Dawn Penney
Datos Biográficos
| ID | 3601608 |
|---|---|
| NOMBRE | Dawn Penney |
| NOMBRES | Dawn |
| APELLIDO | Penney |
| FIRMA | PENNEY D |
| AFILIACIONES | Edith Cowan University |
| ORCID | 0000-0002-2000-8953 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 90 |
| TOTAL DE CITAS | 455 |
| TOTAL COMO AUTOR | 89 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1994 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 11 |
Negotiating relationships with food, the body, and physical activity
Healthy eating and regular exercise are things that many people aspire to, mainly for health reasons. However, these practices can be complex given broader societal discourses. This paper aims to critically interrogate the social conditions and discursive formations that underpin everyday exercisers’ relationships with food, the body, and physical activity by using biopower and biopedagogies as a theoretical approach, and healthism as a set of di…
The hows and whys of gendered grouping practices in primary physical education in England
Background: Single- and mixed-sex grouping have long been a focus of attention in physical education (PE) and are matters often at the fore of discussions about curriculum planning, teaching, and learning. Nonetheless, there remains little consensus or guidance on which approach (or combination of approaches) should be preferred in PE in primary and secondary schools in England. Further, while single- and mixed-sex grouping have been extensively …
Stakeholder perceptions of the feasibility of e-portfolio-based assessment of physical literacy in primary health and physical education
Background: Physical literacy (PL) is widely acknowledged as an integral component of high-quality physical education programmes. However, what constitutes appropriate assessment of PL remains a contested issue. This study drew on Whitehead’s conceptualisation of PL as a lifelong journey and investigated how primary school teachers can support students’ PL learning through innovative and engaging assessment methods. The study specifically examine…
Sport participation and the pursuit of active and healthy lifestyles
Purpose Athletes are more likely to experience eating and exercise disorders than non-athletes. Little is known about the incidence of eating and exercise disorders amongst non-elite participants, many of whom participate outside of club governance and support structures. The aim of this paper is to explore eating and exercise attitudes and behaviours amongst participants in both formal and informal sport and, in so doing, generate insights to in…
Negotiating the ‘Q’ and the ‘q’
This paper presents a conceptualisation of (Q/q) quality in physical education teaching (Q/qPET), that focuses on the quality enacted by teachers in pedagogical practice, rather than ‘Quality Physical Education’ (QPE) as a curriculum product. Developed through a mixed-methods doctoral inquiry into teachers' lived constructions of Q/qPET, the paper builds on critical traditions in pragmatism, phenomenology, relational ethics and critical pedagogy.…
The transformational possibilities of liberal vocationalism
This paper discusses the transformative potential that liberal vocationalism, aligned with contemporary visions of lifelong and lifewide learning, presents for outdoor learning across institutional and industry settings. Utilising Bernstein’s sociological theory, the paper explores this transformation through an illustrative case study of the relations, knowledges and identities of post-Year10 Outdoor Education in Western Australia (WA). The case…
Embodying policy work
This theoretical paper presents a heuristic framework that is directed towards transformative thinking and practices in Physical Education Teacher Education (PETE). The research focus and direction, embodying policy work, applies and extends Bernstein’s concepts of the pedagogic and corporeal device to offer new directions for inquiry and explore the considerations these raise for PETE professionals and their practices. The paper affirms the impo…
A national survey of gendered grouping practices in secondary school physical education in England
Background Gendered grouping practices and curriculum provision are matters of long-standing contention and debate in physical education (PE) policy, research, and practice internationally. In England, there is a long tradition of single-sex grouping in PE in secondary schools, with accompanying gendered patterns of staffing and many boys and girls taught different activities in the curriculum. Research on the incidence of single- and mixed-sex g…
Gendered grouping practices in secondary physical education in England
There is substantial international literature on single- and mixed-sex grouping in physical education (PE), much of which focuses on the relative impact on students’ physical activity levels, perceived self-confidence and/or interactions with teachers and peers. A smaller body of research has explored students’ perspectives on single- and/or mixed-sex grouping in PE. However, much of this research is dated, limited in scope to a relatively small …
Ability grouping in primary physical education in England
