Pub Date : 2021-09-23DOI: 10.1080/25742981.2021.1979415
P. Brett, C. Mainsbridge, Vaughan Cruickshank
ABSTRACT This paper explores Health and Physical Education (HPE) students' understanding of Civics and Citizenship Education (CCE) and discusses some of the links that connect HPE, sport and CCE in Australia. A brief overview of CCE key features is provided. Second- and third-year HPE pre-service teachers at an Australian regional university were surveyed to gauge what the baseline of knowledge and understanding of CCE amongst beginning teachers might be. Shared learning opportunities between HPE and CCE are discussed in different parts of the paper in relation to fair play; ethical debates and dilemmas; community involvement; identity; and respect for inclusivity. Linking to the pre-service teacher responses, the paper provides suggestions for some practical ways in which Australian HPE educators might make connections between the CCE curriculum and inter-connected HPE learning contexts for Year 3 to Year 8 students, the years for which a Civics and Citizenship curriculum is specified in the Australian Curriculum.
{"title":"Making the links between health and physical education, sport and civics and citizenship education in Australia","authors":"P. Brett, C. Mainsbridge, Vaughan Cruickshank","doi":"10.1080/25742981.2021.1979415","DOIUrl":"https://doi.org/10.1080/25742981.2021.1979415","url":null,"abstract":"ABSTRACT This paper explores Health and Physical Education (HPE) students' understanding of Civics and Citizenship Education (CCE) and discusses some of the links that connect HPE, sport and CCE in Australia. A brief overview of CCE key features is provided. Second- and third-year HPE pre-service teachers at an Australian regional university were surveyed to gauge what the baseline of knowledge and understanding of CCE amongst beginning teachers might be. Shared learning opportunities between HPE and CCE are discussed in different parts of the paper in relation to fair play; ethical debates and dilemmas; community involvement; identity; and respect for inclusivity. Linking to the pre-service teacher responses, the paper provides suggestions for some practical ways in which Australian HPE educators might make connections between the CCE curriculum and inter-connected HPE learning contexts for Year 3 to Year 8 students, the years for which a Civics and Citizenship curriculum is specified in the Australian Curriculum.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"83 - 97"},"PeriodicalIF":1.9,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45854257","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 : 2021-09-18DOI: 10.1080/25742981.2021.1979416
H. Larsson, Torun Mattsson, M. Ferry
ABSTRACT Research about physical education teacher education (PETE) indicates that the education program attracts homogeneous groups of students, consisting mainly of young men originating from the country in question and who have academic backgrounds. The purpose of this article is, through a case study of one Swedish PETE institution, to explore a cohort of 60 students regarding background characteristics (gender, social and migration background) and secondary characteristics (school success, experience of sport and physical activity cultures, and perceived physical ability). The case study indicated that the students have slightly more diverse backgrounds than is found in previous PETE research, but at the same time, they remain fairly homogeneous regarding, e.g. such as school success, the experience of sport and physical activity, and perceived physical ability. Attracting a more diverse group of students does not mean necessarily that the students are equally diverse when it comes to experiences of movement culture, and the abilities and knowledge that they have gained from participation in this culture.
{"title":"(Non-)Diversity and cultural (re)production in physical education teacher education: a Swedish example","authors":"H. Larsson, Torun Mattsson, M. Ferry","doi":"10.1080/25742981.2021.1979416","DOIUrl":"https://doi.org/10.1080/25742981.2021.1979416","url":null,"abstract":"ABSTRACT Research about physical education teacher education (PETE) indicates that the education program attracts homogeneous groups of students, consisting mainly of young men originating from the country in question and who have academic backgrounds. The purpose of this article is, through a case study of one Swedish PETE institution, to explore a cohort of 60 students regarding background characteristics (gender, social and migration background) and secondary characteristics (school success, experience of sport and physical activity cultures, and perceived physical ability). The case study indicated that the students have slightly more diverse backgrounds than is found in previous PETE research, but at the same time, they remain fairly homogeneous regarding, e.g. such as school success, the experience of sport and physical activity, and perceived physical ability. Attracting a more diverse group of students does not mean necessarily that the students are equally diverse when it comes to experiences of movement culture, and the abilities and knowledge that they have gained from participation in this culture.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"1 1","pages":"3 - 18"},"PeriodicalIF":1.9,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60142387","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 : 2021-09-02DOI: 10.1080/25742981.2021.1978147
Shrehan Lynch, D. Ahmed
Education is one of the most powerful tools within our society, it is a wholehearted political commitment to practicing freedom (hooks 1994). Now, in 2021, at the time of writing, education is both formally and informally widely accessible in Western societies. In this review, we harness what we believe to be the power of a book; a phenomenally accessible item and often free through public libraries, book swaps, book phone boxes, Google eBook store, Project Gutenberg, the Open library, PDF Books World, etc. Both of us, the authors of this paper, Shrehan and Dylan are avid readers, in fact some might call us book junkies. When it was first released, in 2019, Shrehan read ‘It’s Not About the Burqa’, edited by Mariam Khan. The book is an authentic collection of essays from the lived experiences of Muslim women, on faith, feminism, sexuality and race. It continues to be a reference book Shrehan goes back to frequently and more recently she shared the book with Dylan, a good friend and physical education (PE) colleague. The rest of this piece shares why we read the book, what we learnt and the relevance for PE as our chosen disciplinary area.
