Education through the Physical

Williams, Jesse Feiring

doi:10.2307/1973984

Cited by 17 publications

(6 citation statements)

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“…Arnold's recognition of and interest in Dewey, and other formulators of new theories of his time, such as Jesse Feiring Williams (1930Williams ( , 1951Williams ( , 1964 who is mostly known for his famous statement showing the progression of physical education from a subject concerned with education of the physical to one which purported to education through the physical. For instance, Williams (1964, p. 8) in the 8 th edition of his book entitled The Principles of Physical Education writes: When mind and body are thought of as two separate entities, physical education was obviously an education of the physical; in similar fashion mental education made its own exclusive demands.…”

Section: Genealogy I: the Ideal Of Progressivism In Educationmentioning

confidence: 99%

A genealogical analysis of Peter Arnold's conceptual account of meaning in movement, sport and physical education

Stolz

Thorburn

2015

Sport, Education and Society

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We write as critical theorists who share an interest in how conceptions of physical education are taken forward in policy and practice. In this respect, we are particularly intrigued by Peter Arnold's conceptual account and the subsequent ways in which his ideas have informed national curriculum ambitions. Despite the prominence of Arnold's influence, we are concerned that there has been an insufficiently rigorous and robust review of his theorising to date, particularly in relation to educational-theoretical terms surrounding where his ideas originated from. Accordingly, we critically discuss the merits of adopting a genealogical approach in order to support a detailed analysis of Arnold's conceptual account of meaning in movement, sport and physical education; one which especially focuses on learning "about", "through" and "in" movement. We conclude by questioning a number of the complex strands of Arnold's work in the expectation that greater clarity and purpose can emerge. This it is argued will be beneficial in terms of providing clarity on aim or aims statements in physical education, which in turn can secure greater policy coherence and practice gains.

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Section: Genealogy I: the Ideal Of Progressivism In Educationmentioning

confidence: 99%

A genealogical analysis of Peter Arnold's conceptual account of meaning in movement, sport and physical education

Stolz

Thorburn

2015

Sport, Education and Society

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“…Specifi cally, Williams and Nash argued that the New Physical Education focused on educating the complete human being through an emphasis on mind and body. Rather than a program of mindless exercise, the New Physical Education proposed students be educated "through the physical" (Williams, 1930) such that the mind, emotions, and human body formed a complete action (Weston, 1962).…”

Section: Educating the Total Childmentioning

confidence: 99%

Curriculum: Forming and Reshaping the Vision of Physical Education in a High Need, Low Demand World of Schools

Ennis¹

2006

Quest

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This paper highlights events and issues in the development of physical education as a school subject. From the origin of physical culture in the German and Swedish "Battle of the Gymnastics Systems" to the advent of the New Physical Education in 1927, physical education curriculum has been a contested terrain. This remains true today as physical educators must compete for school funding and other resources with highly valued subject areas. Unfortunately, serious contextual constraints continue to hamper the efforts of highly motivated, effective physical educators to teach physical education content in schools. Perhaps in the future, better opportunities can be found in other venues where physical education can one day be perceived as a high need, high demand priority for children and their families.

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“…School system physical education has long been promoted as the vehicle for the development of a broad base of skilled movements, dispositions, and knowledge that would enable students to enjoy a lifetime of meaningful, healthful physical activities (Williams, 1930;Hulteen et al, 2018). Nevertheless, the drawing on theories of learning to guide analysis of the learning and teaching of perceptual-motor skills in physical education and junior sport has not been as influential a perspective as might be anticipated (Rink, 1999;Quennerstedt and Maivorsdotter, 2017).…”

Section: School System Physical Educationmentioning

confidence: 99%

Teaching Children’s Motor Skills for Team Games Through Guided Discovery: How Constraints Enhance Learning

Newell

Rovegno

2021

Front. Psychol.

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In this paper we examine the role of instructional strategies as constraints within a discovery learning framework for the teaching of open skill team ball games to elementary school-aged children. The cohesive and adaptive integration of constraints (individual, environment, and task) by practitioners of movement and physical activity (instructor, teacher, coach) is proposed as the pathway to exploiting the effectiveness of guided discovery learning. The qualitative analysis of the practical instantiations of this framework by expert teachers is examined with respect to the learning of open skill team invasion games (e.g., basketball, soccer). The primary constraints to action in this learning-teaching developmental framework are coordinated so as to keep the self-organization of skill development (movement pattern and tactics) continually evolving, while preserving the child’s motivation and enjoyment for the expanding repertoire and performance capacity of his/her perceptual-motor skills. In this open skill and elementary school age-related context, generality and specificity are both necessary and complementary in the expression of task, skill and practice influences on motor learning and performance.

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Education through the Physical

Cited by 17 publications

References 0 publications

A genealogical analysis of Peter Arnold's conceptual account of meaning in movement, sport and physical education

A genealogical analysis of Peter Arnold's conceptual account of meaning in movement, sport and physical education

Curriculum: Forming and Reshaping the Vision of Physical Education in a High Need, Low Demand World of Schools

Teaching Children’s Motor Skills for Team Games Through Guided Discovery: How Constraints Enhance Learning

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