This study recognised that there is currently limited understanding of the extent and nature of ability grouping practices in subject areas other than mathematics and English in primary schools. Using survey methods, this research sought to generate data of sufficient scale to extend understanding of the use of ability grouping practices in primary physical education (PE) in England. Administration of a web‐based survey to all ( n = 917) state‐fu…
Mothers, social capital and children’s physical literacy journeys in rural Australia
In rural communities in Australia, the provision of sport and physical activities for children almost exclusively relies upon parents and their ability to access and contribute to facilities, funding, volunteers, and administration.This paper brings Putnam's social capital framework to Whitehead's conceptualisation of physical literacy as a journey to offer original insight into children's sport participation and the opportunities arising for phy…
What is Informal Sport? Negotiating Contemporary Sporting Forms
As traditional sport participation stagnates or declines, flexible informal sporting forms are increasingly a focus for those with a vested interest in maximising participation in sport and physical activity. This study critiques existing definitions of informal sport as overly binary, largely unhelpful, and conceptually diffuse. We propose a more nuanced understanding of informal sport that explores participant proximity to the negotiation of pr…
A mixed-method analysis of the contribution of informal sport to public health in Australia
Informal sport is a growth area of sport participation but there has been limited examination of how informal and unstructured forms of participation may contribute to health outcomes that are important for public health. This article aims to address the current lack of data examining the health outcomes associated with informal sport participation and consider the potential role of informal sport within efforts to promote healthier communities t…
Rethinking the classification of games and sports in physical education
Background Through changing the way games are represented, classification systems have increased possibilities for teaching game forms beyond structured adult and singular official versions of popular sports. At the time of inception, the four-game form approach to classification (target, net/wall, striking/fielding, and invasion games) enabled modified, small sided conditioned games to be adapted to suit individual attributes, whilst reinforcing…
Ability in physical education – No, I can’t discuss it! Insights from lower secondary physical education teachers in Western Australia
Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004 ) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, ped…
A national survey of ability grouping practices in secondary school physical education in England
This research sought to generate large-scale yet sophisticated data relating to ability grouping practices in physical education (PE) in secondary schools in England, with the intent of extending knowledge of the various ability grouping practices being adopted within and across schools. The prevalence of particular ability grouping practices, processes associated with their application, and factors influencing their use and non-use were explored…
Spatial justice, informal sport and Australian community sports participation
Participation in Australian club-based sport has either plateaued or declined across a broad array of sports over the last 20 years. In contrast, participation in informal forms of sport has increased across the time. Despite the increasing popularity of informal sport, this form of participation continues to lack recognition as a legitimate and valuable avenue for population-wide sport participation. This article focuses on examining the spatial…
Students' preferences for setting and/or mixed‐ability grouping in secondary school physical education in England
There is an extensive international literature on different forms of ability grouping in schools, much of which describes their impact on students' academic achievement, motivation, self‐concept and/or attitudes towards learning. Comparatively little research has focused on students' perspectives of these practices, while the research that has been conducted has primarily focused on mathematics, English and science. There is a conspicuous and arg…
Our Right to Play
In the wake of the Taliban's return to power in Afghanistan and its ban on women's sport, hundreds of Afghan athletes, including several Olympians, decided to flee the country rather than give up their sports and see their rights curtailed. This paper explores how Afghan women now living in Australia navigate agency and aspirations on and off the soccer field within the context of high levels of uncertainty, instability, and constraint. Drawing o…
It was just as political as it was pragmatic’
Politics and pragmatics are central and inseparable features of curriculum reform. In a federated system like Australia, many individuals and organisations are invested in reform at the national and jurisdictional level. This paper focuses on the policy work and roles of key actors positioned at the interface of national and state-based curriculum development, and at the juncture of curriculum policy and pedagogic practice. These were individuals…
