David Aldous
Biographic Data
| ID | 3480020 |
|---|---|
| NAME | David Aldous |
| GIVEN NAMES | David |
| FAMILY NAME | Aldous |
| SIGNATURE | ALDOUS D |
| AFFILIATIONS | University of East Anglia |
| ORCID | 0000-0002-1328-7245 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 62 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Crossing borders for transformative professional learning about health and physical education policy through the Policy Process Case Method
The Policy Process Case Method (PPCM) is a recent innovation for (health and physical) education professionals to transform their complex policy experiences into practical insights. This method engages professionals across roles and geographical borders in sustained reflexive dialogue to collaboratively interrogate their policy experiences through policy theories. In this ∼1.5-year PPCM investigation, our group (i.e. two curriculum officers, one …
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…
A figurational analysis of Health and/or Physical Education teacher educators’ conceptualisations of policy, and their sociogenesis
Policy engagement is key to promoting ‘quality’ physical education yet it has been identified as a ‘grand challenge’ for Health and/or Physical Education (H/PE) internationally. All H/PE professionals, including teacher educators, have a collective responsibility to engage with policy but existing research tells us little about how H/PE teacher educators (H/PETEs) understand and engage with policy. It is important to examine H/PETEs conceptualisa…
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…
Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform
This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, Citation1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Lit…
A health(y) subject? Examining discourses of health in physical education curricula across the UK
In this paper, we present the findings from our critical analysis of the health discourses evident with physical education (PE) curricula in each UK home nation—England, Northern Ireland, Scotland and Wales. We carried out a critical discourse analysis of those curriculum documents that talk directly to PE teachers about how to organise, enact and assess PE curricula in schools. The results from our analysis uncovered that, with the exception of …
The problematization of the (im)possible subject
Policy classifies and shapes people/subjects in particular kinds of ways. Focusing on the context of Health and Physical Education (HPE), this paper analyses policy documents from Australia, the United States of America (USA) and Wales. We pay particular attention to how learners are represented within and across the three policy documents, and we apply Bacchi’s ‘What’s the Problem Represented to be?’ approach to guide the analysis. For us, probl…
A comparative analysis of discourses shaping physical education provision within and across the UK
Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the fou…
A critical analysis of CIMSPA's transformative aspirations for UK Higher education sport and physical activity vocational education and training provision
This paper provides a critical analysis of the Chartered Institute for Management of Sport and Physical Activity's (CIMSPA) transformative aspirations for UK Higher Education (HE) based Sport and Physical Activity Vocational Education and Training (SPAVET) provision. In doing so, we apply selected elements of Giddens’ Structuration theory to offer an analysis of CIMSPA’s structural properties (as rules and resources) and dimensions (signification…
Framing pedagogic relations within the boundaries of Foundation Degree Sport and Coaching qualifications
Changes to the relations between sport-education and employment labour markets have resulted in the increasing diversity of how academic and vocational skills, knowledge and practices are valued within the micro-level of qualifications. The implications of this are particularly felt by further education (FE) sport-lecturers in the UK, who are required to select, transform and transmit messages from both vocational education policy and the sport-i…
Capturing the world of physical education through the eyes of children with autism spectrum disorders
The potential benefits of physical education (PE) are universal for all pupils. However, facilitating such benefits in children with autism spectrum disorders (ASD) requires careful planning. This paper reports on a small-scale case study at one school in eastern England, exploring physical education through the eyes of children (n = 5), aged 12–16, with autistic spectrum disorders. Photo-elicitation was adopted as the research tool to accord aut…
Trajectories towards failure
This paper offers insights into the increasing dichotomy that exists between official forms of opportunity and access and the actual ‘lived experience’ of young peoples' trajectories towards careers in the UK's market-orientated Sport-Fitness and Physical Education employment sectors. It does so by drawing on data generated by an 18-month ethnographic study to provide a case study of two students who chose to make the transition from a Foundation…
