Curriculum Studies in Health and Physical Education最新文献_第9页

‘Getting better bit by bit’: Exploring learners’ enactments of student voice in physical education “一点一点好”:探索学习者在体育教学中对学生声音的演绎

IF 1.9

Curriculum Studies in Health and Physical Education Pub Date : 2021-01-02 DOI: 10.1080/25742981.2020.1865825

Donal Howley, M. O’Sullivan

引用次数: 9

Constructing knowledge in primary physical education: a critical perspective from pre-service teachers 小学体育教学中的知识建构:职前教师的批判视角

IF 1.9

Curriculum Studies in Health and Physical Education Pub Date : 2020-12-29 DOI: 10.1080/25742981.2020.1866439

Vicky Randall, Matthew Fleet

{"title":"Constructing knowledge in primary physical education: a critical perspective from pre-service teachers","authors":"Vicky Randall, Matthew Fleet","doi":"10.1080/25742981.2020.1866439","DOIUrl":"https://doi.org/10.1080/25742981.2020.1866439","url":null,"abstract":"ABSTRACT Primary physical education is quickly becoming an area of academic interest with a particular focus on new entrants into the profession. This study adopts a Personal Construct methodology to identify how pre-service teachers in England construct their knowledge of primary physical education. Our findings present four themes for knowledge development, taken from four repertory grid interviews: knowledge perspectives, knowledge validation, knowledge context and knowledge application. Participants expressed they had limited provision for physical education when on a school-based placement, which was attributed to subject outsourcing and a lack of teacher and mentor confidence. The study highlights the importance of professional socialisation through initial teacher education programmes, with opportunities for pre-service teachers to engage with ‘knowledgeable others’. In the absence of opportunity for primary pre-service teachers to develop knowledge in physical education, we caution it is unlikely the issue of teacher competence will improve.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"20 - 35"},"PeriodicalIF":1.9,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1866439","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45117553","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: 5

Project-based learning and its potential in physical education: an instructional model inquiry 项目学习及其在体育教学中的潜力：一个教学模式探究

IF 1.9

Curriculum Studies in Health and Physical Education Pub Date : 2020-12-17 DOI: 10.1080/25742981.2020.1862683

Kelly L. Simonton, T. Layne, Carol C. Irwin

{"title":"Project-based learning and its potential in physical education: an instructional model inquiry","authors":"Kelly L. Simonton, T. Layne, Carol C. Irwin","doi":"10.1080/25742981.2020.1862683","DOIUrl":"https://doi.org/10.1080/25742981.2020.1862683","url":null,"abstract":"ABSTRACT Innovative Physical Education (PE) instructional and curriculum models have had a modest effect on PE programs in the United States (U.S.). In general, although several evidence-based models have been developed, there has been less adoption within schools. Notwithstanding, science, technology, engineering, arts, and math (STEAM) curriculum and Comprehensive School Physical Activity Programs (CSPAP) have proliferated in many US schools impacting most content areas, including PE. One instructional approach popular in modern education aligning with both programs, is Project-Based Learning (PBL). This article conceptualises current PBL characteristics and its potential in PE. Specifically, we explore how PBL has impacted student learning experiences and the limited research in PE thus far. PE teachers who implement PBL may simultaneously improve student learning and gain a seat at the table with other educational subjects by connecting with schoolwide initiatives. A call for more research on design and implementation of PBL in PE is provided.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"36 - 52"},"PeriodicalIF":1.9,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1862683","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43003521","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: 16

Experiences in physical education and sport: reflections of female athletes with visual impairments 体育教育与运动经验:对视障女运动员的思考

IF 1.9

Curriculum Studies in Health and Physical Education Pub Date : 2020-11-16 DOI: 10.1080/25742981.2020.1846996

Maggi Buckley, J. Haegele, Xihe Zhu, Jonna Bobzien

引用次数: 3

Can physical education be meaningful: the role of embodied subjectivity in enhancing self and social learning? 体育教育是否有意义:体现主体性在促进自我和社会学习中的作用?

IF 1.9

Curriculum Studies in Health and Physical Education Pub Date : 2020-11-11 DOI: 10.1080/25742981.2020.1844028

M. Thorburn

{"title":"Can physical education be meaningful: the role of embodied subjectivity in enhancing self and social learning?","authors":"M. Thorburn","doi":"10.1080/25742981.2020.1844028","DOIUrl":"https://doi.org/10.1080/25742981.2020.1844028","url":null,"abstract":"ABSTRACT This paper critically considers the pragmatic and phenomenological-informed conceptual possibilities for increasing meaningfulness in physical education via a greater emphasis on embodied subjectivity. The paper begins by considering why greater conceptual clarity is needed in this area and then focuses on why the centrality of lived-body experience in relation to educational planning can benefit from merging the phenomenology of Merleau-Ponty with the reflective awareness component of Dewey’s pragmatism. Merleau-Ponty’s exploration of how the ‘body-subject’ provides a holistic way of conceiving relations between the body and the world. Likewise, Dewey’s writings on habit are reviewed as for Dewey habits are not mere repetitious events but socially shaped predispositions which enable feelings and judgements to be shown in response to settings. The paper then reviews curriculum and pedagogical related arguments which focus on the challenges of developing experience and language concurrently and in so doing reviews some concerning critical matters professionals require to address. The paper concludes by advancing measured claims that if applied concerns could be overtaken there is sufficient theory to practice coherence to argue that a progressive programme which focused on the self and the social could become a plausible basis for arguing that physical education is meaningful.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"53 - 66"},"PeriodicalIF":1.9,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1844028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42380030","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: 8

