Pub Date : 2023-02-10DOI: 10.1080/25742981.2023.2176242
S. Gray, S. Hardley, A. Bryant, O. Hooper, J. Stirrup, R. Sandford, D. Aldous, N. Carse
{"title":"Exploring physical education teachers’ conceptualisations of health and wellbeing discourse across the four nations of the UK","authors":"S. Gray, S. Hardley, A. Bryant, O. Hooper, J. Stirrup, R. Sandford, D. Aldous, N. Carse","doi":"10.1080/25742981.2023.2176242","DOIUrl":"https://doi.org/10.1080/25742981.2023.2176242","url":null,"abstract":"","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46955264","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}
Pub Date : 2022-12-12DOI: 10.1080/25742981.2022.2155201
B. Dyson, Donal Howley, Yanhua Shen, Seunghyun Baek, J. Fowler, Jennifer Lingle
ABSTRACT Utilising globalisation theory, the purpose of this paper is to present our experiences and learnings as an instructor and doctoral students from an innovative doctoral pedagogies class involving international scholars and curricular contexts. A self-study design was implemented utilising interviews and focus groups which were collaboratively analysed, with the following themes constructed as findings: Teasing out the theories; playing with pedagogies; contesting curriculum; bridging the gaps; and taking off the blinders. Findings demonstrate how we were introduced to, recognised and critiqued, a variety of theories, pedagogies and curricular contexts which challenged our opinions, pre-held beliefs and dispositions. Doing so, we came to further appreciate the value of engaging in boundary crossing and interdisciplinarity to realise and consider current and future practices and possibilities. Similar doctoral teaching and learning initiatives are needed which go beyond immediate settings and expertise to explore international content, context and pedagogies from a problematising and interdisciplinary stance.
{"title":"The health and physical education creative pedagogies class: experiences and learnings from international doctoral students, scholars and curricular contexts","authors":"B. Dyson, Donal Howley, Yanhua Shen, Seunghyun Baek, J. Fowler, Jennifer Lingle","doi":"10.1080/25742981.2022.2155201","DOIUrl":"https://doi.org/10.1080/25742981.2022.2155201","url":null,"abstract":"ABSTRACT Utilising globalisation theory, the purpose of this paper is to present our experiences and learnings as an instructor and doctoral students from an innovative doctoral pedagogies class involving international scholars and curricular contexts. A self-study design was implemented utilising interviews and focus groups which were collaboratively analysed, with the following themes constructed as findings: Teasing out the theories; playing with pedagogies; contesting curriculum; bridging the gaps; and taking off the blinders. Findings demonstrate how we were introduced to, recognised and critiqued, a variety of theories, pedagogies and curricular contexts which challenged our opinions, pre-held beliefs and dispositions. Doing so, we came to further appreciate the value of engaging in boundary crossing and interdisciplinarity to realise and consider current and future practices and possibilities. Similar doctoral teaching and learning initiatives are needed which go beyond immediate settings and expertise to explore international content, context and pedagogies from a problematising and interdisciplinary stance.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"375 - 391"},"PeriodicalIF":1.9,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41858480","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}
Pub Date : 2022-11-20DOI: 10.1080/25742981.2022.2148224
F. Murphy, M. Parker
ABSTRACT Despite the potential magnitude of the influence of teacher educators on school curriculum, Ball et al. (2011). Policy actors: Doing policy work in schools. Discourse: Studies in the Cultural Politics of Education, 32(4), 625–639. https://doi.org/10.1080/01596306.2011.601565) argue that teacher educators are frequently excluded from curriculum design. The purpose of this study was to explore physical education teacher educators’ engagement with primary curriculum reform in Ireland; specifically to what extent a teacher education discussion forum (Network) contributed to this engagement. Data sources included: interviews with six teacher educators, meeting notes circulated following Network meetings, conversations and emails between the two researchers, and the Network’s written response to a curriculum framework circulated for consultation. Findings suggest the process of teacher educator collaboration was valuable for their professional development and provided a means to establishing an identifiable and authoritative voice in curriculum design, effective leadership was key throughout this process, and the responsibility of the Network was unequivocally to ensure that teacher educator voices were heard as policy actors in curriculum design.