Informal sport and (non)belonging among Hazara migrants in Australia
Sport participation can offer migrants a modality to connect with dominant cultural norms and potentially foster interculturalism, yet it is often fraught with exclusion. Little is known about how informal sports that migrants have introduced into countries of resettlement affect their (non)belonging. Drawing on qualitative fieldwork over a 14-month period, this article examines how Hazara men’s involvement in the ethno-specific informal sport of…
The participation group means that I'm low ability’
Mixed‐ability grouping is widespread in primary schools and in several subject areas in secondary schools in England. Notwithstanding, there is scant research on mixed‐ability grouping in the education literature, particularly in terms of its impact on students’ experiences. The research reported in this paper employs enactment theory to provide original insights into the diverse practices and complex contextual factors that shape students’ perce…
Deconstructing health and physical education teacher education
Background: In Australia, Initial Teacher Education Institutions (ITEIs) provide undergraduate Health and Physical (HPE) programmes that meet a number of regulatory requirements, including those of the Australian Institute for Teaching and School Leadership (AITSL) and the Tertiary Education Quality and Standards Agency (TEQSA). In addition, ITEIs must also ensure programme alignment with state/territory-based jurisdictional requirements. While h…
Mixed-ability grouping in physical education
In the United Kingdom (UK) particularly, grouping strategies in secondary education have attracted considerable political attention. While setting students by ability is frequently adopted in mathematics, English and science, mixed-ability grouping is common in other subjects, including physical education (PE). Educational research exploring grouping has highlighted the need for research to extend understanding of the pedagogical assumptions, cha…
Professional teaching standards and inclusion in teacher education
Initial Teacher Education (ITE) is a critical arena for advancing inclusion in Health and Physical Education (HPE). This paper reports research that is engaging with the diversity of the HPE profession and practitioners. It centres on a unique case study that critically explored the school-based professional experience of an Australian secondary HPE Pre-service Teacher (PsT) who has a hearing impairment. Specifically, to enable PST success in HPE…
Physical Education
This paper seeks to prompt professional debate about the future of physical education and, specifically, \nthe form that curricula should take in rapidly changing times and societies. Arguments focus upon a reorientation and restructuring of the subject to address educational needs and interests relevant to the 21st century. The current revision of the National Curriculum for Physical Education in England and Wales is used as a basis from which t…
Physical education and physically active lives
This paper focuses upon the relationship between physical education and interests in enabling more people to establish and maintain ‘active and healthy lives’ from a curriculum development perspective. Twin and inter‐linked concepts of ‘lifelong learning’ and ‘lifelong physical activity’ are presented as a conceptual basis for curriculum development in physical education. A multidimensional conceptualisation of physical activity is introduced as …
Curriculum, pedagogy and assessment
This paper identifies ‘quality’ as an internationally relevant concept to be problematised in contemporary debates about physical education (PE). Drawing on the conceptualisation of curriculum by B. Bernstein in 1977, pedagogy and assessment as three inter-related message systems of schooling, the paper presents and explores curriculum, pedagogy and assessment as three fundamental dimensions of ‘quality PE’. Discussion addresses what quality in e…
Body practices—exposure and effect of a sporting culture?’ Stories from three Australian swimmers
This paper contributes to sport, sociology and the body literature by exploring the ‘exposure and effect’ of culture, in particular bodily practices placed on three adolescent swimmers immersed in the Australian swimming culture using an ethnographic framework. The research reported is particularly notable as it addresses two distinct time points in the swimmers’ lives. The first section explores the adolescent experiences of three female swimmer…
Naming the Game. Discourse and Domination in Physical Education and Sport in England and Wales
Teachers, Teaching and the Social Construction of Gender Relations
This paper centres attention on the study of teaching in Physical Education (PE) and the social construction of gendered identities. Empirically it considers whether the Education Reform Act (ERA) 1988 and the introduction of a National Curriculum Physical Education (NCPE) in England and Wales in 1991 have presaged changes in the way in which teachers teach PE in the direction of an equitable curriculum. Drawing on data from an ongoing study of P…
