Conceptualizing the Phenomenology of Movement in Physical Education
Implications for Pedagogical Inquiry and Development
Bibliographic Data
| ID | 5809690 |
|---|---|
| Authors | Trent D Brown (0000-0002-5129-3814, Monash University), Phillip G Payne (Monash University) |
| Year | 2009 |
| Volume | 61 |
| Issue | 4 |
| Pages | 418-441 |
| Publication date | 2009-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Quest (JOURNAL) |
| Journal identifiers | ISSN: 0033-6297 • E-ISSN: 1543-2750 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00336297.2009.10483624 |
| OpenAlex | W2062552544 |
| Language | EN |
| Citations received | 37 |
| References cited | 64 |
There is increased phenomenological interest, philosophical and empirical, in the meaning and meaning-making dimensions of the experience of movement in physical education (Kentel & Dobson, 2007; Kretchmar, 2000a; Loland, 2006; Smith, 2007; Whitehead, 1990). This scholarly concern about the qualities and characteristics of movement shifts the focus of pedagogical interest to the embodied meanings of such experience and the subjective values associated with it (Johnson, 2008). Too often the meaning of movement has been invisible in the discourse of physical education. Philosophical framing and empirically informed discussion about the phenomenological basis of movement as well as interpretation of its embodied time-space affordances and constraints has the potential to reconceive curriculum, pedagogical, and policy development. In this paper, for the purposes of framing ongoing inquiry we examine phenomenological contributions to the physical education literature that examined or describe the intrinsic qualities of movement and consider implications of renewed interest in meaning and meaningmaking for pedagogical theory development and practices
Framing (construction · Physical education · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Sport and Mega-Event Impacts
‘Feeling better’
How is embodiment in physical education theoretically conceptualised? A concept analysis
The ‘Good!’, the ‘Great!’ and the ‘Brilliant!’
The lived experience of sport education
Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement
Promoting Physical (Ecological) Literacy through Physical Education
The Embodied Nature of Physical Literacy
Physical literacy praxis
The act of running
The meaning of movement in the everyday lives of Danish high-school students
The new Australian Health and Physical Education Curriculum
More than glimpses in the mirror
In, through and about’ movement
Pedagogies of embodiment in physical education – a literature review
An ethnographic fieldwork
Environment, technology and animals
Reclaiming movement
Swimming in flow motion
A vision lost? (Re)articulating an Arnoldian conception of education ‘in’ movement in physical education
Beyond games and sports
Lived experience and community sport coaching
Lived experiences of undergraduate physical education students studying gymnastics and dance education
Bodily knowledge beyond motor skills and physical fitness
Psychophenomenology and the explicitation interview for accessing subjective lived experience in sport coaching
Embodied learning and school-based physical culture
The problematization of the (im)possible subject
Researching embodiment in movement contexts
Everything is at stake; yet nothing is at stake
Informal sport and curriculum futures
What is complex in complex movement? A discourse analysis of conceptualizations of movement in the Swedish physical education curriculum
Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian Certificate of Education Physical Education
Exploring a pedagogy for meaning-making in physical education
Investigating the ‘integration of theory and practice’ in examination physical education
Another platform and a changed context
Lived Experiences of a Hong Kong Physical Education Teacher
It's not a linear thing; there are a lot of intersecting circles
The Moving Body and Social Change
Handbook of Physical Education
Body Consciousness
The Meaning of the Body
The Primacy of Movement
The Educated Mind
Physical Education's Role in Public Health
The Concept of Physical Literacy
We Hate Gym
An Ecological Approach to Creating Active Living Communities
Frames of mind
Personal Knowledge
Being Human
Sport and Society
Method in Sport Sociology
Realism and Social Science
Recontextualizing and delivering the biomedical model as a physical education curriculum
Poetic Representations in Sport and Physical Education
Implementing a Game Sense Approach to Teaching Junior High School Basketball in a Naturalistic Setting
Articulating a Merleau-Pontian phenomenology of physical education
Meaningful Existence, Embodiment and Physical Education
Cognitive and Analytical Psychology Howard Gardner . Frames of Mind
Phenomenology, physical education, and special populations
Eco-Phenomenology
Being Human
Schooling Bodies Through Physical Education
Meaning and Movement
Toward a “Modest Pedagogy”
The Human Body and the Significance of Human Movement
Paying Attention to Bodies in Education
Corporeal subjectivities
Realms of Meaning
Lifeworld and textualism
After Method
Phenomenology of Perception
The Embodied Mind
Ethnography and the senses
Postmodernism and Social Research
| Unique citing works | 37 |
|---|---|
| Citations per year | 2,47 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 37 |