Transitional experiences of post-16 sports education
This paper explores the layered transitional experiences of a semi-professional athlete named Jack (a pseudonym) between the fields of professional sport and further and higher education. Our analysis is framed by the quadripartite framework of structuration and focuses on Jack's 'in-situ' practices at his college and university in order to illustrate how these can operate to reproduce, transform, and challenge the habitual discourses and rituals…
Understanding the complexity of the lived experiences of Foundation Degree sport lecturers within the context of Further Education
This paper provides an ethnographic account of the lived experiences of Further Education (FE) lecturers (N=4) who are engaged in the transmission of pedagogic knowledge within a Foundation Degree. To further understand the experiences of the lecturers the paper draws upon Stones' quadripartite cycle of structuration. This conceptual and methodological approach has informed an understanding of how the transmission of pedagogical knowledge is shap…
Enhancing the spaces of reflection
Innovation in enhancing the reflective abilities of physical education trainee teachers was explored in this study through establishing peer ‘training buddies’ during their school placements. Opportunities for active engagement in peer- and self-reflection were provided to full-time Post-Graduate Secondary Physical Education trainee teachers ( n = 23). Data were collected through surveys, focus group interviews and trainee reflections shared thro…
Snowboarding bodies in theory and practice
Snowboarding bodies in theory and practice Holly Thorpe, 2011 Palgrave-Macmillan Basingstoke, England £55.00 (hbk), 313 pp.+ix ISBN 978-0-230-57819-7 Researchers, in their search for a deeper under
Framing bodies of knowledge within the 'acoustics' of the school
This article explores the sociological dynamics of pedagogic transition that occur with the passage of newly qualified teachers (NQTs) of Physical Education (PE) into their first posts. It draws its empirical illustration from life history and ethnographic data collected in 2006, from two first-post NQT status PE teachers with contrasting experiences, Pete and Jayne (pseudonyms). In approaching this task, we utilise the influential theoretical fr…
“If the land is healthy … it makes the people healthy”
École d'Été de Probabilités de Saint-Flour XIII — 1983
Framing bodies of knowledge within the 'acoustics' of the school
This article explores the sociological dynamics of pedagogic transition that occur with the passage of newly qualified teachers (NQTs) of Physical Education (PE) into their first posts. It draws its empirical illustration from life history and ethnographic data collected in 2006, from two first-post NQT status PE teachers with contrasting experiences, Pete and Jayne (pseudonyms). In approaching this task, we utilise the influential theoretical fr…
A comparative analysis of discourses shaping physical education provision within and across the UK
Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the fou…
Enhancing the spaces of reflection
Innovation in enhancing the reflective abilities of physical education trainee teachers was explored in this study through establishing peer ‘training buddies’ during their school placements. Opportunities for active engagement in peer- and self-reflection were provided to full-time Post-Graduate Secondary Physical Education trainee teachers ( n = 23). Data were collected through surveys, focus group interviews and trainee reflections shared thro…
The problematization of the (im)possible subject
Policy classifies and shapes people/subjects in particular kinds of ways. Focusing on the context of Health and Physical Education (HPE), this paper analyses policy documents from Australia, the United States of America (USA) and Wales. We pay particular attention to how learners are represented within and across the three policy documents, and we apply Bacchi’s ‘What’s the Problem Represented to be?’ approach to guide the analysis. For us, probl…
A critical analysis of CIMSPA's transformative aspirations for UK Higher education sport and physical activity vocational education and training provision
This paper provides a critical analysis of the Chartered Institute for Management of Sport and Physical Activity's (CIMSPA) transformative aspirations for UK Higher Education (HE) based Sport and Physical Activity Vocational Education and Training (SPAVET) provision. In doing so, we apply selected elements of Giddens’ Structuration theory to offer an analysis of CIMSPA’s structural properties (as rules and resources) and dimensions (signification…
Understanding the complexity of the lived experiences of Foundation Degree sport lecturers within the context of Further Education