Playing a political game and playing for position
This paper addresses prospective policy relationships between health and physical education (HPE) and contemporary education policies. It specifically explores the opportunities and challenges that contemporary education discourses present for policy and curriculum development in HPE. Contemporary education discourses of lifelong learning, learning communities, personalized learning, inclusivity and excellence are critically analysed in relation …
Proposing conditions for assessment efficacy in physical education
In arguing for more comprehensive practice, policy and research considerations of assessment in physical education (PE), this paper outlines and discusses four integrated conditions of assessment efficacy for the development and promotion of productive assessment in PE. These conditions are prefaced by the proposition that quality PE requires the concerted and considered alignment of curriculum, pedagogy and assessment and the inclusion of a prim…
Physical Education, Restoration and the Politics of Sport
This discussion draws on data from research that is investigating the impact of the 1988 Education Reform Act on the provision of sport and physical education in schools in Britain. The analysis explores the ways in which the political Right in the United Kingdom has attempted to both regulate and control the ‘re‐making’ of the National Curriculum and embed the principles and ideals of ‘cultural restoration’ in the curriculum of physical educatio…
Points of tension and possibility
This article offers a conceptually based commentary that addresses a longstanding dilemma for physical education, of what theoretical insights can usefully be pursued as a basis for advancing physical education curriculum, pedagogy and assessment. It utilises the work of Basil Bernstein to argue that structural and symbolic boundaries are key to understanding and productively engaging with stability and change in physical education. Relations bet…
Physical Education, Sporting Excellence and Educational Excellence
This paper explores the relationship between excellence in the context of physical education (and the National Curriculum for Physical Education (NCPE) in England, in particular) and excellence in sport. The ways in which progression and excellence are defined in the ‘official texts’ of the NCPE are examined. It is argued that discourses of performance in sport strongly ‘frame’ these definitions, while the notion of educational excellence remains…
Curriculum interpretation and policy enactment in health and physical education
Past research in Health and Physical Education has repeatedly highlighted that curriculum development is an ongoing, complex and contested process, and that the realisation of progressive intentions embedded in official curriculum texts is far from assured. Drawing on concepts from education policy sociology this paper positions teacher educators as key policy actors in the interpretation and enactment of new official curriculum texts. More speci…
Middle leaders' learning in a university context
This article focuses on the phenomenon of middle leadership in a university context and directs attention to the significance of learning as a central facet of leadership development. Drawing on the reflections of two of the authors as new middle leaders (chairpersons of departments), this article critically examines how middle leaders learn aspects of their role. Two tenets underpin our analysis: learning is fundamentally a social process – we l…
Extra‐curricular Physical Education
In this paper we draw on recent research findings to take a critical look at extra‐curricular Physical Education (PE) provision in state schools in England and Wales and in particular, address issues of equality and equity. We draw particular attention to the present disadvantagement of many pupils, particularly girls and pupils of lower ability in PE, in terms of the opportunities and experiences typically available in the extra‐curricular setti…
The enactment of setting policy in secondary school physical education
The micro-level enactment of educational policy has received little attention in the physical education [PE] literature, particularly as it relates to setting policy. This study employs enactment theory to provide original insights into the ways in which setting policy was enacted by PE teachers in three mixed-gender secondary schools in England. The work of Stephen Ball and colleagues is used to examine the distinct and combined influence of the…
Informal sport and curriculum futures
Internationally, patterns of participation in sport are changing, with so-called ‘informal’ participation displacing club-based and other formally structured involvement in sport. This paper reports research that is investigating changing forms of participation from an educational perspective. It directs attention to what physical education can learn from informal sport and how physical education can align pedagogically with contemporary particip…
Assessment literacy in primary physical education
