Pragmatism, Purpose, and Play: Struggle for the Soul of Physical Education

Hawkins, Andrew

doi:10.1080/00336297.2008.10483585

Cited by 46 publications

(30 citation statements)

References 9 publications

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“…As such, we are sceptical about Hawkins (2008) advocacy of play as the soul of physical education and Pringle's (2010) evocation of the benefits of movement pleasure finding a foothold in political and policy-making discourse, as the arguments for hedonic play, however, well-articulated might well struggle to become a priority in hard economic times when tough public sector funding choices require to be made. In our view, physical education places itself in a precarious position by turning inward, in the face of curriculum reform and a school improvement movement which focuses on instrumental aspects of education in order to prepare citizens for globalised futures and the world of the knowledge economy (Hargreaves, 2003).…”

Section: Conceptual Tensions In Physical Education and Health And Welmentioning

confidence: 93%

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

Thorburn

Horrell

2012

Sport, Education and Society

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Section: Conceptual Tensions In Physical Education and Health And Welmentioning

confidence: 93%

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

Thorburn

Horrell

2012

Sport, Education and Society

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“…Hawkins (2008) observed, "I would assert, that for most of us, the reason we decided to go into an undergraduate physical education program was a deep-seated love for the subject matter in and of itself" [italics added] (p. 354). To some degree, we probably chose this profession because we had a "deep-seated love" for active engagement in movement-related activity.…”

Section: What Are We Deeply Passionate About?mentioning

confidence: 96%

“…We pursue them to help us derive greater satisfaction, delight, and pleasure while actually playing. Hawkins (2008) Without a meaningful milieu to use skills, knowledge, or fitness, practice and/or training to improve these attributes has little purpose or value. The doing or playing of activities must always be the foundation of our profession.…”

Section: What Are We Deeply Passionate About?mentioning

confidence: 99%

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Learning to Play: A “Hedgehog Concept” for Physical Education

Johnson

2014

Journal of Physical Education, Recreation & Dance

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“…There is a long and sustained history of arguments made that pay attention to the inherent value of movement as a site of meaning-making to enrich human existence (Bulger & Housner, 2009;Hawkins, 2008;McCaughtry & Rovegno, 2001;Metheny, 1968; Rintala, 2009). We chose to emphasize meaningful experiences due to several concerns with current forms of physical education.…”

Section: A Rationale For the Innovation: Fostering Meaningful Experiementioning

confidence: 99%

A Layered Approach to Critical Friendship as a Means to Support Pedagogical Innovation in Pre-service Teacher Education

Fletcher

Chróinín²,

O’Sullivan

2016

Studying Teacher Education

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In this paper we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation (called Learning About Meaningful Physical Education, or LAMPE) focuses on ways to teach future teachers to foster meaningful experiences for learners in physical education. Critical friendship was applied in two ways: (a) the first two authors served as critical friends to each other as they taught their respective teacher education courses using LAMPE, and (b) the third author acted as a "meta-critical friend", providing support for and critique of the first two authors' development and enactment of the innovation. Over two years, data were gathered from reflective journal entries, emails, recorded Skype calls, and teaching observations. The two layers of critical friendship held significant benefits in advancing and supporting the development of the innovation while also contributing to the professional learning of all participants. Analysis of the first year's data showed we entered the critical friendship without thoroughly considering what we each hoped to give and take from the relationship or acknowledging the potential problems that might unfold. In the second year of the research and based on suggestions from our metacritical friend, we took a more rigorous inquiry stance as critical friends, contributing contentious feedback, and pushing each other outside of our personal and pedagogical comfort zones. This led to a noticeable improvement in our professional learning about teacher education practice and advanced the development of the LAMPE innovation.Keywords: Pedagogy; physical education; interactivity; professional learning; self-study 3 A Layered Approach to Critical Friendship as a Means to Support Pedagogical Innovation in Pre-service Teacher Education A prerequisite for conducting self-study of teacher education practice (S-STEP) is a clear and explicit focus on the self-in-practice (Ovens & Fletcher, 2014; Pinnegar & Hamilton, 2009). Yet, this focus on the self can be misleading, particularly to S-STEP newcomers, because it masks the central role of others in the research process. Guidelines for quality in S-STEP, as expressed by Bullough and Pinnegar (2001), Feldman (2003), Hamilton and Pinnegar (2013), LaBoskey however, is open to interpretation. For example, in addition to talking to students about her practice, Hamilton (2005) described using Winslow Homer's art images as a catalyst to deeper reflection about her self-in-practice.While several options about sources of interactivity exist, many S-STEP researchers rely on critical friends as their main source of interaction (Fletcher & Bullock, 2012;Loughran & Brubaker, 2015;McDonough, 2014; Petrarca & Bullock, 2014; Russell & Bullock, 2014; Schuck & Russell, 2005). Costa and Kallick (1993) defined a critical friend as a "trusted person who asks provocative questions, provides data to be examined through another lens, and offers critique of a person's w...

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Pragmatism, Purpose, and Play: Struggle for the Soul of Physical Education

Cited by 46 publications

References 9 publications

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

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

Learning to Play: A “Hedgehog Concept” for Physical Education

A Layered Approach to Critical Friendship as a Means to Support Pedagogical Innovation in Pre-service Teacher Education

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