{"title":"Making some noise: voices of teacher educators in physical education curriculum development","authors":"F. Murphy, M. Parker","doi":"10.1080/25742981.2022.2148224","DOIUrl":"https://doi.org/10.1080/25742981.2022.2148224","url":null,"abstract":"ABSTRACT Despite the potential magnitude of the influence of teacher educators on school curriculum, Ball et al. (2011). Policy actors: Doing policy work in schools. Discourse: Studies in the Cultural Politics of Education, 32(4), 625–639. https://doi.org/10.1080/01596306.2011.601565) argue that teacher educators are frequently excluded from curriculum design. The purpose of this study was to explore physical education teacher educators’ engagement with primary curriculum reform in Ireland; specifically to what extent a teacher education discussion forum (Network) contributed to this engagement. Data sources included: interviews with six teacher educators, meeting notes circulated following Network meetings, conversations and emails between the two researchers, and the Network’s written response to a curriculum framework circulated for consultation. Findings suggest the process of teacher educator collaboration was valuable for their professional development and provided a means to establishing an identifiable and authoritative voice in curriculum design, effective leadership was key throughout this process, and the responsibility of the Network was unequivocally to ensure that teacher educator voices were heard as policy actors in curriculum design.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"253 - 270"},"PeriodicalIF":1.9,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44382345","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}
Pub Date : 2022-11-03DOI: 10.1080/25742981.2022.2140594
Cheng Deng, R. Philpot, Maureen Legge, A. Ovens, Wayne Smith
ABSTRACT Primary classroom teachers are increasingly moving to the side-line as physical education (PE) is outsourced to external providers. Although there are many critiques of external providers, few studies draw on primary school students’ perspectives. This study calls on data from semi-structured focus group interviews with 24 students from four New Zealand primary schools to convey their perspectives on whom they prefer as their teachers of PE. Data were analysed through the constant comparative method within the concepts of inclusion and exclusion from the perspective of critical social justice. Three themes are presented and discussed: (1) ‘Classroom teachers are better because they know us’; (2) ‘External providers are better because they know sport’; (3) ‘Classroom teachers should teach PE; External providers should teach sport’. The findings highlight the importance of listening to students’ perspectives. We argue that classroom teachers should play a central role in teaching primary PE with assistance from external providers and HPE specialists to offer all students a socially just, inclusive, and equitable learning experience.
{"title":"Should primary school PE be outsourced? An analysis of students’ perspectives","authors":"Cheng Deng, R. Philpot, Maureen Legge, A. Ovens, Wayne Smith","doi":"10.1080/25742981.2022.2140594","DOIUrl":"https://doi.org/10.1080/25742981.2022.2140594","url":null,"abstract":"ABSTRACT Primary classroom teachers are increasingly moving to the side-line as physical education (PE) is outsourced to external providers. Although there are many critiques of external providers, few studies draw on primary school students’ perspectives. This study calls on data from semi-structured focus group interviews with 24 students from four New Zealand primary schools to convey their perspectives on whom they prefer as their teachers of PE. Data were analysed through the constant comparative method within the concepts of inclusion and exclusion from the perspective of critical social justice. Three themes are presented and discussed: (1) ‘Classroom teachers are better because they know us’; (2) ‘External providers are better because they know sport’; (3) ‘Classroom teachers should teach PE; External providers should teach sport’. The findings highlight the importance of listening to students’ perspectives. We argue that classroom teachers should play a central role in teaching primary PE with assistance from external providers and HPE specialists to offer all students a socially just, inclusive, and equitable learning experience.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"357 - 374"},"PeriodicalIF":1.9,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44020165","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}
Pub Date : 2022-10-23DOI: 10.1080/25742981.2022.2136006
Alison Wrench
ABSTRACT Increasing levels of student diversity, and inequality, frame the conditions of schooling in the contemporary moment. Initial teacher education has also been criticised for falling short in adequately preparing pre-service teachers who can cater for the needs of diverse student learners. This paper enters this discursive field and takes a specific focus on decolonising approaches to curriculum and pedagogical practices of health and physical education (HPE) of initial teacher education. My specific focus is the implementation of a range of strategies in a fourth-year Primary/Middle (years 3–9) HPE course within a Bachelor of Education program. I first provide a contextual overview and examine furthering an understanding of settler/colonialism in initial teacher education. In the remaining sections of the paper, I report on strategies designed to build cultural confidence, competence and respect. I conclude in arguing that if pre-service teachers are to develop pedagogical practices that are responsive to the diverse cultural, linguistic and embodied practices of all students, we too, as HPE teacher educators, need to confront our own assumptions about valued knowledge and practices.
