Pub Date : 2022-05-21DOI: 10.1080/25742981.2022.2073458
Anika Leslie-Walker, C. Mulvenna, Oneida Bramble
ABSTRACT This study sought to explore the motivations and challenges to the engagement of female West African university students, whilst participating in competitive and non-competitive extra-curricular sport and physical activity (ECSPA). The study was situated at a university in the North West of England that has a culturally diverse student population. The ECSPA program that operates at the university seeks to enable individuals to embark upon activities away from their academic schedule, wherein engagement in such activities is thought to nurture health, well-being and social development. Drawing on the intersections of ethnicity, culture and gender, the study aimed to identify the dominant constructs that influence West African students’ motivations towards ECSPA. An online cross-sectional survey of 168 participants with an average age of 34 years complimented by two focus group interviews involving 15 participants, was the primary data source for this study. The women in the study evidenced their key motivations for engaging in ECSPA, such as enjoyment, affiliation and appearance. However, a range of structural barriers to participating in ECSPA was identified including cultural insensitivities, unrelatable marketing and the non-alignment of ECSPA scheduling to the academic timetable.
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Pub Date : 2022-05-04DOI: 10.1080/25742981.2022.2079187
Chris Hickey
Welcome to the mid-year edition of Curriculum Studies in Health and Physical Education (CSHPE). Among the many things, our discipline does well is to pay respect to our influencers and thought leaders. I note that recently Richard Tinning was awarded an Honorary Doctorate from The Swedish School of Sport and Health Sciences. This is a further acknowledgement of the reach of Richard’s social critical scholarship in HPE curriculum and pedagogy. I also wish to join the long queue of well-wishers acknowledging John Evans’ sustained and profound leadership as editor-in-chief of Sport Education and Society. Following the announcement of his impending retirement from the role, we pass on our best wishes and pay our respect to the enormous contribution he has made to the dissemination of research across the discipline. A crucial part of both Richard’s and John’s legacies is evidenced in the cast of able successors who have stepped up to play their part in leading the discipline. It is on the back of the generosity and mentorship of those that have fostered scholarship in the critical social sciences that Journals like CSHPE are able to flourish. In the opening paper in this edition, Belton and colleagues report on the evolution of a curriculum model developed to support the delivery of PE in the junior curriculum in Ireland. Highlighting the importance of curriculum intervention models having an inherent adaptability to evolve with the contemporary needs of curriculum, the contextual relevance of Y-PATH PE4Me is built on a cycle of continuous improvement. Underpinning this is unwavering commitment to nurturing student wellbeing through meaningful learning outcomes. Among the findings of the research is a recognition of the importance of curriculum models to be non-prescriptive and framed in ways that connect with real teachers in real settings. Following this, Gråstén and Kokkonen put the focus on teacher efficacy to contemplate the relative merits of sex segregation in PE settings. They note that despite vocal arguments against this practice, PE continues to see segregation argued as ‘reasonable’ on the basis of physical, cultural and religious differences between the sexes. It is interesting to note that less-experienced teachers tend to prefer greater homogeneity between learners and therefore are more inclined to support sex segregation. The authors conclude that more work needs to be done to improve teacher efficacy around actively accommodating a diversity of learner needs within PE settings. In the third paper, Tsuda and colleagues report on the learnings from the implementation of an on-line cross-cultural collaboration between schools in the USA and Japan. While this narrative-based enquiry was largely focused on the experiences of in-service and pre-service PE teachers, it was propelled by a desire to increase student awareness and appreciation of cultural difference. The outcomes of the study are positive and instructive, and lay the foundatio
{"title":"Editorial note","authors":"Chris Hickey","doi":"10.1080/25742981.2022.2079187","DOIUrl":"https://doi.org/10.1080/25742981.2022.2079187","url":null,"abstract":"Welcome to the mid-year edition of Curriculum Studies in Health and Physical Education (CSHPE). Among the many things, our discipline does well is to pay respect to our influencers and thought leaders. I note that recently Richard Tinning was awarded an Honorary Doctorate from The Swedish School of Sport and Health Sciences. This is a further acknowledgement of the reach of Richard’s social critical scholarship in HPE curriculum and pedagogy. I also wish to join the long queue of well-wishers acknowledging John Evans’ sustained and profound leadership as editor-in-chief of Sport Education and Society. Following the announcement of his impending retirement from the role, we pass on our best wishes and pay our respect to the enormous contribution he has made to the dissemination of research across the discipline. A crucial part of both Richard’s and John’s legacies is evidenced in the cast of able successors who have stepped up to play their part in leading the discipline. It is on the back of the generosity and