What Knowledge Is of Most Worth? Perspectives on Kinesiology from Pedagogy

Rink, Judith E.

doi:10.1080/00336297.2007.10483540

Cited by 13 publications

(6 citation statements)

References 9 publications

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“…Constraining this production based on a scientific policy that was justified itself by criteria that value quantitative productivity to the detriment of the impact and social relevance of scientific production also implies abdicating research that gives academic and professional legitimacy to physical education. Rink (2007) pointed out that this policy is reflected in the professional preparation where there is an unbalance between pedagogical disciplines and the disciplines dedicated to the understanding of the mechanisms of human movement. Undergraduate students in Brazil and in the US know more and more about the molecular basis of muscle contraction and less and less about how to plan a curriculum and how to conduct a classroom.…”

Section: Final Considerationsmentioning

confidence: 99%

“…In Rink's perspective, there must be an effort to transform the present undergraduate education by orienting it toward those who choose to act professionally with physical education in and out of schools. Rink (2007) thought that one way to close the gap between pedagogical studies and kinesiology is a compromise between scholars in both subfields. Those in kinesiology should make an effort to engage in research focusing on issues stemming from practice.…”

Section: Final Considerationsmentioning

confidence: 99%

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Pós-graduação na educação física brasileira: a atração (fatal) para a biodinâmica

Manoel

Carvalho

2011

Educ. Pesqui.

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O objetivo do trabalho foi caracterizar academicamente a educação física no Brasil. Primeiro, fez-se um paralelo entre os eventos desse processo ocorridos nos Estados Unidos e no Brasil. A seguir, os programas de pós-graduação brasileiros foram analisados do ponto de vista de suas áreas de concentração e de sua vinculação com o corpo docente, as linhas e os projetos de pesquisa. Educação física é o termo predominante na denominação da maioria dos programas brasileiros, diferentemente dos Estados Unidos, onde se privilegia cinesiologia. A análise das áreas de concentração dos programas de pós-graduação permitiu-nos identificar três subáreas: biodinâmica, sociocultural e pedagógica. A biodinâmica sobressai-se pela dimensão do corpo docente e pela quantidade de linhas e projetos de pesquisa, sempre mais numerosos em comparação com as subáreas sociocultural e pedagógica. Tal hegemonia expressa a valorização atribuída às pesquisas orientadas pelas ciências naturais em detrimento daquelas fundamentadas pelas ciências humanas e sociais, além da dificuldade em problematizar a intervenção, particularmente no âmbito da escola. Esse quadro guarda semelhança com a realidade norte-americana, haja vista que acadêmicos norte-americanos das subáreas sociocultural e pedagógica apontam os obstáculos para compatibilizar suas concepções teóricas e metodológicas com os modos hegemônicos de pensamento, investigação e ação no campo da cinesiologia. Tanto os acontecimentos nos Estados Unidos quanto a caracterização acadêmica predominante nos programas de pós-graduação no Brasil indicam a forte presença da biodinâmica em prejuízo da educação física, no que ela compreende e agrega, sobretudo, como prática social e pedagógica de longa data.

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Section: Final Considerationsmentioning

confidence: 99%

Section: Final Considerationsmentioning

confidence: 99%

Pós-graduação na educação física brasileira: a atração (fatal) para a biodinâmica

Manoel

Carvalho

2011

Educ. Pesqui.

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“…At the 2006 AAKPE conference, Judy Rink, discussing the role of disciplinary knowledge for those going into professional careers as physical education teachers emphasized less-is-more. Rink (2007) used the analogy, "If someone asks what time it is, do you tell then how to make a watch?" to describe knowledge presentation in many subdisciplinary kinesiology courses.…”

Section: Integration As a Professional Discipline: Scholarship And Prmentioning

confidence: 99%

Integration: The Key to Sustaining Kinesiology in Higher Education

Gill¹

2007

Quest

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“…The discussion about what content to prioritise in physical education teacher education (PETE) is ongoing, particularly in the US and Australia, and has been for some decades (see, for example, Kirk, 2010;Macdonald, Hunter, Carlson, & Penney, 2002;O'Sullivan & Parker, 2018;Rink, 2007;Siedentop, 2009;Tinning, 2010). Siedentop (2009) argues that the most fundamental as well as the most marginalised part of content knowledge (CK) for pre-service teachers in physical education (PE) is movement CK.…”

Section: Introductionmentioning

confidence: 99%

The value of movement content knowledge in the training of Australian PE teachers: perceptions of teacher educators

Backman

Pearson

Forrest

2019

Curriculum Studies in Health and Physical Education

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The purpose of this paper is to describe, analyse and discuss the statements made by Australian physical education teacher educators (PETE) in terms of how they perceive and value movement content knowledge (CK) in their assessment of movement courses. Drawing on Shulman's perspective of CK, this paper builds on qualitative analysis of in-depth interviews with nine teacher educators from a total of seven PETE universities in New South Wales as well as written unit outlines including assignments from these PETE universities. The main results from the study show that among the participants, movement CK is conceptualised as physical movement performance. This conceptualisation limits the value placed on movement CK in the assessment of PETE students. Further, movement courses are often assessed using written assignments rather than practiceoriented assignments. The findings have been analysed and discussed in relation to Shulman-inspired concepts of CK and pedagogical content knowledge (PCK), as well as in relation to epistemological perspectives in PETE.

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What Knowledge Is of Most Worth? Perspectives on Kinesiology from Pedagogy

Cited by 13 publications

References 9 publications

Pós-graduação na educação física brasileira: a atração (fatal) para a biodinâmica

Pós-graduação na educação física brasileira: a atração (fatal) para a biodinâmica

Integration: The Key to Sustaining Kinesiology in Higher Education

The value of movement content knowledge in the training of Australian PE teachers: perceptions of teacher educators

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