Australian Health and Physical Education (HPE) curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012c) takes a strengths-based approach that emphasizes questions such as ‘What keeps me healthy and active?’ rather than ‘What risks, diseases and behaviours should I learn to avoid?’. This paper explores a salutogenic approach to the strengths-based orientation that has been identified as one of the five key propositions in the new Australian HPE curriculum. A salutogenic approach to a health literacy unit provides some initial insight into the possibilities and challenges posed by the implementation of a strengths-based orientation to HPE. Questions of relative emphases and potential weaknesses are subsequently raised as means of identifying the influence of curriculum interpretation, design and pedagogical practice in securing the implementation of a strengths-based oriented Australian HPE.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116467532","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}

{"title":"Health literacy and the Australian Curriculum for Health and Physical Education: a marriage of convenience or a process of empowerment?","authors":"L. Alfrey, Trent D. Brown","doi":"10.1080/18377122.2013.805480","DOIUrl":"https://doi.org/10.1080/18377122.2013.805480","url":null,"abstract":"The concept of ‘health literacy’ is becoming increasingly prominent internationally, and it has been identified as one of the five key propositions that underpin the forthcoming Australian Curriculum: Health and Physical Education (ACHPE). The ACHPE is one of few national curricula to explicitly refer to health literacy, identifying it as an empowerment strategy that involves young people taking action to promote their own and others' good health. Given ongoing concerns surrounding the efficacy of Health Education, coupled with the privileged status of literacy education in contemporary schooling, health literacy could also be viewed as an unsurprising marriage of convenience between health and dominant education discourses. This paper explores health literacy from socio-historical, theoretical and future-focused perspectives. In so doing, it discusses some possible implications, challenges and opportunities that we could expect once the ACHPE is mobilised in schools.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"100 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132625854","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}

{"title":"From policy to pedagogy: prudence and precariousness; actors and artefacts","authors":"D. Penney","doi":"10.1080/18377122.2013.808154","DOIUrl":"https://doi.org/10.1080/18377122.2013.808154","url":null,"abstract":"This paper draws on concepts from contemporary education policy sociology to explore the prospective interpretation, contextualisation and enactment of Health and Physical Education in the Australian Curriculum. Analysis examines the dynamic between characteristics of official texts and the contexts in which responses will be made. The paper identifies the consultation draft curriculum as highly flexible, such that multiple aspects of past and current policy contexts can be expected to strongly frame its reading and enactment. Exploration of contexts points to the critical role that policy actors, agencies and artefacts will all play in determining the ways in which the new curriculum will be expressed and experienced in schools across Australia. Discussion raises issues for Health and Physical Education teachers, teacher educators and members of professional associations to consider in looking forward.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125031790","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}

{"title":"Special edition: Australian Curriculum: Health and Physical Education","authors":"Trent D. Brown, D. Penney","doi":"10.1080/18377122.2013.801103","DOIUrl":"https://doi.org/10.1080/18377122.2013.801103","url":null,"abstract":"Welcome to this special edition of the Asia-Pacific Journal of Health, Sport & Physical Education. As readers across the Asia-Pacific region and beyond will be very aware, the development of national curriculum texts will inevitably be characterized by both opportunities and challenges. Such developments also serve to bring to the fore the need for professional engagement with official curriculum development. This collection reflects that need and that this is an exciting time for Health and Physical Education in Australia, amidst the progressive development of the Australian Curriculum. In total there are seven papers within this issue that each represent a contribution to the academic discourses that are currently featuring within the Health and Physical Education community in Australia. The diversity of the articles appropriately reflects the vibrant and plural research community of scholars in Health and Physical Education in Australia. Importantly, they raise issues pertinent to development and debates in Health and Physical Education internationally. Whilst it is likely that papers will be read individually, we sense that some may choose to read this edition from cover to cover, like a book. Whichever way you choose to engage with this material, we trust that it offers some engaging insights into the Australian Curriculum: Health and Physical Education and prompts discussion amongst academics and professionals throughout the Asia-Pacific region and beyond. Leading off this special edition is Professor Doune Macdonald’s paper. This is important for two reasons: firstly, it is the written and documented form of the scholarly lecture that Doune presented at the University of Melbourne in 2012 as the 3rd Biennial Fritz Duras Scholar lecture; secondly, her paper provides readers with a rich context and background of the Australian Curriculum: Health and Physical Education curriculum development process. As such, it is a valuable entrée for the papers that follow. Macdonald asks the question ‘Is the new Australian Curriculum: Health and Physical Education a case of/for gradualism in curriculum reform?’ Drawing from a diverse range of literature sources, whilst positioning herself as an insider (as Lead Writer) to curriculum development, Macdonald explores important perspectives of various curriculum reform processes before presenting a rationale for a futuresoriented curriculum document underpinned by sound philosophical propositions. Underpinning the next five papers are the five propositions (strengths-based approaches, focusing in on educative outcomes, health literacy, valuing in through and about movement, critical inquiry approaches), which were identified as ‘shaping’ the draft curriculum document (Australian Curriculum, Assessment and Reporting Asia-Pacific Journal of Health, Sport and Physical Education, 2013 Vol. 4, No. 2, 91 93, http://dx.doi.org/10.1080/18377122.2013.801103","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124357777","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}