mentorship of those that have fostered scholarship in the critical social sciences that Journals like CSHPE are able to flourish. In the opening paper in this edition, Belton and colleagues report on the evolution of a curriculum model developed to support the delivery of PE in the junior curriculum in Ireland. Highlighting the importance of curriculum intervention models having an inherent adaptability to evolve with the contemporary needs of curriculum, the contextual relevance of Y-PATH PE4Me is built on a cycle of continuous improvement. Underpinning this is unwavering commitment to nurturing student wellbeing through meaningful learning outcomes. Among the findings of the research is a recognition of the importance of curriculum models to be non-prescriptive and framed in ways that connect with real teachers in real settings. Following this, Gråstén and Kokkonen put the focus on teacher efficacy to contemplate the relative merits of sex segregation in PE settings. They note that despite vocal arguments against this practice, PE continues to see segregation argued as ‘reasonable’ on the basis of physical, cultural and religious differences between the sexes. It is interesting to note that less-experienced teachers tend to prefer greater homogeneity between learners and therefore are more inclined to support sex segregation. The authors conclude that more work needs to be done to improve teacher efficacy around actively accommodating a diversity of learner needs within PE settings. In the third paper, Tsuda and colleagues report on the learnings from the implementation of an on-line cross-cultural collaboration between schools in the USA and Japan. While this narrative-based enquiry was largely focused on the experiences of in-service and pre-service PE teachers, it was propelled by a desire to increase student awareness and appreciation of cultural difference. The outcomes of the study are positive and instructive, and lay the foundatio","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"99 - 100"},"PeriodicalIF":1.9,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42834442","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 : 2022-05-02DOI: 10.1080/25742981.2022.2072229
Allyson Carvalho de Araújo, A. Ovens, J. Knijnik
ABSTRACT This paper presents a heuristic tool that can be used to analyse and reflect on the inclusion of digital competences in Health and Physical Education Teacher Education (HPETE) programs. The tool is used to identify and compare how HPETE programs in three Southern Hemisphere countries address digital competency as an aspect of learning to teach Health and Physical Education (HPE). The results reveal that the tool provides an effective way of analysing the development of digital technologies through HPETE. While these programs are concerned with the need for technology education, they do not rely on suggested international frameworks and have a different focus related to future teachers’ digital competences. The lack of a systematic policy to improve digital skills in our data suggests that technology education has emerged from localised efforts. We suggest that our heuristic tool can support educators to refine the inclusion of digital competences in HPETE programs.
{"title":"Developing digital competency in HPETE: a heuristic for and analysis of three programs in the Southern Hemisphere","authors":"Allyson Carvalho de Araújo, A. Ovens, J. Knijnik","doi":"10.1080/25742981.2022.2072229","DOIUrl":"https://doi.org/10.1080/25742981.2022.2072229","url":null,"abstract":"ABSTRACT This paper presents a heuristic tool that can be used to analyse and reflect on the inclusion of digital competences in Health and Physical Education Teacher Education (HPETE) programs. The tool is used to identify and compare how HPETE programs in three Southern Hemisphere countries address digital competency as an aspect of learning to teach Health and Physical Education (HPE). The results reveal that the tool provides an effective way of analysing the development of digital technologies through HPETE. While these programs are concerned with the need for technology education, they do not rely on suggested international frameworks and have a different focus related to future teachers’ digital competences. The lack of a systematic policy to improve digital skills in our data suggests that technology education has emerged from localised efforts. We suggest that our heuristic tool can support educators to refine the inclusion of digital competences in HPETE programs.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"143 - 160"},"PeriodicalIF":1.9,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42838079","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 : 2022-04-29DOI: 10.1080/25742981.2022.2070028
Juliandi, A. A. Malik, Masri
School Physical Education and Teacher Education, edited by Ann Macphail and Hal A. Lawson, two prominent scholars in the studies of both physical education (PE) and physical education teacher education (PETE), is a timely edited collection. Drawing on an international-comparative perspective, each chapter identifies, describes and engages with ‘Grand Challenges’ in PE and PETE and in doing so illuminates ‘dramatic and somewhat variable changes underway in nations around the world’ (p. 2, italic as in original). In her foreword, DouneMacdonald notes that the book is ‘both ambitious and ground-breaking’ (p. viii) for its framing of ‘Grand Challenges’ in in PE and PETE and its attempts to not only articulate these challenges but to also offer solutions. In her words, ‘grand challenges’ are ‘difficult, important and crystallizing problems which invite global and collaborative solutions’ (p. viii).