{"title":"It’s Not About the Burqa, edited by Mariam Khan Picador, Croydon, 2019","authors":"Shrehan Lynch, D. Ahmed","doi":"10.1080/25742981.2021.1978147","DOIUrl":"https://doi.org/10.1080/25742981.2021.1978147","url":null,"abstract":"Education is one of the most powerful tools within our society, it is a wholehearted political commitment to practicing freedom (hooks 1994). Now, in 2021, at the time of writing, education is both formally and informally widely accessible in Western societies. In this review, we harness what we believe to be the power of a book; a phenomenally accessible item and often free through public libraries, book swaps, book phone boxes, Google eBook store, Project Gutenberg, the Open library, PDF Books World, etc. Both of us, the authors of this paper, Shrehan and Dylan are avid readers, in fact some might call us book junkies. When it was first released, in 2019, Shrehan read ‘It’s Not About the Burqa’, edited by Mariam Khan. The book is an authentic collection of essays from the lived experiences of Muslim women, on faith, feminism, sexuality and race. It continues to be a reference book Shrehan goes back to frequently and more recently she shared the book with Dylan, a good friend and physical education (PE) colleague. The rest of this piece shares why we read the book, what we learnt and the relevance for PE as our chosen disciplinary area.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"306 - 309"},"PeriodicalIF":1.9,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46169783","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 : 2021-08-12DOI: 10.1080/25742981.2021.1966312
John Williams, S. Pill, J. Coleman, Clifford J. Mallett, Scott Hughes
ABSTRACT In this research, we show how a quality teaching framework can be used with psychology, specifically self-determination theory (SDT), and a Game Sense Approach (GSA) to plan and teach a unit of work as a context-specific version of quality Physical Education. This unit of work using Buroinjin, an Australian Aboriginal traditional game, was taught to two Year 5 classes (49 students in total aged 10–11 years) at a government school in Australia’s capital city, Canberra. Following unit completion, a qualitative research design was adopted to answer our research question: To what extent do Year 5 students experience basic psychological need satisfaction by playing Buroinjin taught using a GSA? Four semi-structured interviews were used to collect data from 26 of the original students who were taught the unit. Findings suggest the unit was effective in satisfying the participants’ SDT basic needs of autonomy, competence and relatedness.
