A critical analysis process–bridging the theory to practice gap in senior secondary school physical education

Abstract

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Socio-critical research on teaching physical education and physical education teacher education

“…Universities were the locations most often mentioned in affiliation with the authors of the research who signed the articles under study. This is consistent with similar results from the general field of physical activity and sport (Valenciano et al, 2009), and also when referring to critical pedagogy studies in PE (Gillespie and McBain, 2011). Results showed that universities dominate the production of knowledge in socio-critical research but, as Gore (1993) suggested, it is less than clear if the academy leads reflection and change in education.…”

“…The second group of studies were carried out in universities and also reflected an evaluative purpose (Curtner-Smith, 2007; Curtner-Smith and Sofo, 2004; Garrett and Wrench, 2011; Hickey, 2001; Macdonald and Brooker, 1999), representing the most direct response to the lack of interventions or critical research initiatives in academia. The predominant theoretical approaches at tertiary education have been criticized by a number of authors (Gillespie and McBain, 2011; Giroux, 1990; Hickey, 2001; Macdonald and Brooker, 1999). Reflecting on the lack of interventions in initial teacher education, Martínez Bonafé (1996: 79) stated that socio-critical research ‘is easier said than done’.…”

Criticality in Physical Education Teacher Education: Do Graduating Standards Constrain and or Inhibit Curriculum Implementation

“…The need to, effectively and systematically, draw on critical inquiry in PE teacher education is well documented (Bain, 1990;Culpan & Bruce, 2007;Fernandez-Balboa, 1997;Gillespie & McBain, 2011;Kirk, 2010;Tinning, 2002Tinning, , 2010Wright et al, 2004). However, the task of doing so is laden with difficulty.…”

“…These two pre-requisites infer that for teacher education there is a need for criticality in PE programmes to include learning experiences that explicitly emphasise dominant socio-political ideologies and the subsequent interrogation and deconstruction of them. Young teachers would then need to situate themselves in relation to that ideology, defend that situating and confront possible existing social inequalities and injustices through practical activism (see Gillespie & McBain, 2011 for a helpful Critical Analysis Process tool). This pedagogical arrangement is challenging, particularly when critical pedagogues need to avoid the danger of assuming social change is uniform across a range of variables.…”

“…These scholars have argued that critical inquiry has little relevance unless there is robust engagement in praxis. Notwithstanding this critique, Culpan and McBain (2012); Gillespie and McBain (2011);and Wright et al (2004) suggest a number of ways of how we might achieve connecting the theory/practice nexus. Their scholarly work is important in that new foresights and pathways are identified and discussed.…”