《学校体育与教师教育》是由体育教育(PE)和体育教师教育(PETE)研究领域的两位杰出学者安·麦克菲尔(Ann Macphail)和哈尔·a·劳森(Hal a . Lawson)主编的一本及时编辑的文集。从国际比较的角度来看，每一章都确定、描述和参与了体育和PETE的“重大挑战”，并以此阐明了“世界各国正在发生的戏剧性和多少有些变化”(第2页，与原文一样斜体)。在她的前言中，唐纳·麦克唐纳指出，这本书“既雄心勃勃，又具有开创性”(第viii页)，因为它提出了体育和PETE中的“重大挑战”，并试图不仅阐明这些挑战，而且提供解决方案。用她的话说，“重大挑战”是“困难、重要和明确的问题，需要全球合作的解决方案”(第viii页)。
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Pub Date : 2022-04-07DOI: 10.1080/25742981.2022.2060118
Emilio J. Barrientos Hernán, Víctor M. López-Pastor, Eloísa Lorente-Catalán, D. Kirk
ABSTRACT The main purpose of this study was to identify the challenges of using formative assessment (FA) and authentic assessment (AA) in physical education (PE) teaching, based on some experienced teachers’ perspectives. Semi-structured interviews of four teachers were conducted and analysed. The results show how the teachers operationalised the FA and AA to support student learning. They emphasised that to obtain positive results for teachers and pupils, it is key that the teaching is organised with assessment in mind, and that the assessment is structured. The study concludes that with pedagogic knowledge and a positive attitude to use the FA and AA, it is possible to overcome the drawbacks revealed in the PE assessment literature. Nevertheless, these teachers belonged to communities of practice linked to the FA and AA in PE, which seems to be a key factor to achieve the desired ‘assessment literacy’ needed to initiate those changes in PE.
{"title":"Challenges with using formative and authentic assessment in physical education teaching from experienced teachers’ perspectives","authors":"Emilio J. Barrientos Hernán, Víctor M. López-Pastor, Eloísa Lorente-Catalán, D. Kirk","doi":"10.1080/25742981.2022.2060118","DOIUrl":"https://doi.org/10.1080/25742981.2022.2060118","url":null,"abstract":"ABSTRACT The main purpose of this study was to identify the challenges of using formative assessment (FA) and authentic assessment (AA) in physical education (PE) teaching, based on some experienced teachers’ perspectives. Semi-structured interviews of four teachers were conducted and analysed. The results show how the teachers operationalised the FA and AA to support student learning. They emphasised that to obtain positive results for teachers and pupils, it is key that the teaching is organised with assessment in mind, and that the assessment is structured. The study concludes that with pedagogic knowledge and a positive attitude to use the FA and AA, it is possible to overcome the drawbacks revealed in the PE assessment literature. Nevertheless, these teachers belonged to communities of practice linked to the FA and AA in PE, which seems to be a key factor to achieve the desired ‘assessment literacy’ needed to initiate those changes in PE.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"109 - 126"},"PeriodicalIF":1.9,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47856792","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 : 2022-04-02DOI: 10.1080/25742981.2022.2059384
Vaughan Cruickshank, S. Pill, John Williams, R. Nash, C. Mainsbridge, A. MacDonald, Shandell Elmer
ABSTRACT The enactment of the Australian Curriculum for Health and Physical Education (AC:HPE) is intended to be informed by five ‘propositions’ or Key Ideas, one of which is ‘Develop Health Literacy’. Our study occurred at four Tasmanian primary schools and was conducted by a research team consisting of public health and education academics. This team composition reflects the nature of the HealthLit4Kids program as a university and community grant-funded study intervention. We examined inter-dependent networks, of teachers and children, to investigate Health Literacy (HL) teaching. Data were collected from 30 primary teacher participants and figurational sociology was our theoretical framework. While our program increased teacher awareness about health education, participants demonstrated limited HL knowledge with their teaching largely informed by ‘everyday philosophies’. While increasing health awareness is a welcome first step with the potential to broadly influence students’ adult behaviours, the teachers’ ideas about HL were largely fantastical. This finding was supported by a latent data theme showing a restricted connection between teacher HL knowledge and the AC:HPE.
