Pub Date : 2021-03-26DOI: 10.1080/25742981.2021.1906725
Aaron Scoringe, R. Philpot, T. Bruce
ABSTRACT New Zealand and Australia introduced health and physical education curricula espousing a socially-critical perspective more than two decades ago. Yet, despite growth in advocacy and teaching resources, there is little research exploring how HPE teachers are enacting these pedagogies. This article addresses the challenge of understanding what six HPE teachers ‘do’ in the name of being socially critical through two ethnographic fiction stories that bring their experiences to life. The results show that HPE teachers use socially-critical pedagogies in three main ways that resonate with Paulo Freire’s pedagogical concepts. First, they enter into dialogue with students to develop critical consciousness. Second, through problem-posing techniques, they challenge students to question their own attitudes, values and assumptions. Third, they understand the importance of using socially-critical pedagogies to raise consciousness and to lead students into taking action to bring about more equitable outcomes in relation to social justice.
{"title":"Bringing socially-critical pedagogies to life through stories","authors":"Aaron Scoringe, R. Philpot, T. Bruce","doi":"10.1080/25742981.2021.1906725","DOIUrl":"https://doi.org/10.1080/25742981.2021.1906725","url":null,"abstract":"ABSTRACT\u0000 New Zealand and Australia introduced health and physical education curricula espousing a socially-critical perspective more than two decades ago. Yet, despite growth in advocacy and teaching resources, there is little research exploring how HPE teachers are enacting these pedagogies. This article addresses the challenge of understanding what six HPE teachers ‘do’ in the name of being socially critical through two ethnographic fiction stories that bring their experiences to life. The results show that HPE teachers use socially-critical pedagogies in three main ways that resonate with Paulo Freire’s pedagogical concepts. First, they enter into dialogue with students to develop critical consciousness. Second, through problem-posing techniques, they challenge students to question their own attitudes, values and assumptions. Third, they understand the importance of using socially-critical pedagogies to raise consciousness and to lead students into taking action to bring about more equitable outcomes in relation to social justice.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"217 - 231"},"PeriodicalIF":1.9,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1906725","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41924235","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 : 2021-03-18DOI: 10.1080/25742981.2021.1901598
S. Stevens, A. Ovens, J. Hapeta, Kirsten Petrie
ABSTRACT The concept of physical literacy (PL) has increasingly drawn global interest from practitioners, academics and policymakers within the fields of sport, health and physical education. Its value and appeal appear to lie in its potential to help refocus attention on the importance of human physicality and movement in enabling individuals to flourish and lead fulfilling lives Whitehead, M. (Ed.). (2010). Physical literacy: Through the life-course. International studies in physical education and youth sport. Routledge. In this sense, it overlaps with the aims of physical education (PE) and has increasingly been seen as having an influence on future curriculum development in many Western countries. In our view, there is a need to critically question this influence, particularly in the sense that the concept is not just redefining the nomenclature of the subject area; but also its nature, focus and outcomes. This need to critically question has also become more prevalent as neoliberal technocratic agendas have pushed for clearer measures of the impact associated with government expenditure, increased individual responsibility for health outcomes and the subsequent development of measurement tools and standards. The concern here, particularly for a country like Aotearoa New Zealand, is that the current curriculum risks becoming colonised by a concept, that fails to adequately address its national values, cultural identity and broad educative aspirations.