{"title":"Decolonising possibilities: health and physical education in initial teacher education","authors":"Alison Wrench","doi":"10.1080/25742981.2022.2136006","DOIUrl":"https://doi.org/10.1080/25742981.2022.2136006","url":null,"abstract":"ABSTRACT Increasing levels of student diversity, and inequality, frame the conditions of schooling in the contemporary moment. Initial teacher education has also been criticised for falling short in adequately preparing pre-service teachers who can cater for the needs of diverse student learners. This paper enters this discursive field and takes a specific focus on decolonising approaches to curriculum and pedagogical practices of health and physical education (HPE) of initial teacher education. My specific focus is the implementation of a range of strategies in a fourth-year Primary/Middle (years 3–9) HPE course within a Bachelor of Education program. I first provide a contextual overview and examine furthering an understanding of settler/colonialism in initial teacher education. In the remaining sections of the paper, I report on strategies designed to build cultural confidence, competence and respect. I conclude in arguing that if pre-service teachers are to develop pedagogical practices that are responsive to the diverse cultural, linguistic and embodied practices of all students, we too, as HPE teacher educators, need to confront our own assumptions about valued knowledge and practices.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"306 - 322"},"PeriodicalIF":1.9,"publicationDate":"2022-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41671384","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}
Pub Date : 2022-10-21DOI: 10.1080/25742981.2022.2136007
D. Penney, Eibhlish O’Hara, Rob Lund
ABSTRACT The positioning and format of performance assessment in examination physical education varies between courses across Australia and internationally. This paper centres on developments in performance assessment in the Physical Education Studies (PES) course in Western Australia (WA). In 2021 The School Curriculum and Standards Authority (SCSA) undertook an assessment validation trial of school-based assessment of students participating in modified format competitive game play in the 10 PES sports. This contrasted to existing centralised examination arrangements. The paper reports on findings from observation of the trial in nine of the 10 sport contexts, and semi-structured interviews with teachers, validators and SCSA staff. Analysis drew on conceptualisations of quality assessment to critically examine features of assessment information collection and judgement processes in the trial and the inter-relationships between these two elements of assessment. Discussion highlights issues of quality and equity in performance assessment for future policy and research to consider.
{"title":"Enhancing quality and equity? Performance assessment validation in examination physical education in Western Australia","authors":"D. Penney, Eibhlish O’Hara, Rob Lund","doi":"10.1080/25742981.2022.2136007","DOIUrl":"https://doi.org/10.1080/25742981.2022.2136007","url":null,"abstract":"ABSTRACT The positioning and format of performance assessment in examination physical education varies between courses across Australia and internationally. This paper centres on developments in performance assessment in the Physical Education Studies (PES) course in Western Australia (WA). In 2021 The School Curriculum and Standards Authority (SCSA) undertook an assessment validation trial of school-based assessment of students participating in modified format competitive game play in the 10 PES sports. This contrasted to existing centralised examination arrangements. The paper reports on findings from observation of the trial in nine of the 10 sport contexts, and semi-structured interviews with teachers, validators and SCSA staff. Analysis drew on conceptualisations of quality assessment to critically examine features of assessment information collection and judgement processes in the trial and the inter-relationships between these two elements of assessment. Discussion highlights issues of quality and equity in performance assessment for future policy and research to consider.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"288 - 305"},"PeriodicalIF":1.9,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44494611","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}
Pub Date : 2022-10-01DOI: 10.1080/25742981.2023.2170773
Chris Hickey
{"title":"Editorial note","authors":"Chris Hickey","doi":"10.1080/25742981.2023.2170773","DOIUrl":"https://doi.org/10.1080/25742981.2023.2170773","url":null,"abstract":"","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"1 - 2"},"PeriodicalIF":1.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44823695","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}
Pub Date : 2022-09-02DOI: 10.1080/25742981.2022.2124526
Robyne Garrett
ABSTRACT Academic underachievement of students from disadvantaged backgrounds is an ongoing problem for Australian schooling. Schools serving these communities face profound challenges in meeting their students’ educational needs. Creative and Embodied approaches draw on pedagogical practices inherent in Health and Physical Education and the Arts. They offer potential to re-connect affective, cognitive and embodied dimensions that allow access to, and alternative ways of demonstrating, learning beyond the discipline areas. This paper draws on conceptual resources in embodiment and artistic practice to build a case for a creative and embodied pedagogy that brings together notions of learning ‘in’ and ‘through’ movement and imagination. Outcomes advance understandings of ‘learning bodies’ as well as potential for transformative practice with young people from poverty backgrounds such that they might engage more powerfully with school, develop strong connections, and are re-inspired to learn.
