Grand designs! analysing the conceptual tensions associated with new physical education and health and well-being curriculum

Thorburn, Malcolm; Horrell, Andrew

doi:10.1080/13573322.2012.692670

Cited by 7 publications

(4 citation statements)

References 28 publications

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“…Other apt examples are the work on meaningful physical education (Fletcher, Ní Chróinín, Price, & Francis, 2018;Ní Chróinín, Fletcher, & O'Sullivan, 2018), social justice (Azzarito, Macdonald, Dagkas, & Fisette, 2017), or pedagogical cases such as those introduced by Armour (2014). But also at a policy level in Australia and Scotland, new curricula show promise (Carse, Jess, & Keay, 2018;Jess, Atencio, & Thorburn, 2011;Macdonald, 2013;McCuaig, Quennerstedt, & Macdonald, 2013;Thorburn, 2017;Thorburn & Horrell, 2014). These examples are all examples of physical education practices embracing the view of children and young people in education that I have argued for.…”

Section: A Focus On the Art Of Teachingmentioning

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

119

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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: A Focus On the Art Of Teachingmentioning

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

119

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“…In Scotland, Thorburn and Horrell (2012) reported greater success with the implementation of a “coherent perspective on health and well-being.” This curriculum approved by the Ministry of Education has potential to enhance and sustain the fitness and physical activity focus in physical education. Specifically, as a result of political policy initiatives, the Curriculum for Excellence framework in Scotland positioned health and well-being as one of eight general curriculum areas.…”

Section: In the Future Will Traditional Sport Curricula Continue?mentioning

confidence: 99%

What Goes Around Comes Around … Or Does It? Disrupting the Cycle of Traditional, Sport-Based Physical Education

Ennis

2014

Kinesiology Review

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As typically taught, sport-based, multiactivity approaches to physical education provide students with few opportunities to increase their skill, fitness, or understanding. Alternative curriculum models, such as Sport Education, Teaching Games for Understanding, and Fitness for Life, represent a second generation of models that build on strong statements of democratic, student-centered practice in physical education. In the What Goes Around section of the paper, I discuss the U.S. perspective on the origins of alternative physical education curriculum models introduced in the early and mid-20th century as a response to sport and exercise programs of the times. Today, with the help of physical educators, scholars are conducting research to test new curricular alternatives or prototypes to provide evidence-based support for these models. Yet, the multiactivity, sport-based curriculum continues to dominate in most U.S. physical education classes. I discuss reasons for this dogged persistence and propose reforms to disrupt this pervasive pattern in the future.

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“…young people, Indigenous Australians, ethnic minorities, etc) has been criticized for unnecessarily alienating and isolating young people and frequently laying personal blame for their failures to conform to expectations of self-management (Macdonald, Wright, & Abbott, 2010;MacDougall, 2007;Wilkinson, 2005). Now widely taken up in Europe and particularly Scandinavia (Lindstrom & Eriksson, 2010;Quennerstedt, 2008;Thorburn & Horrell, 2012), a salutogenic, strengths-based model of health is consistent with Australia's preventive health aspirations, action to reduce health inequalities and a futures-orientation for schooling (e.g. interdisciplinary, learner-centred, advocacy oriented).…”

Section: Focus On Educative Outcomesmentioning

confidence: 92%

The new Australian Health and Physical Education Curriculum: a case of/for gradualism in curriculum reform?

Macdonald

2013

Asia-Pacific Journal of Health, Sport and Physical Education

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In March 2012, the Australian Curriculum, Assessment and Reporting Authority (ACARA) released for public consultation the Shape Paper for the Australian Curriculum: Health and Physical Education (HPE) that was finalized for publication in August 2012. This paper set out the key propositions for a 'futures-oriented' curriculum suggesting that HPE should: take a strengths-based approach; focus on educative outcomes; develop health literacy skills; value learning in, about and through movement; and include an inquiry-based approach. As the Lead Writer of the Shape Paper, I believed my task was to consider both what is and what could be.This Fritz Duras Lecture introduces the research and thinking behind the HPE Shape Paper, helping to illuminate this case of curriculum-making. It also reflexively asks if this case is notable for its gradualism, interrogating the strengths and weaknesses of gradualism as applied in curriculum reform.

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Grand designs! analysing the conceptual tensions associated with new physical education and health and well-being curriculum

Cited by 7 publications

References 28 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

What Goes Around Comes Around … Or Does It? Disrupting the Cycle of Traditional, Sport-Based Physical Education

The new Australian Health and Physical Education Curriculum: a case of/for gradualism in curriculum reform?

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