Internationally, assessment is acknowledged as a critical aspect of pedagogical practice and accountability systems, and as having a fundamental bearing upon what knowledge and ways of articulating knowledge come to be valued in schools. Teachers’ assessment literacy is arguably fundamental to their ability to successfully engage with multiple expectations of assessment and to facilitate assessment as a process that continually supports learning.…
Setting and within-class ability grouping
Within the United Kingdom and internationally, the practice of separating pupils by ability endures as a characteristic feature of mathematics and science classrooms. Although there is extensive international research literature on ability grouping within classroom-based subjects, limited research exists in the context of physical education (PE). The purpose of this paper is to explore ability grouping in PE in North East of England schools. Spec…
Informal sport and (non)belonging among Hazara migrants in Australia
Sport participation can offer migrants a modality to connect with dominant cultural norms and potentially foster interculturalism, yet it is often fraught with exclusion. Little is known about how informal sports that migrants have introduced into countries of resettlement affect their (non)belonging. Drawing on qualitative fieldwork over a 14-month period, this article examines how Hazara men’s involvement in the ethno-specific informal sport of…
Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian Certificate of Education Physical Education
Over the past decade amidst the development and implementation of new official curriculum texts and associated assessment requirements, there has been considerable international interest in senior physical education. Arnold’s three dimensions of movement have been prominent in curriculum developments and academic debates. In the state of Victoria, Australia, a new official text for the Victorian Certificate of Education Physical Education (VCEPE)…
Setting policy and student agency in physical education
In turning a spotlight on students in physical education, this paper seeks to extend applications of policy enactment theory, and particularly, the policy actor framework. Following the lead of Stephen Ball and colleagues, the research that this paper draws on examined the various dimensions of context shaping policy enactment in different schools. The focus of the research was policy associated with ability grouping, and setting particularly, in…
Re-theorising inclusion and reframing inclusive practice in physical education
Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the …
Gender Issues in Health-related Exercise
This article focuses on gender issues arising in research that explored physical education (PE) teachers’ attitudes and approaches relating to the teaching of healthrelated exercise(HRE) within the National Curriculum for Physical Education (NCPE) in England. Data are reported that reveal notable differences between female and male PE heads of departments in their development of HRE in the NCPE, and variations in the HRE programmes provided for g…
Spatial justice, informal sport and Australian community sports participation
Participation in Australian club-based sport has either plateaued or declined across a broad array of sports over the last 20 years. In contrast, participation in informal forms of sport has increased across the time. Despite the increasing popularity of informal sport, this form of participation continues to lack recognition as a legitimate and valuable avenue for population-wide sport participation. This article focuses on examining the spatial…
Artefacts and influence in curriculum policy enactment
Artefacts are an important part of policy work, and a means of representation, translation, re-negotiation, and resistance of policy. While research has established their integral role in policy enactment, little research has examined the production and/or dissemination of artefacts by teacher educators. This paper reports and analyses the production and re-production of a specific set of artefacts, arising from the policy work of four teacher ed…
Whatever Happened to Good Advice? Service and inspection after the Education Reform Act
The 1988 Education Reform Act (ERA) changed dramatically the relationships between central government, local education authorities (LEAs) and teachers in state schools in England and Wales. This report focuses on the nature of these changes, particularly those between LEAs and teachers, and considers their consequences for the ‘quality’ of the curriculum that schools can provide. Albeit tentatively, the analysis suggests that changes in the relat…
Whatever Happened to the Subject and the State in Policy Research in Education
(1994). WHATEVER HAPPENED TO THE SUBJECT AND THE STATE IN POLICY RESEARCH IN EDUCATION? Discourse: Studies in the Cultural Politics of Education: Vol. 14, No. 2, pp. 57-64
Physical Education, Restoration and the Politics of Sport
This discussion draws on data from research that is investigating the impact of the 1988 Education Reform Act on the provision of sport and physical education in schools in Britain. The analysis explores the ways in which the political Right in the United Kingdom has attempted to both regulate and control the ‘re‐making’ of the National Curriculum and embed the principles and ideals of ‘cultural restoration’ in the curriculum of physical educatio…
