Brokering and bridging knowledge in health and physical education: a critical discourse analysis of one external provider’s curriculum

Sperka, Leigh; Enright, Eimear; McCuaig, Louise

doi:10.1080/17408989.2017.1406465

Cited by 21 publications

(12 citation statements)

References 44 publications

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“…A slow, but nonetheless deliberate attack! In Australia, issues of outsourcing of physical education is claimed to de-professionalise HPE teachers (Sperka, Enright, & McCuaig, 2018;Williams & Macdonald, 2015;Williams, Hay, & Macdonald, 2011). In other countries, an exclusive focus on activity levels and heart rate levels puts questions of education into the background, and on a political level, Macdonald (2014) eloquently asks: 'Is global neo-liberalism shaping the future of physical education?'…”

Section: Introductionmentioning

confidence: 99%

Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy

Quennerstedt

2019

Sport, Education and Society

150

138

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The paper is the José María Cagigal Scholar Lecture presented at the AIESEP 1 World Congress in Edinburgh 2018. In the paper I argue that the only real sustainable aim for physical education is more physical education, where different ways of being in the world as somebody are both possible and encouraged. To reach this aim, a focus on the art of teaching is vital as a way of critically scrutinising and designing transformative and genuinely pluralistic physical education practices. In order to do this I discuss education as being educative, a certain view of the child as well as teaching as a continuous act of making judgements about the why(s), what(s) and how(s) of education, normative judgements about desirable change. The take home messages involves: (i) reclaiming a certain view of the child in education, (ii) reclaiming the open-endedness of physical education, and (iii) reclaiming the art of teaching in physical education, which is about being educative and making judgements about what to bring to the educational situation. We then must start with the purpose of educationthe whybefore deciding on the what and how.

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Section: Introductionmentioning

confidence: 99%

Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy

Quennerstedt

2019

Sport, Education and Society

150

138

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“…Finally, we also expect that the findings of this study could be of benefit to individual schools. It is noteworthy that this intervention was designed and delivered in full by an external research team, and there is some evidence to suggest that schools in England (and elsewhere) are now using their pupil premium grant fund to buy in support from external PE service providers (Ní Chróinín and O’Brien, 2019; Sperka and Enright, 2019; Sperka et al, 2018). The evidence for the creativity-enhancing benefits of dance-based PE provided in this study could benefit schools when choosing such external service providers.…”

Section: Discussionmentioning

confidence: 99%

Effect of a six-week dance-based physical education intervention on primary school children’s creativity: A pilot study

Neville

Makopoulou

2020

European Physical Education Review

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There is international consensus that creativity is a fundamental outcome of schooling. Opportunities exist to enhance the creativity of schoolchildren, particularly in movement-based subjects such as physical education (PE). In this pilot study, we investigated the effect of a six-week dance-based PE intervention on children’s creativity in a primary school context. Forty second grade students participated in a controlled trial. One class ( n = 20) was assigned to the intervention and participated in dance-based PE lessons (10 girls, 10 boys; age 7–8 years). The other class ( n = 20) was assigned to the control condition and continued regular PE with no dance (10 girls, 10 boys; age 7–8 years). Pre–post assessment of creativity was obtained through an adapted version of Guilford’s (1967) Alternative Uses task. Data were analysed using linear mixed models, with adjustment made for children’s perceived dance ability and for baseline differences in creativity between groups. The overall effect of the intervention was small ( d = 0.36, 95%CI = –0.21 to 0.92), but not statistically significant ( p = 0.21). Post-hoc analysis revealed a large difference in the effect of the intervention between children with above and below-average baseline creativity ( d = 1.26, 95%CI = 0.14 to 2.39, p = 0.03). Children with above-average creativity at baseline benefitted more ( d = 0.99, 95%CI = 0.01 to 1.96, p = 0.047). This pilot study provides further support for the place of dance and creativity within the PE curriculum. However, particular attention should be given to students’ starting points.

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“…Yet, as the outsourcing literature demonstrates, there are increasing requirements for teachers to perform knowledge brokering and boundary spanning roles (e.g. Sperka et al ., 2018) vis‐à‐vis a broader and more diverse range of knowledge (see Enright et al ., 2020). We believe researchers need to conceptualise experts and expertise in ways that are capable of registering and depicting this breadth and diversity of knowledge, and this wider scope of role.…”

Section: Discussionmentioning

confidence: 99%

Experts, expertise and health and physical education teaching: A scoping review of conceptualisations

Williams

Lee

2020

The Curriculum Journal

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Concerns about the supply of, and demand for, experts and expertise are prominent in research on outsourcing in health and physical education (HPE), and the state of the subject more broadly. Yet, precisely what is meant by ‘expert’ and ‘expertise’ in this scholarship is not always clear or uncontested. In this research, we used a scoping review framework to examine how scholarly research has conceptualised experts and expertise in the context of HPE teaching. We enhanced this framework by analysing the ways these conceptualisations have, and have not, attended to the relationality, materiality and performativity of either concept. Following searching and screening processes, 72 articles were included in the review. Eighteen articles provided definitions or detailed descriptions of what an expert or expertise was taken to be in the context of HPE teaching, four of which were commonly cited across the sample. Three ontologies of experts and/or expertise were evident within these definitions/descriptions: psychological, social and network. These ontologies and the conceptualisations based upon them exhibited varying sensitivity to relationality, materiality and performativity. To better register the complexities of HPE teaching in contemporary contexts, we encourage researchers to become more attuned to these dimensions of experts and expertise, and advocate a material‐semiotic approach to doing so.

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Brokering and bridging knowledge in health and physical education: a critical discourse analysis of one external provider’s curriculum

Cited by 21 publications

References 44 publications

Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy

Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy

Effect of a six-week dance-based physical education intervention on primary school children’s creativity: A pilot study

Experts, expertise and health and physical education teaching: A scoping review of conceptualisations

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