{"title":"Tracking Physical Literacy in Aotearoa New Zealand: concerns of narrowed curriculum and colonisation","authors":"S. Stevens, A. Ovens, J. Hapeta, Kirsten Petrie","doi":"10.1080/25742981.2021.1901598","DOIUrl":"https://doi.org/10.1080/25742981.2021.1901598","url":null,"abstract":"ABSTRACT The concept of physical literacy (PL) has increasingly drawn global interest from practitioners, academics and policymakers within the fields of sport, health and physical education. Its value and appeal appear to lie in its potential to help refocus attention on the importance of human physicality and movement in enabling individuals to flourish and lead fulfilling lives Whitehead, M. (Ed.). (2010). Physical literacy: Through the life-course. International studies in physical education and youth sport. Routledge. In this sense, it overlaps with the aims of physical education (PE) and has increasingly been seen as having an influence on future curriculum development in many Western countries. In our view, there is a need to critically question this influence, particularly in the sense that the concept is not just redefining the nomenclature of the subject area; but also its nature, focus and outcomes. This need to critically question has also become more prevalent as neoliberal technocratic agendas have pushed for clearer measures of the impact associated with government expenditure, increased individual responsibility for health outcomes and the subsequent development of measurement tools and standards. The concern here, particularly for a country like Aotearoa New Zealand, is that the current curriculum risks becoming colonised by a concept, that fails to adequately address its national values, cultural identity and broad educative aspirations.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"123 - 139"},"PeriodicalIF":1.9,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1901598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46991461","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 : 2021-03-05DOI: 10.1080/25742981.2021.1893124
Dominique Banville, R. Marttinen, P. Kulinna, Matthew Ferry
ABSTRACT The purpose of the study was to gain an understanding of what impacts physical education teachers in their curriculum decision-making and how the activities chosen relate to what their students are interested in. Teachers (N = 76) and students (N = 258) from 12 purposely selected secondary schools located in a large school district in the United States participated by completing a questionnaire. Teachers indicated that curriculum decisions are made at the department level and that their teaching conditions are different from their colleagues in other subject areas. Activities favoured were primarily team sports, with some fitness activities and individual sports incorporated in the yearly plan. Students reported most engagement with jogging/running, walking, basketball, and cycling during their time away from school. The dominance of a team-sports driven curriculum persists against a wealth of evidence it may be misguided. If we want to change attitudes toward physical activity and physical education we must address the reliance on this type of curriculum in the United States.
{"title":"Curriculum decisions made by secondary physical education teachers and comparison with students’ preferences","authors":"Dominique Banville, R. Marttinen, P. Kulinna, Matthew Ferry","doi":"10.1080/25742981.2021.1893124","DOIUrl":"https://doi.org/10.1080/25742981.2021.1893124","url":null,"abstract":"ABSTRACT The purpose of the study was to gain an understanding of what impacts physical education teachers in their curriculum decision-making and how the activities chosen relate to what their students are interested in. Teachers (N = 76) and students (N = 258) from 12 purposely selected secondary schools located in a large school district in the United States participated by completing a questionnaire. Teachers indicated that curriculum decisions are made at the department level and that their teaching conditions are different from their colleagues in other subject areas. Activities favoured were primarily team sports, with some fitness activities and individual sports incorporated in the yearly plan. Students reported most engagement with jogging/running, walking, basketball, and cycling during their time away from school. The dominance of a team-sports driven curriculum persists against a wealth of evidence it may be misguided. If we want to change attitudes toward physical activity and physical education we must address the reliance on this type of curriculum in the United States.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"199 - 216"},"PeriodicalIF":1.9,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1893124","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42004585","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 : 2021-03-05DOI: 10.1080/25742981.2021.1894407
M. Quennerstedt, D. Barker, Anna Johansson, P. Korp
ABSTRACT The purpose of this integrative review of research is to contribute to knowledge about the relation between teaching physical education (PE) and discourses of body weight. The review consists of summarising and synthesising features focusing on how discourses on the relation between teaching PE and body weight in scientific literature in different ways shape the idea of the role of PE. The results of the review reveal that the purposes, content, and forms for teaching PE constitute three discourses of teaching PE in relation to body weight: (i) a risk discourse, (ii) a critical obesity discourse, and (iii) a pluralistic discourse. From these discourses, five different roles of PE are identified; (i) Solving obesity and inactivity, (ii) Including overweight pupils, (iii) Rejecting an obesity epidemic, (iv) Supporting and understanding overweight pupils, and (v) Transforming PE in relation to a plurality of perspectives on body weight. As a consequence, we urge practitioners to take a reflective distance towards the purpose, content, and the pedagogies they are employing in relation to discourses on body weight in order to make informed decisions regarding PE curricula.