The politics of pedagogy
This paper documents the activities of the Working Group formed in July 1990 by central Government in the UK to ‘advise’ on a National Curriculum Physical Education (NCPE) for state schools in England and Wales. The analysis concentrates on the interactions between group members and the Secretary of State for Education and the Minister for Sport, a process in which there was a struggle for control of what Bernstein refers to as the ‘pedagogic dev…
Teachers, Teaching and the Social Construction of Gender Relations
This paper centres attention on the study of teaching in Physical Education (PE) and the social construction of gendered identities. Empirically it considers whether the Education Reform Act (ERA) 1988 and the introduction of a National Curriculum Physical Education (NCPE) in England and Wales in 1991 have presaged changes in the way in which teachers teach PE in the direction of an equitable curriculum. Drawing on data from an ongoing study of P…
Extra‐curricular Physical Education
In this paper we draw on recent research findings to take a critical look at extra‐curricular Physical Education (PE) provision in state schools in England and Wales and in particular, address issues of equality and equity. We draw particular attention to the present disadvantagement of many pupils, particularly girls and pupils of lower ability in PE, in terms of the opportunities and experiences typically available in the extra‐curricular setti…
Naming the Game. Discourse and Domination in Physical Education and Sport in England and Wales
Playing for position
This paper explores the connections between Physical Education, nationalism and citizenship in England and Wales focusing upon how education legislation, in particular the National Curriculum (NC) and Local Management of Schools (LMS), are implicated in the cultural production of ideational differences between and amongst the peoples of England and Wales. As our previous research has centred heavily on the making and implementation of education p…
Positioning and Defining Physical Education, Sport and Health in the curriculum
This paper reflects upon the identities of, and relationships between, physical education, sport and health as expressed in recent curriculum developments in England and Wales and Australia. Attention is drawn to notable contrasts between developments in terms of the definitions provided for physical education and health, but also similarities in the practices emerging in schools and critically, in the broader contexts in which these developments…
School Subjects and Structures
Physical Education
This paper seeks to prompt professional debate about the future of physical education and, specifically, \nthe form that curricula should take in rapidly changing times and societies. Arguments focus upon a reorientation and restructuring of the subject to address educational needs and interests relevant to the 21st century. The current revision of the National Curriculum for Physical Education in England and Wales is used as a basis from which t…
Gender Issues in Health-related Exercise
This article focuses on gender issues arising in research that explored physical education (PE) teachers’ attitudes and approaches relating to the teaching of healthrelated exercise(HRE) within the National Curriculum for Physical Education (NCPE) in England. Data are reported that reveal notable differences between female and male PE heads of departments in their development of HRE in the NCPE, and variations in the HRE programmes provided for g…
Physical Education, Sporting Excellence and Educational Excellence
This paper explores the relationship between excellence in the context of physical education (and the National Curriculum for Physical Education (NCPE) in England, in particular) and excellence in sport. The ways in which progression and excellence are defined in the ‘official texts’ of the NCPE are examined. It is argued that discourses of performance in sport strongly ‘frame’ these definitions, while the notion of educational excellence remains…
Politics, Policy and Practice in Physical Education
Using the example and context of Physical Education, a particularly vivid and comprehensive illustration is provided of the processes involved in the development of the National Curriculum for Physical Education in England and Wales between 1988-1995.The authors draw upon the extensive research to provide an analysis, description and critique of the direct and indirect influences of central government, local education authorities, schools, depart…
Gender and Physical Education
Part One: Setting the Agenda 1. Introduction 2. Talking Gender 3. Physical Education: A Gendered History Part Two: Gender Agents 4. Difference Matters: Sexuality and Physical Education 5. Muslim Women in Teacher Training: Issues of Gender 6. Gender Positioning as Pedagogical Practice in Teaching Physical Education Part Three: Gender and Physical Education: Policies and Practice 7. Gendered Policies 8. Gender, Health and Physical Education 9. Unde…
Developing Physical Education as a 'Connective Specialism