{"title":"Exploring the ‘everyday philosophies’ of generalist primary school teacher delivery of health literacy education","authors":"Vaughan Cruickshank, S. Pill, John Williams, R. Nash, C. Mainsbridge, A. MacDonald, Shandell Elmer","doi":"10.1080/25742981.2022.2059384","DOIUrl":"https://doi.org/10.1080/25742981.2022.2059384","url":null,"abstract":"ABSTRACT The enactment of the Australian Curriculum for Health and Physical Education (AC:HPE) is intended to be informed by five ‘propositions’ or Key Ideas, one of which is ‘Develop Health Literacy’. Our study occurred at four Tasmanian primary schools and was conducted by a research team consisting of public health and education academics. This team composition reflects the nature of the HealthLit4Kids program as a university and community grant-funded study intervention. We examined inter-dependent networks, of teachers and children, to investigate Health Literacy (HL) teaching. Data were collected from 30 primary teacher participants and figurational sociology was our theoretical framework. While our program increased teacher awareness about health education, participants demonstrated limited HL knowledge with their teaching largely informed by ‘everyday philosophies’. While increasing health awareness is a welcome first step with the potential to broadly influence students’ adult behaviours, the teachers’ ideas about HL were largely fantastical. This finding was supported by a latent data theme showing a restricted connection between teacher HL knowledge and the AC:HPE.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"207 - 222"},"PeriodicalIF":1.9,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45431747","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 : 2022-03-25DOI: 10.1080/25742981.2022.2056066
L. Jones
ABSTRACT Practitioner enquiry is a well-established approach to professional learning that can facilitate teachers’ pedagogical knowledge and improve their educational practice. That said, practitioner enquiry is less frequently seen in physical education (PE) initial teacher education and in the general practice of PE teachers. This study examines the experiences and perceptions of 17 secondary PE preservice teachers (PTs) who completed a small-scale practitioner enquiry as part of their one-year postgraduate initial teacher education programme. A questionnaire and group interviews – conducted before, during, and at the end of the small-scale enquiry – were used to generate data. The findings revealed that the practitioner enquiry promoted greater collaboration between the PTs and their school-based mentors as they worked together to develop their shared understanding of the teaching and learning process. The practitioner enquiry also facilitated the PTs’ critical engagement with pedagogical research, enhanced their curricular knowledge and nurtured their independent professional identity.
{"title":"Integrating theory and practice in physical education: preservice teachers’ views on practitioner research","authors":"L. Jones","doi":"10.1080/25742981.2022.2056066","DOIUrl":"https://doi.org/10.1080/25742981.2022.2056066","url":null,"abstract":"ABSTRACT Practitioner enquiry is a well-established approach to professional learning that can facilitate teachers’ pedagogical knowledge and improve their educational practice. That said, practitioner enquiry is less frequently seen in physical education (PE) initial teacher education and in the general practice of PE teachers. This study examines the experiences and perceptions of 17 secondary PE preservice teachers (PTs) who completed a small-scale practitioner enquiry as part of their one-year postgraduate initial teacher education programme. A questionnaire and group interviews – conducted before, during, and at the end of the small-scale enquiry – were used to generate data. The findings revealed that the practitioner enquiry promoted greater collaboration between the PTs and their school-based mentors as they worked together to develop their shared understanding of the teaching and learning process. The practitioner enquiry also facilitated the PTs’ critical engagement with pedagogical research, enhanced their curricular knowledge and nurtured their independent professional identity.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"161 - 173"},"PeriodicalIF":1.9,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43098048","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 : 2022-03-19DOI: 10.1080/25742981.2022.2053334
W. Walters, Vikki MacLaughlin, A. Deakin
Abstract As a subject discipline frequently marginalized within the school system, enduring approaches to assessment do little advance the status of physical education. Current assessment practices in physical education are often disconnected from curricular outcomes, subjective in nature, and focused on assessment of learning rather than assessment for or as learning. Although assessment practices in physical education are routinely criticised for being poor, there is a paucity in assessment-focused physical education research. While physical education teacher education makes claims about a focus on student-centered formative assessment, the ongoing practice of ‘assessment of learning’ continues to be the prevailing model in schools. Completing a self-study using narrative inquiry, three physical educators at different stages of their career investigated their experiences with assessment in physical education. This research team came together hoping to improve their assessment practice and perhaps influence other physical educators. The educator’s stories, along with emails, documents, transcribed notes from meetings, and field notes from the lead researcher, became the data. Our findings suggest the need for ongoing physical education assessment-focused professional development. Equally significant, there is a need to establish communities of practice focused on supporting physical educators who often work in isolation or feel marginalized within the system.
