The need for critical pedagogy to be used in physical education has created signifi cant discussion and debate over the last decade. While many scholars advocate for critical pedagogy, there is concern that there is a lack of practical applications. In New Zealand, recent neo-liberal economic imperatives have necessitated the complete revision of the school curriculum. The curriculum revision was designed to ensure that New Zealand was economically competitive on the world stage. In revising the physical education curriculum, the curriculum writers of this document took a socio-critical stance and have produced a document, mandated by the state that advocates for critical pedagogy. This paper explores critical pedagogy within New Zealand's physical education context including the curriculum and discusses how physical education in New Zealand is attempting to address the challenge of engaging in critical pedagogical praxis.
The move towards globalisation, the relative ease in the accessibility of knowledge and the identiˆcation of social problems of injustices, inequalities, rampant consumerism and antisocial behaviours brings into focus the need for education programmes throughout the world to question whether they areˆt for`purpose'. In this regard, the philosophy of Olympism, which aspires to promote virtuous behaviours in order to contribute to building a more peaceful and better world through the ethical practice of physical education and sport, has a useful legitimacy. Yet, some scholars have suggested that present Olympic education has negligible learning and relevance, is not focussed on Olympism and is`apedagogical' while others criticise Olympic education as ideological inscription. To address this, the International Olympic Committee (IOC) needs to take leadership in the promotion of Olympism through physical education and sport programmes. This article highlights a key point of diŠerence from present Olympic education by fostering Olympism education that focuses on Olympism. Olympism education would need to adopt a pedagogy that is emancipatory in nature and socially transformative in action if it is to be eŠective. The adoption of a critical pedagogy for Olympism education, through physical education, is a complex arrangement but it does have the capacity to facilitate the confrontation of problems within a legitimate learning context. The article concludes by asserting that this arrangement would meet the aims of the IOC's education mandate and facilitate the achievement of the IOC's goal of a more peaceful and better world through physical education and sport.
Objective The aims of this study were to investigate the prevalence of sports injuries in school physical education (PE) and leisure-time sports among 1011 15- to 16-year-old adolescents in relation to physical activity, and to examine goal orientation. Methods A survey was used with additional narrative descriptions. Results There was a higher prevalence of injuries in leisure time (645/993 = 65%) than in PE (519/998 = 52%). Two groups with high PE injury rates were identified: a) highly active (258/998 = 26%) in both school PE and leisure-time sports and b) highly inactive (180/998 = 18%) in both contexts. There were no differences between girls and boys. Task-oriented adolescents were more prone to injury. Conclusions The high prevalence of injuries in PE appears to have two mechanisms: renewed inadequately recovered leisure-time injuries among highly active adolescents, and injuries among fragile inactive adolescents unfamiliar with exercise. PE educators of these two groups with different injury patterns have a considerable didactic challenge. Knowledge of inadequately recovered injuries and consideration of the high volume and intensity of early sport-specific training in children and adolescents are important parameters in the design of lesson plans for PE.
This study aimed to examine the effects of three-months of classroom-based Brain Breaks Physical Activity Solution (Brain Breaks®) on attitudes toward physical activity levels of primary school children in Henan Province, China. The participants were 704 children enrolled in grades 3–5 who were randomly assigned to either an experimental or a control group. The experimental group participated in Brain Breaks® video intervention for 3–5 min daily, at low-to-moderate intensity for three consecutive months. The control group resumed their normal routine. The children’s attitudes in both groups towards physical activity (PA) were evaluated using the self-reported Attitudes toward Physical Activity Scale (APAS), before and after the intervention. The effects of the intervention on APAS scores were analyzed using mixed model analysis of variance with Time as within-subject, and Group as between-subject factors. The analysis revealed evidence in support of the positive effect of classroom video interventions such as Brain Break on children’s attitudes toward importance, fun, and trying to do their personal best in physical activity. Also revealed was the important role the teacher plays in this process.
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