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Physical Education

Edited by David Kirk

Routledge – 2012 – 1,960 pages

Series: Major Themes in Education

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    978-0-415-57805-9
    October 28th 2011

Description

As academic thinking about and around physical education continues to flourish and develop, this new title in the Routledge series, Major Themes in Education, meets the need for an authoritative reference work to make sense of the subject’s vast literature and the continuing explosion in research output. Edited by David Kirk of the Institute for Sport and Physical Activity Research at the University of Bedfordshire, this Routledge Major Work set is a four-volume collection of foundational and cutting-edge contributions that cover all of the major themes in physical education.

With a comprehensive introduction, newly written by the editor, which places the collected material in its historical and intellectual context, Physical Education is an essential work of reference. It is destined to be valued by specialists in physical education and scholars working in related areas—as well as by educational policy-makers and professionals—as a vital one-stop research tool.

Contents

~ PROVISIONAL CONTENTS ~

Volume I: The Nature and Purposes of Physical Education

1. S. Agergaard, ‘Sport as Social Formation and Specialist Education: Discursive and Ritualistic Aspects of Physical Education’, Sport, Education and Society, 2006, 11, 4, 353–67.

2. D. R. Anderson, ‘The Humanity of Movement or "It’s Not Just a Gym Class"’, Quest, 2002, 54, 87–96.

3. P. Arnold, ‘Sport and Moral Education’, Journal of Moral Education, 1994, 23, 1, 75–90.

4. Jan Broekhoff, ‘Physical Education and the Reification of the Human Body’, Gymnasion, 1972, 9, 4–11.

5. P. Dodds, ‘Are Hunters of the Function Curriculum Seeking Quarks or Snarks?’, Journal of Teaching in Physical Education, 1985, 4, 91–9.

6. J. Evans and B. Davies, ‘The Poverty of Theory: Class Configurations in the Discourse of Physical Education and Health (PEH)’, Physical Education and Sport Pedagogy, 2008, 13, 199–214.

7. S. Fairclough, G. Stratton, and G. Baldwin, ‘The Contribution of Secondary School Physical Education to Lifetime Physical Activity’, European Physical Education Review, 2002, 8, 69–84.

8. J.-M. Fernandez-Balboa, ‘Physical Education in the Digital (Postmodern) Era’, in A. Laker (ed.), The Future of Physical Education: Building a New Pedagogy (Routledge, 2003) (extract).

9. L. Fitzclarence, ‘Social Violence and Physical Activity: Remembering the Body in Other Ways’, in D. Kirk, (ed.), The Body, Schooling and Culture (Deakin University Press, 1993).

10. M. Gard and J. Wright, ‘Managing Uncertainty: Obesity Discourses and Physical Education in a Risk Society’, Studies in Philosophy and Education, 2001, 20, 6, 535–49.

11. S. J. Hoffman, ‘Dreaming the Impossible Dream: The Decline and Fall of Physical Education’, in J. A. Massengale (ed.), Trends Toward the Future in Physical Education (Human Kinetics, 1987).

12. B. Houlihan, ‘Sporting Excellence, School and Sports Development: The Politics of Crowded Policy Spaces’, European Physical Education Review, 2000, 6, 171–94.

13. D. Kirk, ‘Embodying the School/Schooling Bodies: Physical Education as Disciplinary Technology’, in C. Symes and D. Meadmore (eds.), The Extra-Ordinary School: Parergonality and Pedagogy (Peter Lang, 1999), pp. 181–96.

14. H. A. Lawson, ‘Paradigms, Exemplars and Social Change’, Sport, Education and Society, 2009, 14, 77–100.

15. L. F. Locke, ‘Changing Secondary School Physical Education’, Quest, 1992, 44, 361–72.

16. M. Mauss, ‘Techniques of the Body’, Economy and Society, 1973, 2, 70–87.

17. W. J. Morgan, ‘Philosophy and Physical Education’, in D. Kirk, D. Macdonald and M. O’Sullivan (eds.), The Handbook of Physical Education (Sage, 2006).

18. K. Newell, ‘Physical Education in Higher Education: Chaos Out of Order’, Quest, 1990, 42, 3, 227–42.

19. D. Penney and T. Chandler, ‘Physical Education: What Future(s)?’, Sport, Education and Society, 2000, 5, 71–87.

20. I. Rovegno, ‘Learning and Instruction in Social, Cultural Environments: Promising Research Agendas’, Quest, 2008, 60, 84–104.

21. J. F. Sallis and T. L. McKenzie, ‘Physical Education’s Role in Public Health’, Research Quarterly for Exercise and Sport, 1991, 62, 124–37.

22. C. Shilling, ‘Educating the Body: Physical Capital and the Production of Social Inequalities’, Sociology, 1991, 25, 4, 653–72.

23. D. Siedentop, ‘Valuing the Physically Active Life: Contemporary and Future Directions’, Quest, 1996, 48, 266–74.

24. R. Tinning, ‘Physical Education and the Cult of Slenderness: A Critique’, ACHPER National Journal, 1985, 10–14.

25. P. Vertinsky, ‘Reclaiming Space, Revisioning the Body: The Quest for Gender-Sensitive Physical Education’, Quest, 1992, 44, 373–96.

26. M. Whitehead, ‘Physical Literacy: Philosophical Considerations in Relation to Developing a Sense of Self, Universality and Propositional Knowledge’, Sport, Ethics and Philosophy, 2007, 1, 3, 282–98.

27. E. A. Williams, ‘Understanding Constraints on Innovation in Physical Education’, Journal of Curriculum Studies, 1985, 17, 407–13.