{"title":"Perspectives and reflections on assessment in physical education: A narrative inquiry of a pre-service, in-service and physical education teacher educator","authors":"W. Walters, Vikki MacLaughlin, A. Deakin","doi":"10.1080/25742981.2022.2053334","DOIUrl":"https://doi.org/10.1080/25742981.2022.2053334","url":null,"abstract":"Abstract As a subject discipline frequently marginalized within the school system, enduring approaches to assessment do little advance the status of physical education. Current assessment practices in physical education are often disconnected from curricular outcomes, subjective in nature, and focused on assessment of learning rather than assessment for or as learning. Although assessment practices in physical education are routinely criticised for being poor, there is a paucity in assessment-focused physical education research. While physical education teacher education makes claims about a focus on student-centered formative assessment, the ongoing practice of ‘assessment of learning’ continues to be the prevailing model in schools. Completing a self-study using narrative inquiry, three physical educators at different stages of their career investigated their experiences with assessment in physical education. This research team came together hoping to improve their assessment practice and perhaps influence other physical educators. The educator’s stories, along with emails, documents, transcribed notes from meetings, and field notes from the lead researcher, became the data. Our findings suggest the need for ongoing physical education assessment-focused professional development. Equally significant, there is a need to establish communities of practice focused on supporting physical educators who often work in isolation or feel marginalized within the system.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"73 - 91"},"PeriodicalIF":1.9,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45616437","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 : 2022-03-14DOI: 10.1080/25742981.2022.2052330
Christopher Hudson, C. Luguetti, R. Spaaij
ABSTRACT The field of physical education (PE), sport, and forced migration studies has grown considerably in recent years. Although we have seen an increase in publications in the field, no reviews of pedagogies regarding people with refugee backgrounds in PE and sport have been published to date. The purpose of this review is to critically examine pedagogies implemented with young people with refugee backgrounds in PE and sport. Using Freirean critical pedagogy as an analytical lens, we identified two themes: (a) the need to overcome cultural deficit perspectives by engaging in dialogue with the young people and (b) the need to move from assimilationist to co-designed ways of working with the young people in PE and sport. We outline directions and critical challenges for future research on the relationship between young people with refugee backgrounds and pedagogies implemented in PE and sport.
{"title":"Pedagogies implemented with young people with refugee backgrounds in physical education and sport: a critical review of the literature","authors":"Christopher Hudson, C. Luguetti, R. Spaaij","doi":"10.1080/25742981.2022.2052330","DOIUrl":"https://doi.org/10.1080/25742981.2022.2052330","url":null,"abstract":"ABSTRACT The field of physical education (PE), sport, and forced migration studies has grown considerably in recent years. Although we have seen an increase in publications in the field, no reviews of pedagogies regarding people with refugee backgrounds in PE and sport have been published to date. The purpose of this review is to critically examine pedagogies implemented with young people with refugee backgrounds in PE and sport. Using Freirean critical pedagogy as an analytical lens, we identified two themes: (a) the need to overcome cultural deficit perspectives by engaging in dialogue with the young people and (b) the need to move from assimilationist to co-designed ways of working with the young people in PE and sport. We outline directions and critical challenges for future research on the relationship between young people with refugee backgrounds and pedagogies implemented in PE and sport.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"14 1","pages":"21 - 40"},"PeriodicalIF":1.9,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48898097","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 : 2022-03-03DOI: 10.1080/25742981.2022.2044363
R. Tinning
ABSTRACT Physical Education Teacher Education (PETE) has changed considerably over the past 40 years. This paper uses a personal memoir to trace the influences on PETE over the years. In particular, the memoir describes the early criticisms of PE as a university study and how such criticism spawned the development of what we now know as human movement studies or exercise and sport science degrees. The subject matter of these degree programs has become the de facto subject matter content knowledge for most PETE programs, and the author questions whether it is the most appropriate knowledge for HPE teachers working in contemporary school contexts. The paper also provides an ‘insider’ perspective on the major contextual influences that have led to changes in PETE and the staff who work in universities as HPE teacher educators.
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