{"title":"Claiming ‘educative outcomes’ in HPE: the potential for ‘pedagogic action’","authors":"Maree DinanThompson","doi":"10.1080/18377122.2013.801106","DOIUrl":"https://doi.org/10.1080/18377122.2013.801106","url":null,"abstract":"This paper will propose and privilege educative outcomes in Health and Physical Education (HPE), reflecting that one of the five propositions in the Draft Shape of Australian Curriculum: Health and Physical Education (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012a) can be regarded as the bonding agent. The paper recognizes current research in HPE and refers to the long-standing positioning of (successful) ‘learning’ at the forefront of subjects, activities and curriculum (Hayes, Capel, Katene, & Cook, 2006). It explores gaps and potential in ‘pedagogical work’ (Tinning, 2008) and ‘pedagogic action’ (Penney, 2013) that may prioritize and legitimate, or challenge, how topics, curriculum, assessment and activities can be emphasized over learning. It argues that foregrounding educative outcomes requires knowledge building in relation to curriculum, pedagogy and assessment; that the significance of the interplay and alignment of curriculum, pedagogy and assessment is key to attaining educative outcomes; and that the notions of cumulative and segmented learning (Maton, 2011) in HPE deserve exploration. A text analysis of sections of the Consultation document will be utilized to demonstrate how learning is potentially the bonding agent, how curriculum documents make it legitimate (or not) and how comprehensive and developmental learning are situated in the text. In addition, excerpts from a case study of student and teacher voices in one school event is utilized to raise and provoke discussion about student learning, perceptions about learning in HPE and raise challenges about the interplay between curriculum, pedagogy and assessment. The final section of the paper proposes challenges for teachers of HPE with issues to consider in generating ‘pedagogic action’ (Penney, 2013) for educative outcomes in HPE.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124771640","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}

{"title":"Professional development in physical education: Introducing the Sport Education Model to teachers in Taiwan","authors":"YuChun Chen, Oleg A. Sinelnikov, P. Hastie","doi":"10.1080/18377122.2013.760424","DOIUrl":"https://doi.org/10.1080/18377122.2013.760424","url":null,"abstract":"The purpose of this study was to examine how a physical education teacher in Taiwan might benefit from a professional development initiative that began onsite and was then continued through a long-distance, Web-based platform. The program was based on principles of effective professional development and followed the recommended three-phase approach. A male physical education teacher taught a Sport Education season of volleyball to 11th-grade students in northwestern Taiwan. Seven different data sources were collected and analyzed using the standard interpretive methods and guided by the model of teacher change. The virtual omnipresence of the professional development team allowed for a successful iteration of a Sport Education season and resulted in a new vision about teaching and learning for a physical education teacher. These findings suggest the viability of innovative approaches for professional development albeit situational constraints.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128582097","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}

{"title":"Sport means ‘family and church’: sport in New Zealand Pasifika communities","authors":"Barrie Gordon, P. Sauni, C. Tuagalu","doi":"10.1080/18377122.2013.760427","DOIUrl":"https://doi.org/10.1080/18377122.2013.760427","url":null,"abstract":"This study was conducted to gain a better understanding of the role that sport plays in New Zealand Pasifika communities. Eight focus groups and six key individuals were interviewed using a Talanoa approach. Spirituality, family and friends, the developing of life skills, fitness and health, and the release of aggression were all seen as important outcomes from participation in sport. Sport was conceptualised in a variety of ways by those interviewed. These differing conceptualisations of sport, many of which differed markedly from the traditional viewpoint, have ramifications for those working and researching in this area. While participants' experiences of sport were predominately positive, sport was also seen in a negative light by others. The negativity of some towards sport also suggests the need to consider reframing, reducing, or possibly replacing sport with alternatives when looking to promote physical activity.","PeriodicalId":125416,"journal":{"name":"Asia-Pacific Journal of Health, Sport and Physical Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124591868","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}