Critical inquiry, critical thinking and problem-solving are key concepts in contemporary physical education. But how do physical educators actually do critical inquiry and critical thinking?
Critical Inquiry and Problem-Solving in Physical Education explains the principles and assumptions underpinning these concepts and provides detailed examples of how they can be used in the teaching of physical education for different age groups and in a range of different contexts.
Topics covered include:
- sport education and critical thinking
- dance as critical inquiry
- media analysis
- understanding cultural perspectives
- student-led research and curriculum
- reflective coaching practice.
The authors are teachers, teacher educators, policymakers and academics. Each shares a commitment to the notion that school students can do more than learn to move in physical education classes.
Recenzijas
'This book is a very valuable addition to texts which strive to move both learning and teaching forward by seeking to make physical education a relevant experience for all those involved with it. It adds a new dimension to the debate...' 'This is clearly a book which not only seeks to develop practice in a contemporary context...but also to encourage teachers to reflect more deeply both on their current practices and the consequences of their methods and manner.' -both Will Kay in European Physical Education Review, Volume 11, 2005
| List of figures and tables |
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viii | |
| List of contributors |
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ix | |
| Acknowledgements |
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xii | |
| PART I Locating critical inquiry and problem-solving in physical education |
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1 | (30) |
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1 Critical inquiry and problem-solving in physical education |
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3 | (13) |
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2 Understanding learning in physical education |
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16 | (15) |
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| PART II Critical inquiry and problem-solving in the middle years of schooling |
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31 | (114) |
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3 Using the tactical games model to develop problem-solvers in physical education |
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33 | (16) |
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LINDA L. GRIFFIN AND DEBORAH A. SHEEHY |
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4 PlaySMART: developing thinking and problem-solving skills in the context of the national curriculum for physical education in England |
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49 | (13) |
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5 Problem-solving in teaching sports |
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62 | (12) |
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6 Student-centred research: working with disabled students |
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74 | (19) |
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HAYLEY FITZGERALD AND ANNE JOBLING |
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7 Movement, art and culture: problem-solving and critical inquiry in dance |
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93 | (12) |
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8 Understanding and investigating cultural perspectives in physical education |
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105 | (15) |
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9 Rich tasks, rich learning? Working with integration from a physical education perspective |
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120 | (13) |
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10 Negotiating the curriculum: challenging the social relationships in teaching |
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133 | (12) |
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TRISH GLASSY AND DOUNE MACDONALD |
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| PART III Critical inquiry and problem-solving in the senior years of schooling |
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145 | (52) |
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11 Reflective practices in teaching and coaching: using reflective journals to enhance performance |
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147 | (12) |
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12 Biomechanical analyses in physical education |
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159 | (12) |
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13 Desperately seeking certainty: statistics, physical activity and critical inquiry |
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171 | (12) |
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14 Analysing sportsmedia texts: developing resistant reading positions |
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183 | (14) |
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| PART IV The challenges of critical inquiry in physical education |
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197 | (12) |
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15 New practices, new subjects and critical inquiry: possibility and progress |
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199 | (10) |
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| Index |
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209 | |
Jan Wright is an Associate Professor and Associate Dean of Reserach at the University of Wollongong, Australia. She has taught in the area of physical education for over 20 years and has been actively involved in recent syllabus developments in Personal Development, Health and Physical Education undertaken by the New South Wales Department of Education and Training.
Doune Macdonald is an Associate Professor and Coordinator of Pedagogy in the School of Human Movement Studies at the University of Queensland, Australia. Since 1980 she has taught health and physical education in schools and universities in Australia and the UK and been heavily involved in curriculum development at the state and national levels.
Lisette Burrows is a Senior Lecturer in Physical Education Pedagogy at the School of Physical Education, the University of Otago, New Zealand. Since 1989 she has taught health and physical education and been actively involved in national curriculum review and moderation at primary and secondary levels.
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