This paper addresses the challenge identified by Penney and Chandler [(2000) Physical education: what future(s)? Sport, Education and Society, 5(1), pp. 71-87] for physical education to develop as a 'connective specialism' [Young (1998) The Curriculum of the Future: From the 'New Sociology of Education' to a Critical Theory of Learning (London, Falmer Press)], characterised by a commitment to engage with the complex contexts in which knowledge ga…
Sport Education and Situated Learning
This article pursues a number of issues raised by preceding contributions to this special issue. It outlines and critically explores tensions inherent in commentaries on sport education and relating to the adoption of the situated learning perspective in investigations of its potential contribution as a pedagogical model within physical education. It is argued that there is a need for continued and extended debate in relation to the advancements …
Physical education and physically active lives
This paper focuses upon the relationship between physical education and interests in enabling more people to establish and maintain ‘active and healthy lives’ from a curriculum development perspective. Twin and inter‐linked concepts of ‘lifelong learning’ and ‘lifelong physical activity’ are presented as a conceptual basis for curriculum development in physical education. A multidimensional conceptualisation of physical activity is introduced as …
Dis)Abling the (health and) physical in education
In this short discursive paper our aim is to introduce issues which have underpinned and are pursued in this special issue of Sport, Education and Society. In important respects the development of the special issue represented a challenge to make some inroads into the sustained silence surrounding ‘ability’ in physical education that Evans (2004) identified as having profound implications for teachers and learners in physical education. Evans (20…
Not business as usual’
This article focuses on a Sport Education project in Korea that has explored pedagogical issues during teachers’ initial and developing implementation of Sport Education. Drawing on data gathered between 2004 and 2005 in collaboration with teachers in a middle school in Korea, the article presents a detailed analysis of developments in one case study school. It provides qualitative insights into the teacher role of facilitator of learning in the …
The curriculum of the future. Ahead of its time
Inevitably, questions will be posed about the justification for reviewing a book that \nwas published in 1998. We might reflect that the contemporary relevance of a text is \narguably more important than recency of publication. More specifically, I suggest \nthat consideration should be given to the currency of the issues, concepts and the \neducational, economic and political contexts being addressed in the text, as well as \nthose that have inf…
Inclusivity and senior physical education. insights from Queensland and Western Australia
In the context of uncertainty and ongoing reform of senior secondary education in Australia, this paper addresses inclusivity in the design and implementation of senior physical education (PE) courses. Critical analysis of course developments in two states in Australia; Queensland and Western Australia, demonstrates ways in which course design, school and teacher decisions can all have wide reaching significance for students’ educational and voca…
Playing a political game and playing for position
This paper addresses prospective policy relationships between health and physical education (HPE) and contemporary education policies. It specifically explores the opportunities and challenges that contemporary education discourses present for policy and curriculum development in HPE. Contemporary education discourses of lifelong learning, learning communities, personalized learning, inclusivity and excellence are critically analysed in relation …
Curriculum, pedagogy and assessment
This paper identifies ‘quality’ as an internationally relevant concept to be problematised in contemporary debates about physical education (PE). Drawing on the conceptualisation of curriculum by B. Bernstein in 1977, pedagogy and assessment as three inter-related message systems of schooling, the paper presents and explores curriculum, pedagogy and assessment as three fundamental dimensions of ‘quality PE’. Discussion addresses what quality in e…
The role of transfer in games teaching
The purpose of this paper is to critically review and evaluate the significance for curriculum planning in PE of studies focused on transfer of tactical knowledge. The conceptual foundation and focus of research that has investigated transfer in learning across games and sports is explored. Selected studies are systematically analysed in relation to the particular dimension of transfer examined and evidence generated to support a case for curricu…
Sociology (72 obras) · Physical Education and Pedagogy (70 obras) · Pedagogy (69 obras) · Psychology (59 obras) · Political science (55 obras) · Physical education (54 obras) · Inclusion and Disability in Education and Sport (53 obras) · Curriculum (39 obras) · Mathematics education (34 obras) · Law (25 obras)