This paper provides an ethnographic account of the lived experiences of Further Education (FE) lecturers (N=4) who are engaged in the transmission of pedagogic knowledge within a Foundation Degree. To further understand the experiences of the lecturers the paper draws upon Stones' quadripartite cycle of structuration. This conceptual and methodological approach has informed an understanding of how the transmission of pedagogical knowledge is shap…
A health(y) subject? Examining discourses of health in physical education curricula across the UK
In this paper, we present the findings from our critical analysis of the health discourses evident with physical education (PE) curricula in each UK home nation—England, Northern Ireland, Scotland and Wales. We carried out a critical discourse analysis of those curriculum documents that talk directly to PE teachers about how to organise, enact and assess PE curricula in schools. The results from our analysis uncovered that, with the exception of …
Capturing the world of physical education through the eyes of children with autism spectrum disorders
The potential benefits of physical education (PE) are universal for all pupils. However, facilitating such benefits in children with autism spectrum disorders (ASD) requires careful planning. This paper reports on a small-scale case study at one school in eastern England, exploring physical education through the eyes of children (n = 5), aged 12–16, with autistic spectrum disorders. Photo-elicitation was adopted as the research tool to accord aut…
Trajectories towards failure
This paper offers insights into the increasing dichotomy that exists between official forms of opportunity and access and the actual ‘lived experience’ of young peoples' trajectories towards careers in the UK's market-orientated Sport-Fitness and Physical Education employment sectors. It does so by drawing on data generated by an 18-month ethnographic study to provide a case study of two students who chose to make the transition from a Foundation…
Transitional experiences of post-16 sports education
This paper explores the layered transitional experiences of a semi-professional athlete named Jack (a pseudonym) between the fields of professional sport and further and higher education. Our analysis is framed by the quadripartite framework of structuration and focuses on Jack's 'in-situ' practices at his college and university in order to illustrate how these can operate to reproduce, transform, and challenge the habitual discourses and rituals…
Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform
This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, Citation1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Lit…
École d'Été de Probabilités de Saint-Flour XIII — 1983
“If the land is healthy … it makes the people healthy”
Framing bodies of knowledge within the 'acoustics' of the school
This article explores the sociological dynamics of pedagogic transition that occur with the passage of newly qualified teachers (NQTs) of Physical Education (PE) into their first posts. It draws its empirical illustration from life history and ethnographic data collected in 2006, from two first-post NQT status PE teachers with contrasting experiences, Pete and Jayne (pseudonyms). In approaching this task, we utilise the influential theoretical fr…
Snowboarding bodies in theory and practice
Snowboarding bodies in theory and practice Holly Thorpe, 2011 Palgrave-Macmillan Basingstoke, England £55.00 (hbk), 313 pp.+ix ISBN 978-0-230-57819-7 Researchers, in their search for a deeper under
Understanding the complexity of the lived experiences of Foundation Degree sport lecturers within the context of Further Education
This paper provides an ethnographic account of the lived experiences of Further Education (FE) lecturers (N=4) who are engaged in the transmission of pedagogic knowledge within a Foundation Degree. To further understand the experiences of the lecturers the paper draws upon Stones' quadripartite cycle of structuration. This conceptual and methodological approach has informed an understanding of how the transmission of pedagogical knowledge is shap…
Enhancing the spaces of reflection
Innovation in enhancing the reflective abilities of physical education trainee teachers was explored in this study through establishing peer ‘training buddies’ during their school placements. Opportunities for active engagement in peer- and self-reflection were provided to full-time Post-Graduate Secondary Physical Education trainee teachers ( n = 23). Data were collected through surveys, focus group interviews and trainee reflections shared thro…
Capturing the world of physical education through the eyes of children with autism spectrum disorders
The potential benefits of physical education (PE) are universal for all pupils. However, facilitating such benefits in children with autism spectrum disorders (ASD) requires careful planning. This paper reports on a small-scale case study at one school in eastern England, exploring physical education through the eyes of children (n = 5), aged 12–16, with autistic spectrum disorders. Photo-elicitation was adopted as the research tool to accord aut…
Trajectories towards failure