{"title":"Combining psychology, a Game Sense Approach and the Aboriginal game Buroinjin to teach quality physical education","authors":"John Williams, S. Pill, J. Coleman, Clifford J. Mallett, Scott Hughes","doi":"10.1080/25742981.2021.1966312","DOIUrl":"https://doi.org/10.1080/25742981.2021.1966312","url":null,"abstract":"ABSTRACT In this research, we show how a quality teaching framework can be used with psychology, specifically self-determination theory (SDT), and a Game Sense Approach (GSA) to plan and teach a unit of work as a context-specific version of quality Physical Education. This unit of work using Buroinjin, an Australian Aboriginal traditional game, was taught to two Year 5 classes (49 students in total aged 10–11 years) at a government school in Australia’s capital city, Canberra. Following unit completion, a qualitative research design was adopted to answer our research question: To what extent do Year 5 students experience basic psychological need satisfaction by playing Buroinjin taught using a GSA? Four semi-structured interviews were used to collect data from 26 of the original students who were taught the unit. Findings suggest the unit was effective in satisfying the participants’ SDT basic needs of autonomy, competence and relatedness.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"34 - 48"},"PeriodicalIF":1.9,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42041727","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 : 2021-06-27DOI: 10.1080/25742981.2021.1947145
Katarina Lundin, K. Schenker
ABSTRACT The overall aim of this paper is to introduce a new way of analysing and understanding the framing and potential of Physical Education and Health (PEH) practice. Focusing on subject-specific literacy, which is defined as an abstract and generalising language, containing words and concepts typical for a specific subject [Nestlog, B. E. (2019). Ämnesspråk – en fråga om innehåll, röster och strukturer i ämnestexter [subject-specific literacy – a question about content, voices and structures in subject specific texts]. HumaNetten Nr, 42, 9–30], we, in this paper, particularly stress and reiterate the need for a verbalised subject-specific literacy of PEH [Larsson, H., & Nyberg, G. (2017). ‘It doesn’t matter how they move really, as long as they move.’ Physical education teachers on developing their students’ movement capabilities. Physical Education and Sport Pedagogy, 22(2), 137–149; Wright, J. (2000). Bodies, meanings and movement: A comparison of the language of a physical education lesson and a feldenkrais movement class. Sport, Education and Society, 5(1), 35–49]. Since the subject-specific literacy of a subject constitutes a framework for the subject regarding content, pedagogy and assessment, we argue that linguistic analysis is crucial when it comes to better our understanding of PEH practice. Drawing on a linguistic analysis framework, the four most common textbooks used in Swedish PEH practice are analysed. The analysis of the PEH textbooks involves: defining the characteristics of the core concepts, identifying the semantic relations between the concepts, creating hierarchical systems of concepts and exploring what appears as the core content of the PEH subject. The results highlight how explicit ways of talking about all areas of the PEH curriculum are missing [Wright, 2000]. In particular, the results show that concepts primarily relating to ‘sports’ dominate in comparison to ‘health’, and that health content is permeated by a biomedical perspective, which is mirrored in the subject-specific literacy related to it. In addition, the concepts related to sports are specific, often physically palpable and denote dynamic activities, such as interval training, reps [repetitions], sets, HRmax, and static strength, whereas concepts related to health are instead abstract and static.
{"title":"Subject-specific literacy in Physical Education and Health – the case of Sweden","authors":"Katarina Lundin, K. Schenker","doi":"10.1080/25742981.2021.1947145","DOIUrl":"https://doi.org/10.1080/25742981.2021.1947145","url":null,"abstract":"ABSTRACT\u0000 The overall aim of this paper is to introduce a new way of analysing and understanding the framing and potential of Physical Education and Health (PEH) practice. Focusing on subject-specific literacy, which is defined as an abstract and generalising language, containing words and concepts typical for a specific subject [Nestlog, B. E. (2019). Ämnesspråk – en fråga om innehåll, röster och strukturer i ämnestexter [subject-specific literacy – a question about content, voices and structures in subject specific texts]. HumaNetten Nr, 42, 9–30], we, in this paper, particularly stress and reiterate the need for a verbalised subject-specific literacy of PEH [Larsson, H., & Nyberg, G. (2017). ‘It doesn’t matter how they move really, as long as they move.’ Physical education teachers on developing their students’ movement capabilities. Physical Education and Sport Pedagogy, 22(2), 137–149; Wright, J. (2000). Bodies, meanings and movement: A comparison of the language of a physical education lesson and a feldenkrais movement class. Sport, Education and Society, 5(1), 35–49]. Since the subject-specific literacy of a subject constitutes a framework for the subject regarding content, pedagogy and assessment, we argue that linguistic analysis is crucial when it comes to better our understanding of PEH practice. Drawing on a linguistic analysis framework, the four most common textbooks used in Swedish PEH practice are analysed. The analysis of the PEH textbooks involves: defining the characteristics of the core concepts, identifying the semantic relations between the concepts, creating hierarchical systems of concepts and exploring what appears as the core content of the PEH subject. The results highlight how explicit ways of talking about all areas of the PEH curriculum are missing [Wright, 2000]. In particular, the results show that concepts primarily relating to ‘sports’ dominate in comparison to ‘health’, and that health content is permeated by a biomedical perspective, which is mirrored in the subject-specific literacy related to it. In addition, the concepts related to sports are specific, often physically palpable and denote dynamic activities, such as interval training, reps [repetitions], sets, HRmax, and static strength, whereas concepts related to health are instead abstract and static.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"62 - 82"},"PeriodicalIF":1.9,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1947145","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42672121","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 : 2021-05-31DOI: 10.1080/25742981.2021.1936096
C. McKay, J. McMahon, J. Haegele, Jana Walters
ABSTRACT The purpose of this exploratory study was to understand the impact of Paralympic Skill Lab (PSL) including how students experienced the skill lab, feelings about the experience, and the manner in which the skill lab informed perceptions of, or actions toward, inclusion and disability sport. A convenience sample of 77 undergraduate students enrolled in a general education lifetime fitness and wellness kinesiology course (M age=19.64; 50.65% male, 79.22% Caucasian) completed a short questionnaire. After data collection was complete, long-format responses were compiled into a spreadsheet and open-coded by the first and second authors, independently. In total, participants’ responses were coded into 134, 105, 92, and 57 codes for the four long-format questions, respectively. The most common response categories were fun, challenging, would do again, eye-opening, and negative assumptions about disability. Paralympic sport education experiences executed with contact theory as the theoretical foundation offer an avenue for enlightenment toward disability and inclusion.