{"title":"The relation between teaching physical education and discourses on body weight – an integrative review of research","authors":"M. Quennerstedt, D. Barker, Anna Johansson, P. Korp","doi":"10.1080/25742981.2021.1894407","DOIUrl":"https://doi.org/10.1080/25742981.2021.1894407","url":null,"abstract":"ABSTRACT The purpose of this integrative review of research is to contribute to knowledge about the relation between teaching physical education (PE) and discourses of body weight. The review consists of summarising and synthesising features focusing on how discourses on the relation between teaching PE and body weight in scientific literature in different ways shape the idea of the role of PE. The results of the review reveal that the purposes, content, and forms for teaching PE constitute three discourses of teaching PE in relation to body weight: (i) a risk discourse, (ii) a critical obesity discourse, and (iii) a pluralistic discourse. From these discourses, five different roles of PE are identified; (i) Solving obesity and inactivity, (ii) Including overweight pupils, (iii) Rejecting an obesity epidemic, (iv) Supporting and understanding overweight pupils, and (v) Transforming PE in relation to a plurality of perspectives on body weight. As a consequence, we urge practitioners to take a reflective distance towards the purpose, content, and the pedagogies they are employing in relation to discourses on body weight in order to make informed decisions regarding PE curricula.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"287 - 305"},"PeriodicalIF":1.9,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1894407","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47171178","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 : 2021-02-18DOI: 10.1080/25742981.2021.1889383
Gwen Weeldenburg, L. Borghouts, M. Slingerland, S. Vos
ABSTRACT Framed within achievement goal theory and self-determination theory, the aim of this study was to explore the experiences and motivational needs of students within secondary school Physical Education, attempting to identify their preferred motivational instructional strategies. Nine focus group interviews were conducted comprising 61 students (32 girls and 29 boys; M age = 15.17; SD = 0.48) across 3 different schools. The semi-structured interview guide was based on the TARGET (Task, Authority, Recognition, Grouping, Evaluation, Time) framework. Interviews were analysed using the Framework Method. Results revealed that student-preferred instructional strategies were in line with the tenets of the self-determination theory and achievement goal theory. Students stressed the importance of variation, challenge, achievable tasks, involvement, structure, positive and individual feedback, careful grouping, progress evaluation, transparency of standards and reliable assessment. Structuring these strategies according to the TARGET dimensions provided an overview to support PE teachers in realising an optimal motivational class climate.
{"title":"Through students’ eyes: preferred instructional strategies for a motivating learning climate in secondary school physical education","authors":"Gwen Weeldenburg, L. Borghouts, M. Slingerland, S. Vos","doi":"10.1080/25742981.2021.1889383","DOIUrl":"https://doi.org/10.1080/25742981.2021.1889383","url":null,"abstract":"ABSTRACT Framed within achievement goal theory and self-determination theory, the aim of this study was to explore the experiences and motivational needs of students within secondary school Physical Education, attempting to identify their preferred motivational instructional strategies. Nine focus group interviews were conducted comprising 61 students (32 girls and 29 boys; M age = 15.17; SD = 0.48) across 3 different schools. The semi-structured interview guide was based on the TARGET (Task, Authority, Recognition, Grouping, Evaluation, Time) framework. Interviews were analysed using the Framework Method. Results revealed that student-preferred instructional strategies were in line with the tenets of the self-determination theory and achievement goal theory. Students stressed the importance of variation, challenge, achievable tasks, involvement, structure, positive and individual feedback, careful grouping, progress evaluation, transparency of standards and reliable assessment. Structuring these strategies according to the TARGET dimensions provided an overview to support PE teachers in realising an optimal motivational class climate.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"268 - 286"},"PeriodicalIF":1.9,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1889383","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46476072","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 : 2021-01-19DOI: 10.1080/25742981.2020.1869048
A. Schubring, H. Bergentoft, D. Barker
ABSTRACT ‘Characteristics and consequences of different body ideals’ are a mandatory curriculum content in Swedish physical education (PE). Didactic strategies for teaching on body ideals are, however, scarce. In this paper, we introduce a classroom-based teaching unit on body ideals and present didactic possibilities and challenges of the unit. We used a lesson study approach, drawing on Nutbeam’s concept of health literacy. Our methodology involved focus group interviews with students and teachers, lesson observations and minutes of meetings which we analysed thematically. We found teaching on body ideals to be highly meaningful to students but their engagement differed based on personal backgrounds, school context and didactic design. The gendered nature of body ideals and a lack of embodied didactics constituted challenges, while the use of storied cases emerged as a potent didactic strategy. We conclude with practical recommendations for teaching on body ideals in PE.
