TY - JOUR
T1 - Potentialities in health and physical education
T2 - Professional boundaries and change agendas
AU - Thorburn, Malcolm
AU - Gray, Shirley
N1 - Funding Information:
In the paper, Kirsten Petrie, Clive Pope and Darren Powell draw attention, and problematise the multiple and varied theories, terms and concepts used to describe and understand physical education and other movement contexts. They suggest that rather than help teachers make sense of what and how physical education should be delivered, the array of concepts available creates confusion and ambiguity. The authors draw upon attempts in New Zealand to address this problem by developing a programme for teachers that seeks to unify sport, physical education and other movement contexts. This is supported primarily by underpinning the programme with Whitehead’s ( 2010 ) concept of physical literacy and financially by an eight‐million dollar, school‐based programme to enhance young peoples’ multiple types of activity experiences. The programme is serviced by a lead curriculum facilitator, physical education mentors and activators. It is presented as a customisable, needs‐based initiative developed and enacted jointly by the Play.sport workforce, schools and their communities. The purpose of this paper is to understand how the Play.sport employees grappled with the various complex meanings and agendas as they delivered the programme over the first two years. An important element of the initiative was that it was supported by academics as part of a Collaborative Practitioner Research programme. This meant that space was provided to explore, problematise and improve understanding and enactment. Data collection and analysis took place over this initial two‐year period. These processes were interactive and cyclical and took account of local history, culture and context. ‘Grappling with Complex Ideas: Physical Education, Physical Literacy, Physical Activity, Sport, and Play in one Professional Learning Initiative’,
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/12/31
Y1 - 2020/12/31
N2 - This special issue raises some demanding issues about the future of health and physical education (HPE) at a time when arguments for enhanced curriculum prominence exist alongside the possibility of increased marketization in school governance arrangements. These complexities are reviewed in terms of their implications for change agendas in schools, both in regard to subject teaching and more widely in terms of their consequences for the professional boundaries which shape and define educators work. Papers in the special issue focus on two broad areas: teachers’ expertise, their curriculum development and enactment role and their accountability expectations; and secondly the future of HPE in relation to social and emotional learning, physical literacy and healthy lifestyles. Our editorial aspiration is that collectively the papers in the special issue stimulate further professional discussions and inform future research agendas.
AB - This special issue raises some demanding issues about the future of health and physical education (HPE) at a time when arguments for enhanced curriculum prominence exist alongside the possibility of increased marketization in school governance arrangements. These complexities are reviewed in terms of their implications for change agendas in schools, both in regard to subject teaching and more widely in terms of their consequences for the professional boundaries which shape and define educators work. Papers in the special issue focus on two broad areas: teachers’ expertise, their curriculum development and enactment role and their accountability expectations; and secondly the future of HPE in relation to social and emotional learning, physical literacy and healthy lifestyles. Our editorial aspiration is that collectively the papers in the special issue stimulate further professional discussions and inform future research agendas.
KW - health and physical education
KW - policy enactment
KW - empowering practitioners
KW - pedagogy
UR - http://www.scopus.com/inward/record.url?scp=85098445578&partnerID=8YFLogxK
UR - https://bera-journals.onlinelibrary.wiley.com/journal/14693704
U2 - 10.1002/curj.96
DO - 10.1002/curj.96
M3 - Article
AN - SCOPUS:85098445578
SN - 0958-5176
JO - The Curriculum Journal
JF - The Curriculum Journal
ER -