Transformative Learning and Teaching in Physical Education

Description

Transformative Learning and Teaching in Physical Educationexplores how learning and teaching in physical education might be improved and how it might become a meaningful component of young people’s lives. With its in-depth focus on physical education within contemporary schooling, the book presents a set of professional perspectives that are pivotal for realising high-quality learning and teaching for physical education. With contributions from a range of international academics, chapters critically engage with vital issues within contemporary physical education. These include examples of complex learning principles in action, which are discussed as a method for bettering our understanding of various learning and teaching endeavours, and which often challenge hierarchical and behaviourist notions of learning that have long held a strong foothold in physical education. Authors also engage with social-ecological theories in order to help probe the complex circumstances and tensions which many teachers face in their everyday work environments, where they witness first-hand the contrast between discourses which espouse transformational change and the realities of their routine institutional arrangements. This book enables readers to engage in a fuller way with transformative ideas and to consider their wider implications for contemporary physical education. Its set of professional perspectives will be of great interest to academics, policymakers, teacher educators and teachers in the fields of physical education, health and well-being. It will also be a useful resource for postgraduate students studying in these subject areas. Cover Title Copyright Contents Acknowledgements List of contributors List of abbreviations Introduction PART I The societal perspective 1 Physical education, economic liberalism and the free market: Professional changes ahead? 2 Aims and values in physical education: Can rival traditions of physical education ever be resolved? PART II The theoretical perspective 3 The transformational wind of theoretical change: An historic and contemporary view of physical education 4 The primary school teacher perspective: Using an ecological framework and complexity principles as the basis for analysing teachers’ professionalism PART III The school perspective 5 Start young: The possibilities of primary physical education 6 Physical education teachers as agents of policy and curriculum change 7 The role professional learning communities play in school-based curriculum development PART IV The practice perspective 8 Creating autonomy-supportive learning environments to improve health and wellbeing in physical education 9 Pedagogy for motivation, learning and development in physical education 10 Understanding physical education teachers’ day-to-day practice: Challenging the ‘unfair’ picture 11 The digitised future of physical education: Activity trackers, biosensors and algorithmic biopedagogies PART V A futures perspective 12 Past, present, and possible futures 13 Conclusion Index