{"title":"Teaching on body ideals in physical education: a lesson study in Swedish upper secondary school","authors":"A. Schubring, H. Bergentoft, D. Barker","doi":"10.1080/25742981.2020.1869048","DOIUrl":"https://doi.org/10.1080/25742981.2020.1869048","url":null,"abstract":"ABSTRACT ‘Characteristics and consequences of different body ideals’ are a mandatory curriculum content in Swedish physical education (PE). Didactic strategies for teaching on body ideals are, however, scarce. In this paper, we introduce a classroom-based teaching unit on body ideals and present didactic possibilities and challenges of the unit. We used a lesson study approach, drawing on Nutbeam’s concept of health literacy. Our methodology involved focus group interviews with students and teachers, lesson observations and minutes of meetings which we analysed thematically. We found teaching on body ideals to be highly meaningful to students but their engagement differed based on personal backgrounds, school context and didactic design. The gendered nature of body ideals and a lack of embodied didactics constituted challenges, while the use of storied cases emerged as a potent didactic strategy. We conclude with practical recommendations for teaching on body ideals in PE.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"232 - 250"},"PeriodicalIF":1.9,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1869048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41521738","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 : 2021-01-11DOI: 10.1080/25742981.2021.1872036
Trent D. Brown, R. Whittle
ABSTRACT Within the context of physical education internationally (e.g. Canada, United Kingdom, New Zealand) and the curriculum area of Health and Physical Education in Australia (and Victoria) there has been renewed interest philosophically, conceptually and practically in physical literacy. Recently, Sport Australia released the Australian Physical Literacy Framework to activate a ‘common language and consistent understanding about what physical literacy is and how it can be developed' [Sport Australia. (2020). Physical literacy. https://www.sportaus.gov.au/physical_literacy]. One context identified by Sport Australia to promote physical literacy is via schools and educators. Given that there is no explicit reference to physical literacy in the Victorian Curriculum: Health and Physical Education, our purpose is to critically examine the likelihood that physical literacy may impact curriculum, pedagogy and assessment within this jurisdiction. An intended outcome of this paper is to outline how such a concept could be enacted in the curriculum. We propose that there may be an opportunity of introducing this concept as a sixth proposition (joining educative outcomes, strengths-based approach, health literacy, critical inquiry and valuing movement).
{"title":"Physical literacy: a sixth proposition in the Australian/Victorian Curriculum: Health and Physical Education?","authors":"Trent D. Brown, R. Whittle","doi":"10.1080/25742981.2021.1872036","DOIUrl":"https://doi.org/10.1080/25742981.2021.1872036","url":null,"abstract":"ABSTRACT Within the context of physical education internationally (e.g. Canada, United Kingdom, New Zealand) and the curriculum area of Health and Physical Education in Australia (and Victoria) there has been renewed interest philosophically, conceptually and practically in physical literacy. Recently, Sport Australia released the Australian Physical Literacy Framework to activate a ‘common language and consistent understanding about what physical literacy is and how it can be developed' [Sport Australia. (2020). Physical literacy. https://www.sportaus.gov.au/physical_literacy]. One context identified by Sport Australia to promote physical literacy is via schools and educators. Given that there is no explicit reference to physical literacy in the Victorian Curriculum: Health and Physical Education, our purpose is to critically examine the likelihood that physical literacy may impact curriculum, pedagogy and assessment within this jurisdiction. An intended outcome of this paper is to outline how such a concept could be enacted in the curriculum. We propose that there may be an opportunity of introducing this concept as a sixth proposition (joining educative outcomes, strengths-based approach, health literacy, critical inquiry and valuing movement).","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"180 - 196"},"PeriodicalIF":1.9,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1872036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44484675","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 : 2021-01-10DOI: 10.1080/25742981.2020.1869570
S. Lundvall, Göran Gerdin
ABSTRACT Physical literacy (PL) has gained considerable attention and traction in the field of health and physical education (HPE) for some time now and can thus be seen as part of the HPE discourse. However, just as advocacy for PL has grown exponentially over the last decade(s), so have the critical voices raised over the universal adoption of this concept in HPE curricula and practices. The aim of this paper is to illustrate how the influence and constitution of the concept of PL in the Swedish school subject physical education and health (PEH) curriculum and practice can be understood through a Bernsteinian lens. We argue that although the influence of the concept PL on current Swedish PEH practice to date has been limited, such an influence within a neoliberal context, risk (re)producing idealised and limited notions of what is (im)possible in becoming and being a physically literate (educated) individual in Swedish PEH and beyond. We conclude by calling for the recognition of the plurality of physical literacies in the (re)constitution of HPE/PEH practices underpinned by inclusion, diversity, equity and social justice.