Dialogic health literacy curriculum development for Iranian pre-service teachers: a qualitative inquiry 伊朗职前教师对话健康素养课程开发:定性调查

IF 1.9

Curriculum Studies in Health and Physical Education Pub Date : 2020-09-01 DOI: 10.1080/25742981.2020.1826332

Fatemeh Ahmadi, M. Mehrmohammadi, Ali Montazeri, J. Vella

{"title":"Dialogic health literacy curriculum development for Iranian pre-service teachers: a qualitative inquiry","authors":"Fatemeh Ahmadi, M. Mehrmohammadi, Ali Montazeri, J. Vella","doi":"10.1080/25742981.2020.1826332","DOIUrl":"https://doi.org/10.1080/25742981.2020.1826332","url":null,"abstract":"ABSTRACT Schools have the potential to be key settings for promoting health literacy, provided teachers are health literate. To this end, it is critical that pre-service health literacy curricula can adequately prepare teachers to meet the health literacy needs of future generations. In this study, we bring into focus the elements of a health literacy curriculum design, using the Dialogue Education approach. In an iterative process, qualitative inquiry methods were applied to develop the components of a dialogic health literacy curriculum for pre-service teacher education in Iran. The research design included two focus groups interviews with pre-service teachers, 12 face-to-face interviews with an expert panel, and a qualitative survey with 228 practicing teachers in Tehran. Data were analysed using thematic analysis, wherein they were coded and categorised in predetermined themes according to Vella’s [2008. On teaching and learning: Putting the principles and practices of Dialogue Education into Action. San Francisco, CA: Jossey-Bass] curriculum components. This paper focuses on the processes undertaken in the development of a dialogic health literacy curriculum. The curriculum is characterised by a focus on the educational needs of the learners, positioning teachers as health promotion agents and providing neophyte teachers with a range of pedagogic resources for developing key health concepts.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"265 - 281"},"PeriodicalIF":1.9,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1826332","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42374406","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

Editorial note 编辑注意

IF 1.9

Curriculum Studies in Health and Physical Education Pub Date : 2020-09-01 DOI: 10.1080/25742981.2020.1827548

Chris Hickey

引用次数: 0

Debates in physical education 体育辩论

IF 1.9

Curriculum Studies in Health and Physical Education Pub Date : 2020-09-01 DOI: 10.1080/25742981.2020.1822581

Julia Sargent

引用次数: 0

A Māori concept in a Pākehā world: biculturalism in health and physical education in the New Zealand curriculum Pākehā世界中的Māori概念:新西兰课程中的健康和体育教育中的双文化主义

IF 1.9

Curriculum Studies in Health and Physical Education Pub Date : 2020-08-26 DOI: 10.1080/25742981.2020.1811129

C. Meier, Ian Culpan

{"title":"A Māori concept in a Pākehā world: biculturalism in health and physical education in the New Zealand curriculum","authors":"C. Meier, Ian Culpan","doi":"10.1080/25742981.2020.1811129","DOIUrl":"https://doi.org/10.1080/25742981.2020.1811129","url":null,"abstract":"ABSTRACT This paper provides insights into political battles associated with the attempted introduction of a postcolonial bicultural dimension to the ‘Health Physical Education in the New Zealand Curriculum' (NZHPE). Limited attention has been given to the gestation period of four years between the submission, release of the draft and the final publication of the NZHPE (Ministry of Education, 1999). This paper offers an analysis of the process of producing the curriculum from a postcolonial bicultural perspective. It brings to light the impact of neoliberal forces on the NZHPE and thus, on critical elements within the New Zealand (NZ) education system. Furthermore, it investigates the extent to which Māori (indigenous people in NZ) knowledge is accepted within a NZ neoliberal context. The paper concludes that through the introduction of the Māori concept Hauora into the NZHPE, Māori culture has gotten ‘caught in the crossfire’ between numerous scholars and advocates of neoliberalism. This has entailed the risk of reducing Māori culture to a means to an end – i.e. it being appropriated by Pākehā (people of European descent) for political and ideological interests. This could eventually cause considerable damage to the culture and thus, the relationship between Māori and Pākehā.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"11 1","pages":"222 - 236"},"PeriodicalIF":1.9,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1811129","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45711517","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

Assessing physical literacy in health and physical education 评估健康和体育教育中的体育素养

IF 1.9

Curriculum Studies in Health and Physical Education Pub Date : 2020-08-26 DOI: 10.1080/25742981.2020.1810582

Lisa Young, J. O’Connor, L. Alfrey, D. Penney

引用次数: 28