Teacher educators' enactment of pedagogies that prioritise learning about meaningful physical education

Fletcher, Tim D.; Chróinín, Déirdre Ní; Price, C. Aaron; Francis, Nancy

doi:10.4324/9780429325861-6

Cited by 4 publications

(6 citation statements)

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“…As indicated initially, I see hope for physical education in, for example, activist, appreciative, paradoxical and participatory approaches (Enright, Hill, Sandford, & Gard, 2014;Enright & O'Sullivan, 2010;Larsson et al, 2014;Luguetti et al, 2017;Oliver & Hamzeh, 2010;Oliver & Kirk, 2016). Other apt examples are the work on meaningful physical education (Fletcher, Ní Chróinín, Price, & Francis, 2018;Ní Chróinín, Fletcher, & O'Sullivan, 2018), social justice (Azzarito, Macdonald, Dagkas, & Fisette, 2017), or pedagogical cases such as those introduced by Armour (2014). But also at a policy level in Australia and Scotland, new curricula show promise (Carse, Jess, & Keay, 2018;Jess, Atencio, & Thorburn, 2011;Macdonald, 2013;McCuaig, Quennerstedt, & Macdonald, 2013;Thorburn, 2017;Thorburn & Horrell, 2014).…”

Section: A Focus On the Art Of Teachingmentioning

confidence: 99%

Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy

Quennerstedt

2019

Sport, Education and Society

162

119

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The paper is the José María Cagigal Scholar Lecture presented at the AIESEP 1 World Congress in Edinburgh 2018. In the paper I argue that the only real sustainable aim for physical education is more physical education, where different ways of being in the world as somebody are both possible and encouraged. To reach this aim, a focus on the art of teaching is vital as a way of critically scrutinising and designing transformative and genuinely pluralistic physical education practices. In order to do this I discuss education as being educative, a certain view of the child as well as teaching as a continuous act of making judgements about the why(s), what(s) and how(s) of education, normative judgements about desirable change. The take home messages involves: (i) reclaiming a certain view of the child in education, (ii) reclaiming the open-endedness of physical education, and (iii) reclaiming the art of teaching in physical education, which is about being educative and making judgements about what to bring to the educational situation. We then must start with the purpose of educationthe whybefore deciding on the what and how.

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Section: A Focus On the Art Of Teachingmentioning

confidence: 99%

Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy

Quennerstedt

2019

Sport, Education and Society

162

119

View full text Add to dashboard Cite

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“…However, despite some recent attention to this area e.g. Fletcher, Ní Chróinín, Price & Francis (2018), even these types of programmes have been relatively scarce with much more attention being focused on developments in games teaching and models designed to improve students' sense of personal and social responsibility (Ennis, 2006). Thus, there remains a need for greater clarity in thinking through how personal meaning can become part of subject purposes and the extent to which physical education can be a suitable learning context for initiation into a range of worthwhile social and cultural practices, which as contextually appropriate emphasise the health enhancing benefits of physical activity.…”

Section: John Dewey and Contemporary Subject Purposes In Physical Edumentioning

confidence: 99%

John Dewey, subject purposes and schools of tomorrow: A centennial reappraisal of the educational contribution of physical education

Thorburn

2018

Learning, Culture and Social Interaction

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This historically-themed critical paper reappraises selective progressive education writings by John Dewey in relation to two questions: firstly, how was physical education organised and taught in the Gary Schools, a programme Dewey widely praised in Schools of Tomorrow and secondly, how might the educational aspirations of Dewey benefit current subject purposes in physical education. This exercise highlights points of disconnection between the ideas of Dewey and areas of practice in the Gary Schools and the modest engagement Dewey's theorizing has had in informing the educational contribution of physical education over the last century. Both points are problematic in pursuing progressive education agendas and the latter point highlights the continuing need for a more convincing educational account of physical education to be advanced. The paper concludes by arguing for a Deweyan and Merleau-Pontian informed account of physical education which is primed by embodied learning and social and moral development.

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“…In line with other scholars working within the field of meaningful PE and sport (c.f. Fletcher et al 2018;O'Connor 2018), within this paper, we are guided by Kretchmar's (2006) features that represent the qualities of meaningful experiences in PE: social interaction, fun, challenge, motor competence and delight. Drawing upon the recent work of Beni et al (2017), Walseth et al (2018) and Beni et al (2019), we also use the feature of personally relevant learning as an aspect of meaningful PE that has been omnipresent in the literature.…”

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confidence: 99%

“…It is apparent that there is increasing support for the value of promoting meaningful experiences, but research indicates there is a lack of understanding of how to promote meaningful experiences in PE (Fletcher et al 2018, Kretchmar 2000. Further gaps include the movement experiences of HE students, scholars have consistently researched meaningful PE experiences within K-12 settings (elementary, middle and high schools).…”

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Using the meaningful physical education features as a lens to view student experiences of democratic pedagogy in higher education

Lynch

Sargent

2020

Physical Education and Sport Pedagogy

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Background: Higher education (HE) physical education (PE) can provide opportunities for students to develop meaning(s) and values towards movement experiences. However, it is an under researched area in the educational sphere and little is known about what or how students find, meaningful movement. While there has been increasing interest in the features of meaningful PE, few studies have explored how they relate to students' experiences of movement in the context of HE or indeed the meaning held for certain features such as 'fun'. In seeking to address this gap, the purpose of this article was to explore what university students found meaningful in PE. Method:Using data from a larger digital ethnographic study, this research featured six students studying a university PE class taught by an educator with a sociocultural perspective towards education and movement. Digital video narratives and reflective essays served as qualitative data and were analysed using collaborative thematic analysis.Findings: Four themes are described in relation to students' meaningful experiences. These are (a) meaningful PE is fun and contains elements of delight, (b) meaningful PE is a combination of fun and challenge (c) meaningful PE develops motor competency in personally relevant areas, and (d) meaningful PE is a social and personally relevant experience. Our findings demonstrated the interlinking nature of meaningful PE features and, specifically, how they are embodied by higher education students. Conclusion:We argue that students can have meaningful PE experiences, even when educators do not plan for them. Furthermore, the features of meaningful PE, particularly in relation to 'fun' can extend to university settings. Moreover, sociocultural educators with a clear vision for classes can contribute to students developing foundational beliefs towards movement. This is exhibited through employing democratic pedagogies such as high levels of reflection and goal setting.

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Teacher educators' enactment of pedagogies that prioritise learning about meaningful physical education

Cited by 4 publications

References 0 publications

Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy

Physical education and the art of teaching: transformative learning and teaching in physical education and sports pedagogy

John Dewey, subject purposes and schools of tomorrow: A centennial reappraisal of the educational contribution of physical education

Using the meaningful physical education features as a lens to view student experiences of democratic pedagogy in higher education

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