{"title":"Physical literacy in Swedish physical education and health (PEH): what is (im)possible in becoming and being physically literate (educated)?","authors":"S. Lundvall, Göran Gerdin","doi":"10.1080/25742981.2020.1869570","DOIUrl":"https://doi.org/10.1080/25742981.2020.1869570","url":null,"abstract":"ABSTRACT Physical literacy (PL) has gained considerable attention and traction in the field of health and physical education (HPE) for some time now and can thus be seen as part of the HPE discourse. However, just as advocacy for PL has grown exponentially over the last decade(s), so have the critical voices raised over the universal adoption of this concept in HPE curricula and practices. The aim of this paper is to illustrate how the influence and constitution of the concept of PL in the Swedish school subject physical education and health (PEH) curriculum and practice can be understood through a Bernsteinian lens. We argue that although the influence of the concept PL on current Swedish PEH practice to date has been limited, such an influence within a neoliberal context, risk (re)producing idealised and limited notions of what is (im)possible in becoming and being a physically literate (educated) individual in Swedish PEH and beyond. We conclude by calling for the recognition of the plurality of physical literacies in the (re)constitution of HPE/PEH practices underpinned by inclusion, diversity, equity and social justice.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"140 - 155"},"PeriodicalIF":1.9,"publicationDate":"2021-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2020.1869570","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42074189","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 : 2021-01-02DOI: 10.1080/25742981.2021.1880399
Chris Hickey
{"title":"Editorial note","authors":"Chris Hickey","doi":"10.1080/25742981.2021.1880399","DOIUrl":"https://doi.org/10.1080/25742981.2021.1880399","url":null,"abstract":"","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"1 - 2"},"PeriodicalIF":1.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1880399","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46554211","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 : 2021-01-02DOI: 10.1080/25742981.2021.1878918
S. Stevens, Ian Culpan
ABSTRACT This article seeks to expose the unconscious exclusion of the joy of movement in PE curriculum, using the New Zealand Curriculum (NZC) as a case study. The article discusses the joy of movement, the social construction of movement pleasure and the role of movement pleasure in the physical education setting. An analogy of the ‘non-participant’ is used to encourage readers to think about the similarities of the entrenched biases that occur when we design curriculum, units of work, or lessons in PE. These biases often shape lessons that instinctively neglect the ‘non-participant’; and in a similar fashion shape lessons where ‘joy’ or ‘pleasure’ are simply addendums or bi-products. The article pays homage to the challenges the physical education profession has faced with regard to performativity; acknowledging that this has marginalised the inclusion of pleasure as an explicit outcome in curriculum. Nevertheless, the authors draw from literature to express the importance of movement pleasure in PE, and subsequently encourage those designing curriculum to think about joy more explicitly in achievement objectives or outcomes.
{"title":"The joy of movement: the non-participant in physical education curriculum design","authors":"S. Stevens, Ian Culpan","doi":"10.1080/25742981.2021.1878918","DOIUrl":"https://doi.org/10.1080/25742981.2021.1878918","url":null,"abstract":"ABSTRACT This article seeks to expose the unconscious exclusion of the joy of movement in PE curriculum, using the New Zealand Curriculum (NZC) as a case study. The article discusses the joy of movement, the social construction of movement pleasure and the role of movement pleasure in the physical education setting. An analogy of the ‘non-participant’ is used to encourage readers to think about the similarities of the entrenched biases that occur when we design curriculum, units of work, or lessons in PE. These biases often shape lessons that instinctively neglect the ‘non-participant’; and in a similar fashion shape lessons where ‘joy’ or ‘pleasure’ are simply addendums or bi-products. The article pays homage to the challenges the physical education profession has faced with regard to performativity; acknowledging that this has marginalised the inclusion of pleasure as an explicit outcome in curriculum. Nevertheless, the authors draw from literature to express the importance of movement pleasure in PE, and subsequently encourage those designing curriculum to think about joy more explicitly in achievement objectives or outcomes.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 1","pages":"80 - 93"},"PeriodicalIF":1.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/25742981.2021.1878918","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41325770","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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