{"title":"Utilising Paralympic skill lab in higher education: exploring the student experience","authors":"C. McKay, J. McMahon, J. Haegele, Jana Walters","doi":"10.1080/25742981.2021.1936096","DOIUrl":"https://doi.org/10.1080/25742981.2021.1936096","url":null,"abstract":"ABSTRACT The purpose of this exploratory study was to understand the impact of Paralympic Skill Lab (PSL) including how students experienced the skill lab, feelings about the experience, and the manner in which the skill lab informed perceptions of, or actions toward, inclusion and disability sport. A convenience sample of 77 undergraduate students enrolled in a general education lifetime fitness and wellness kinesiology course (M age=19.64; 50.65% male, 79.22% Caucasian) completed a short questionnaire. After data collection was complete, long-format responses were compiled into a spreadsheet and open-coded by the first and second authors, independently. In total, participants’ responses were coded into 134, 105, 92, and 57 codes for the four long-format questions, respectively. The most common response categories were fun, challenging, would do again, eye-opening, and negative assumptions about disability. Paralympic sport education experiences executed with contact theory as the theoretical foundation offer an avenue for enlightenment toward disability and inclusion.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"13 1","pages":"49 - 61"},"PeriodicalIF":1.9,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1936096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46958038","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 : 2021-05-11DOI: 10.1080/25742981.2021.1926299
A. Dania
ABSTRACT At the onset of emergency remote teaching in higher education, as a rapid response to the virus pandemic, I organised an online course that focused on Game Based Approaches. The course was part of the professional development initiatives I have been designing for Physical Education teachers over the past ten years, as a teacher educator working in a modern university context. I envisioned myself empowering PE teachers to take activist roles in their practice and I worked towards increasing their receptiveness to humanistic teaching. The aim of this paper is to use the above course as an inciting moment for reflecting on the personal and cultural tensions inherent in the employment of critical pedagogy principles by novice academics. To achieve the above, I employ autoethnographic writing to describe the dimensions that may shape teacher educators’ efforts to re-read both their pedagogical and their emotional knowledge.
{"title":"An autoethnography of becoming critical in Physical Education Teacher Education","authors":"A. Dania","doi":"10.1080/25742981.2021.1926299","DOIUrl":"https://doi.org/10.1080/25742981.2021.1926299","url":null,"abstract":"ABSTRACT At the onset of emergency remote teaching in higher education, as a rapid response to the virus pandemic, I organised an online course that focused on Game Based Approaches. The course was part of the professional development initiatives I have been designing for Physical Education teachers over the past ten years, as a teacher educator working in a modern university context. I envisioned myself empowering PE teachers to take activist roles in their practice and I worked towards increasing their receptiveness to humanistic teaching. The aim of this paper is to use the above course as an inciting moment for reflecting on the personal and cultural tensions inherent in the employment of critical pedagogy principles by novice academics. To achieve the above, I employ autoethnographic writing to describe the dimensions that may shape teacher educators’ efforts to re-read both their pedagogical and their emotional knowledge.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"251 - 267"},"PeriodicalIF":1.9,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1926299","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43755646","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 : 2021-05-04DOI: 10.1080/25742981.2021.1936582
A. Ovens, Eimear Enright
ABSTRACT Physical literacy has quickly become established within the broad fields of Sport, Health and Physical Education as a set of capabilities and dispositions that enable active participation in movement cultures across an individual’s lifespan. In that sense, it has become a powerful concept in terms of being a desirable outcome of education programmes for young people in all spheres of their life as well as being a powerful discourse for sport and physical activity policy for all sectors of the community. Given this, the question arises as to its relationship with physical education, as a curriculum practice in schools. In this introduction to the special edition, we propose that the theoretical tools of assemblage and territorialisation provide a way to theorise curriculum and understand how the papers might be read with a sense of coherence. We conclude by suggesting that less focus needs to be paid to defining the essence and nature of physical literacy, and more attention given to how it potentially narrows the curriculum and more questioning of whose interests are being served by advocating for its uptake in HPE.
