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Primary physical education in a complex world (part 2): Curriculum and pedagogy futures

Research output: Contribution to specialist publicationArticle

Original languageEnglish
Pages22-25
Number of pages4
Volume14
Issue number3
JournalPhysical Education Matters
Publication statusPublished - 11 Nov 2019

Abstract

This series of articles presents the view that future developments in primary physical education in particular, and physical education in general, may be best served by embracing ideas from complexity thinking. In the first article, complexity thinking was introduced as a contemporary way of understanding the social world in which we live. By viewing humans as complex systems, the article described how we are all engaged in a self-organising and emergent learning process: a process that is long term and messy and involves the constant negotiation of boundaries alongside the development of robust but adaptable connections. The paper proposed that three complexity-informed areas are central to the longterm development of primary physical education: curriculum and pedagogy; teachers’ professional development and advocacy for primary physical education. This second article focuses on primary physical education curriculum and pedagogy and is written in two related sections. The first section considers how the traditional approach to primary physical education is not fit for purpose in the complex social world of the 21st century, while the second section presents a complexity-informed framework that seeks to help teachers design and enact a more contemporary primary physical education experience. For a more detailed exploration of this topic, see our earlier paper discussing complex primary physical education curriculum and pedagogy (Jess, Carse & Keay, 2016).

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