Redesigning physical education in Scotland

Kirk, David; Bardid, Farid; Lamb, Cara A.; Millar, J Donald; Teraoka, Eishin

doi:10.4324/9780429466991-9

Cited by 7 publications

(8 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To the contrary, we might have expected to see more in this regard bearing in mind that this domain refers to individuals' psychological and emotional wellbeing (KIRK et al, 2018). This is concerning given the reported decrease in young people's mental and emotional wellbeing during this period (AVILA et al, 2020;BATES et al, 2020;JIAO et al, 2020;SINGH et al, 2020), alongside the importance of this domain in potentially influencing young people to engage in lifelong physical activity (BAILEY et al, 2009;KIRK et al, 2018). Furthermore, the majority of the activities were individually focussed, thereby limiting coverage and development of the social domain.…”

Section: Social Media As a Teaching Toolmentioning

confidence: 99%

“…Noteworthy, was that examples of learning in the affective domain were absent from the teachers' interviews and screenshots. To the contrary, we might have expected to see more in this regard bearing in mind that this domain refers to individuals' psychological and emotional wellbeing (KIRK et al, 2018). This is concerning given the reported decrease in young people's mental and emotional wellbeing during this period (AVILA et al, 2020;BATES et al, 2020;JIAO et al, 2020;SINGH et al, 2020), alongside the importance of this domain in potentially influencing young people to engage in lifelong physical activity (BAILEY et al, 2009;KIRK et al, 2018).…”

Section: Social Media As a Teaching Toolmentioning

confidence: 99%

“…Whilst the promotion of healthy, active lifestyles has become an established component of PE curricula across the world (see, for example, AUSTRALIAN CURRICULUM, ASSESSMENT AND REPORTING AUTHORITY (2012), NEW ZEALAND MINISTRY OF EDUCATION (2020), concerns have been raised about young people's health, physical activity and fitness levels prior to the pandemic (CALE; HARRIS; CHEN, 2014;KIRK et al, 2018). Further, it seems reasonable to argue that these concerns have in many ways been exacerbated by covid-19.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Atividade física para saúde, Covid-19 e mídias sociais:

et al. 2022

View full text Add to dashboard Cite

Este estudo concentra-se no uso de mídias sociais por professores de Educação Física (EF) para o ensino de atividade física para saúde durante a pandemia de covid–19. Com base na pesquisa apreciativa e utilizando uma metodologia de teoria fundamentada em dados (Grounded Theory), a análise de duas entrevistas e uma tarefa digital permitem apresentar três principais temas: (1) Mídias Sociais como Ferramenta de Ensino; (2) Um Legado Digital Duradouro?, e; (3) Desigualdade do Aprendizado Remoto. Esses temas destacam a urgência em utilizar mídias sociais quando os espaços físicos da EF foram removidos, o reconhecimento de que o ensino poderia ser diferente no futuro e os desafios inerentes aos espaços digitais. Em conclusão: (1) defendemos a efetiva formação inicial e continuada de professores e no uso positivo de tecnologias digitais; (2) sugerimos que atividades on-line futuras incorporadas ao aprendizado, e; (3) exigir aos governos ações para nivelar as desigualdades tecnológicas.

show abstract

Section: Social Media As a Teaching Toolmentioning

confidence: 99%

Section: Social Media As a Teaching Toolmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Atividade física para saúde, Covid-19 e mídias sociais:

et al. 2022

View full text Add to dashboard Cite

show abstract

“…However, the inclusion of PE within primary ITE programmes is recognised as important since it contributes to student understanding of movement in the formative (early) years (Carse et al, 2017). In Scotland, following the extensive roll out of the Basic Moves Programme (Jess and Collins, 2003;Kirk et al, 2018) around four hundred primary school teachers have gained expertise in PE. Additionally, in line with the suggestion that all pupils should experience at least two hours of PE per week (Scottish Executive, 2004), there is arguably forward momentum, whereby multiple stakeholders are addressing concerns about PE teaching in primary schools (Carse et al, 2018).…”

Section: Part 1 Scene Setting: Physical Education In Primary Teacher ...mentioning

confidence: 99%

An investigation of how physical literacy is enacted in primary physical education

Bartle

2023

QRJ

View full text Add to dashboard Cite

PurposeThis research investigated how students are becoming teachers of primary school (ages 5–11) physical education (PE), using a physical literacy (PL) approach (Whitehead, 2010). Primarily methodological, the purpose was to disrupt how to investigate this topic since research highlights that the philosophy underpinning PL makes the concept difficult to operationalize (Shearer et al., 2018).Design/methodology/approachPE settings are inherently lively, and the author retained this in the analytic insights from what she called a “methodological meshwork” (Law, 2004; Ingold, 2006). Informed by phenomenology, posthumanism and sociomaterialism, data gathering included observations, interviews with artefacts, with humans, and tweets as part of the methodological meshwork. Diagrammatic presentations accompany written text, whilst also doing work in themselves (Decuypere and Simon, 2016). The author followed the actors (Adams and Thompson, 2016), thus entered the middle of data, such as lesson plan or physical education equipment.FindingsOnto-epistemological entanglements (Barad, 2007) are presented in an interweaving format. Thus, theory is discussed alongside the empirical and shows that a PL informed approach to PE is evident in multiple places-spaces.Originality/valueBroader issues are raised about methodological assumptions that inform investigations of PL and practice generally. It is hoped that these may be relevant to a wider professional audience as well as those in physical and teacher education.

show abstract

“…Green et al, 2018), Scotland (e.g. Kirk et al, 2018), New Zealand (e.g. Burrows and Wright, 2004; Dyson et al, 2018) and Australia (e.g.…”

Section: Mental Health and Mental Illness In Schools And Pementioning

confidence: 99%