{"title":"Infection or affection: physical literacy and the reterritorialisation of the HPE curriculum","authors":"A. Ovens, Eimear Enright","doi":"10.1080/25742981.2021.1936582","DOIUrl":"https://doi.org/10.1080/25742981.2021.1936582","url":null,"abstract":"ABSTRACT Physical literacy has quickly become established within the broad fields of Sport, Health and Physical Education as a set of capabilities and dispositions that enable active participation in movement cultures across an individual’s lifespan. In that sense, it has become a powerful concept in terms of being a desirable outcome of education programmes for young people in all spheres of their life as well as being a powerful discourse for sport and physical activity policy for all sectors of the community. Given this, the question arises as to its relationship with physical education, as a curriculum practice in schools. In this introduction to the special edition, we propose that the theoretical tools of assemblage and territorialisation provide a way to theorise curriculum and understand how the papers might be read with a sense of coherence. We conclude by suggesting that less focus needs to be paid to defining the essence and nature of physical literacy, and more attention given to how it potentially narrows the curriculum and more questioning of whose interests are being served by advocating for its uptake in HPE.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"96 - 105"},"PeriodicalIF":1.9,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1936582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45840840","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 : 2021-05-04DOI: 10.1080/25742981.2021.1932072
Chris Hickey
{"title":"Editorial note","authors":"Chris Hickey","doi":"10.1080/25742981.2021.1932072","DOIUrl":"https://doi.org/10.1080/25742981.2021.1932072","url":null,"abstract":"","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"95 - 95"},"PeriodicalIF":1.9,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1932072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45011991","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 : 2021-04-05DOI: 10.1080/25742981.2021.1908835
D. Landi, T. Blackshear, C. McFadden
ABSTRACT In this paper, we reflect on SHAPE America’s K-12 National Standards and its connection to physical literacy. We argue physical educators in the United States have primarily engaged with the term physical literacy without engaging with the theoretical and pedagogical depth of the concept. Despite this, SHAPE America does explicitly endorse an adapted version of Whitehead’s definition of the physical literacy concept. In drawing on feminist intersectional thought, we make an argument that SHAPE America’s adoption of physical literacy has produced an era of ‘disorientation’ in United States physical education. Within this disorientation, much of the advancements made in theory, pedagogy, sociocultural issues, as well as curriculum have been lost. We conclude by calling for a revamping of the standards that are not bound to a single concept, model or theoretical paradigm.
{"title":"SHAPE America and physical literacy: an event horizon?","authors":"D. Landi, T. Blackshear, C. McFadden","doi":"10.1080/25742981.2021.1908835","DOIUrl":"https://doi.org/10.1080/25742981.2021.1908835","url":null,"abstract":"ABSTRACT In this paper, we reflect on SHAPE America’s K-12 National Standards and its connection to physical literacy. We argue physical educators in the United States have primarily engaged with the term physical literacy without engaging with the theoretical and pedagogical depth of the concept. Despite this, SHAPE America does explicitly endorse an adapted version of Whitehead’s definition of the physical literacy concept. In drawing on feminist intersectional thought, we make an argument that SHAPE America’s adoption of physical literacy has produced an era of ‘disorientation’ in United States physical education. Within this disorientation, much of the advancements made in theory, pedagogy, sociocultural issues, as well as curriculum have been lost. We conclude by calling for a revamping of the standards that are not bound to a single concept, model or theoretical paradigm.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"106 - 122"},"PeriodicalIF":1.9,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1908835","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42715234","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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