This paper offers insights into the increasing dichotomy that exists between official forms of opportunity and access and the actual ‘lived experience’ of young peoples' trajectories towards careers in the UK's market-orientated Sport-Fitness and Physical Education employment sectors. It does so by drawing on data generated by an 18-month ethnographic study to provide a case study of two students who chose to make the transition from a Foundation…
Transitional experiences of post-16 sports education
This paper explores the layered transitional experiences of a semi-professional athlete named Jack (a pseudonym) between the fields of professional sport and further and higher education. Our analysis is framed by the quadripartite framework of structuration and focuses on Jack's 'in-situ' practices at his college and university in order to illustrate how these can operate to reproduce, transform, and challenge the habitual discourses and rituals…
Framing pedagogic relations within the boundaries of Foundation Degree Sport and Coaching qualifications
Changes to the relations between sport-education and employment labour markets have resulted in the increasing diversity of how academic and vocational skills, knowledge and practices are valued within the micro-level of qualifications. The implications of this are particularly felt by further education (FE) sport-lecturers in the UK, who are required to select, transform and transmit messages from both vocational education policy and the sport-i…
A critical analysis of CIMSPA's transformative aspirations for UK Higher education sport and physical activity vocational education and training provision
This paper provides a critical analysis of the Chartered Institute for Management of Sport and Physical Activity's (CIMSPA) transformative aspirations for UK Higher Education (HE) based Sport and Physical Activity Vocational Education and Training (SPAVET) provision. In doing so, we apply selected elements of Giddens’ Structuration theory to offer an analysis of CIMSPA’s structural properties (as rules and resources) and dimensions (signification…
The problematization of the (im)possible subject
Policy classifies and shapes people/subjects in particular kinds of ways. Focusing on the context of Health and Physical Education (HPE), this paper analyses policy documents from Australia, the United States of America (USA) and Wales. We pay particular attention to how learners are represented within and across the three policy documents, and we apply Bacchi’s ‘What’s the Problem Represented to be?’ approach to guide the analysis. For us, probl…
A comparative analysis of discourses shaping physical education provision within and across the UK
Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the fou…
A health(y) subject? Examining discourses of health in physical education curricula across the UK
In this paper, we present the findings from our critical analysis of the health discourses evident with physical education (PE) curricula in each UK home nation—England, Northern Ireland, Scotland and Wales. We carried out a critical discourse analysis of those curriculum documents that talk directly to PE teachers about how to organise, enact and assess PE curricula in schools. The results from our analysis uncovered that, with the exception of …
Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform
This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, Citation1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Lit…
Crossing borders for transformative professional learning about health and physical education policy through the Policy Process Case Method
The Policy Process Case Method (PPCM) is a recent innovation for (health and physical) education professionals to transform their complex policy experiences into practical insights. This method engages professionals across roles and geographical borders in sustained reflexive dialogue to collaboratively interrogate their policy experiences through policy theories. In this ∼1.5-year PPCM investigation, our group (i.e. two curriculum officers, one …
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…
A figurational analysis of Health and/or Physical Education teacher educators’ conceptualisations of policy, and their sociogenesis
Policy engagement is key to promoting ‘quality’ physical education yet it has been identified as a ‘grand challenge’ for Health and/or Physical Education (H/PE) internationally. All H/PE professionals, including teacher educators, have a collective responsibility to engage with policy but existing research tells us little about how H/PE teacher educators (H/PETEs) understand and engage with policy. It is important to examine H/PETEs conceptualisa…
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…
Sociology (15 works) · Pedagogy (14 works) · Physical Education and Pedagogy (14 works) · Psychology (13 works) · Inclusion and Disability in Education and Sport (10 works) · Political science (10 works) · Physical education (8 works) · Social science (7 works) · Sport and Mega-Event Impacts (7 works) · Epistemology (6 works)