{"title":"Inspiring engagement through creative and embodied learning","authors":"Robyne Garrett","doi":"10.1080/25742981.2022.2124526","DOIUrl":"https://doi.org/10.1080/25742981.2022.2124526","url":null,"abstract":"ABSTRACT Academic underachievement of students from disadvantaged backgrounds is an ongoing problem for Australian schooling. Schools serving these communities face profound challenges in meeting their students’ educational needs. Creative and Embodied approaches draw on pedagogical practices inherent in Health and Physical Education and the Arts. They offer potential to re-connect affective, cognitive and embodied dimensions that allow access to, and alternative ways of demonstrating, learning beyond the discipline areas. This paper draws on conceptual resources in embodiment and artistic practice to build a case for a creative and embodied pedagogy that brings together notions of learning ‘in’ and ‘through’ movement and imagination. Outcomes advance understandings of ‘learning bodies’ as well as potential for transformative practice with young people from poverty backgrounds such that they might engage more powerfully with school, develop strong connections, and are re-inspired to learn.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"270 - 283"},"PeriodicalIF":1.9,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47620759","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}
Pub Date : 2022-09-02DOI: 10.1080/25742981.2022.2126325
Jenna R. Lorusso, Dylan Scanlon, A. MacPhail, S. Hargreaves, Mike Storey, Lara Dabbagh
ABSTRACT Widely held traditional policy perspectives within physical education, and the linear and top-down assumptions about policy processes associated with them, arguably limit the perceivable scope of policy engagement possibilities, particularly for front-line policy actors. To illuminate this assertion, we utilised the revelatory incident technique. We present co-constructed narratives of key incidents through which some members of our group of physical education stakeholders shifted from holding more traditional to more complex policy perspectives. Our analysis of these revelatory incident narratives illustrates how complex policy perspectives, which emphasise the messy, unpredictable, and multi-directional nature of policy processes, arguably allow for an expanded view of how policy processes can be engaged with by all physical education policy actors, especially those on the front-line.
{"title":"Shifting policy perspectives: revelatory incident narratives from physical education stakeholders","authors":"Jenna R. Lorusso, Dylan Scanlon, A. MacPhail, S. Hargreaves, Mike Storey, Lara Dabbagh","doi":"10.1080/25742981.2022.2126325","DOIUrl":"https://doi.org/10.1080/25742981.2022.2126325","url":null,"abstract":"ABSTRACT Widely held traditional policy perspectives within physical education, and the linear and top-down assumptions about policy processes associated with them, arguably limit the perceivable scope of policy engagement possibilities, particularly for front-line policy actors. To illuminate this assertion, we utilised the revelatory incident technique. We present co-constructed narratives of key incidents through which some members of our group of physical education stakeholders shifted from holding more traditional to more complex policy perspectives. Our analysis of these revelatory incident narratives illustrates how complex policy perspectives, which emphasise the messy, unpredictable, and multi-directional nature of policy processes, arguably allow for an expanded view of how policy processes can be engaged with by all physical education policy actors, especially those on the front-line.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"284 - 297"},"PeriodicalIF":1.9,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60142417","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}
Pub Date : 2022-09-02DOI: 10.1080/25742981.2022.2126793
D. Penney, L. Alfrey
ABSTRACT This paper provides a contribution and opening to the special issue Realising curriculum possibilities: From creative readings to transformative practice. It firstly considers and expands upon issues and concepts that were foregrounded in the special issue call for papers and that variously feature in subsequent contributions within it. Conceptual linkages that were implied or assumed in the text of the call for papers and that we contend, are worthy of continued debate and exploration, are critically examined. Enactment, creative readings, transformative practice and their inter-relationships are addressed. Secondly the paper provides an introduction that offers stimulus and provocation for the readings of and responses to the special issues as a whole and individual contributions. Finally, brief comment is offered on future directions for policy research in HPE to pursue.
{"title":"Reading curriculum policy and (re)shaping practices: the possibilities and limits of enactment","authors":"D. Penney, L. Alfrey","doi":"10.1080/25742981.2022.2126793","DOIUrl":"https://doi.org/10.1080/25742981.2022.2126793","url":null,"abstract":"ABSTRACT This paper provides a contribution and opening to the special issue Realising curriculum possibilities: From creative readings to transformative practice. It firstly considers and expands upon issues and concepts that were foregrounded in the special issue call for papers and that variously feature in subsequent contributions within it. Conceptual linkages that were implied or assumed in the text of the call for papers and that we contend, are worthy of continued debate and exploration, are critically examined. Enactment, creative readings, transformative practice and their inter-relationships are addressed. Secondly the paper provides an introduction that offers stimulus and provocation for the readings of and responses to the special issues as a whole and individual contributions. Finally, brief comment is offered on future directions for policy research in HPE to pursue.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"214 - 222"},"PeriodicalIF":1.9,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47963247","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}
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