Volume II: Learners and learning in physical education

28. L. Azzarito, M. A. Solmon, and L. Harrison, ‘"… If I had a choice, I would …": A Feminist Post-structuralist Perspective on Girls in Physical Education’, Research Quarterly for Exercise and Sport, 2006, 77, 222–39.

29. L.-M. Engstrom, ‘Who is Physically Active? Cultural Capital and Sports Participation from Adolescence to Middle Age: A 38-Year Follow-Up Study’, Physical Education and Sport Pedagogy, 2008, 13, 4, 319–43.

30. J. Evans, ‘Making a Difference? Education and "Ability" in Physical Education’, European Physical Education Review, 2004, 10, 1, 95–108.

31. C. D. Ennis, ‘Creating a Culturally Relevant Curriculum for Disengaged Girls’, Sport, Education and Society, 1999, 4, 31–50.

32. C. D. Ennis, ‘Students’ Experiences in Sport-Based Physical Education: [More than] Apologies are Necessary’, Quest, 1996, 48, 453–6.

33. H. Fitzgerald, ‘Still Feeling Like a Spare Piece of Luggage? Embodied Experiences of (Dis)ability in Physical Education and School Sport’, Physical Education & Sport Pedagogy, 2005, 10, 1, 41–59.

34. A. Flintoff and S. Scraton, ‘Stepping into Active Leisure? Young Women’s Perceptions of Active Lifestyles and their Experiences of School Physical Education’, Sport Education and Society, 2001, 6, 5–22.

35. K. Green, A. Smith, and K. Roberts, ‘Young People and Lifelong Participation in Physical Education: A Sociological Perspective on Contemporary Physical Education Programmes in England and Wales’, Leisure Studies, 2005, 24, 27–43.

36. P. A. Hastie, ‘Student Role Involvement During a Unit of Sport Education’, Journal of Teaching in Physical Education, 1996, 16, 88–103.

37. D. Kirk, ‘Physical Education, Youth Sport and Lifelong Participation: The Importance of Early Learning Experiences’, European Physical Education Review, 2005, 11, 3, 239–55.

38. D. Kirk and D. Macdonald, ‘Situated Learning in Physical Education’, Journal of Teaching in Physical Education, 1998, 17, 3, 376–87.

39. A. M. Lee and M. A. Solmon, ‘Cognitive Conceptions of Teaching and Learning of Motor Skills’, Quest, 1992, 44, 57–71.

40. J. Miller, K. Vine, and D. Larkin, ‘The Relationship of Product and Process Performance of the Two-Handed Sidearm Strike’, Physical Education and Sports Pedagogy, 2007, 12, 61–75.

41. K. L. Oliver and R. Lalik, ‘The Body as Curriculum: Learning with Adolescent Girls’, Journal of Curriculum Studies, 2001, 33, 303–33.

42. C. C. Pope and M. O’Sullivan, ‘Darwinism in the Gym’, Journal of Teaching in Physical Education, 2003, 22, 311–27.

43. J. Quay, ‘Experience and Participation: Relating Theories of Learning’, Journal of Experiential Education, 2003, 26, 105–12.

44. I. Rovegno et al., ‘Teaching and Learning Basic Invasion Game Tactics in Fourth Grade: A Descriptive Study from Situated and Constraints Theoretical Perspectives’, Journal of Teaching in Physical Education, 2001, 20, 370–88.

45. A. Smith, ‘The Inclusion of Pupils with Special Educational Needs in Secondary School Physical Education’, Physical Education and Sport Pedagogy, 2004, 9, 1, 37–54.

46. A. Smith and M. Parr, ‘Young People’s Views on the Nature and Purposes of Physical Education: A Sociological Analysis’, Sport, Education and Society, 2007, 12, 37–58.

47. R. Tinning and L. Fitzclarence, ‘Postmodern Youth Culture and the Crisis in Australian Secondary School Physical Education’, Quest, 1992, 44, 287–303.

48. M. Vincent-Morin and L. Lafont, ‘Learning-Method Choices and Personal Characteristics in Solving a Physical Education Problem’, Journal of Teaching in Physical Education, 2005, 24, 226–42.

49. J. Ward et al., ‘Effects of Choice on Student Motivation and Physical Activity Behavior in Physical Education’, Journal of Teaching in Physical Education, 2008, 27, 385–98.

50. P. Ward and M.-A. Lee, ‘Peer-Assisted Learning in Physical Education: A Review of Theory and Research’, Journal of Teaching in Physical Education, 2005, 24, 205–25.

51. J. Wright, ‘The Construction of Gendered Contexts in Single-Sex and Co-educational Physical Education Lessons’, Sport, Education and Society, 1997, 2, 55–72.

Volume III: Teachers, teaching, and teacher education in physical education

52. K. M. Armour and R. Duncombe, ‘Teachers’ Continuing Professional Development in Primary Physical Education: Lessons from Present and Past to Inform the Future’, Physical Education and Sport Pedagogy, 2004, 9, 3–22.

53. D. Brown and J. Evans, ‘Reproducing gender? Intergenerational Links and the Male PE Teacher as a Cultural Conduit in Teaching Physical Education’, Journal of Teaching in Physical Education, 2004, 23, 48–70.

54. S. Capel and W. Katene, ‘Secondary PGCE PE Students’ Perceptions of their Subject Knowledge’, European Physical Education Review, 2000, 6, 1, 46–70.

55. S. A. Doolittle, P. Dodds, and J. H. Placek, ‘Persistence of Beliefs about Teaching During Formal Training of Pre-service Teachers’, Journal of Teaching in Physical Education, 1993, 12, 355–65.

56. F. Dowling, ‘Getting in Touch with our Feelings: The Emotional Geographies of Gender Relations in PETE’, Sport, Education and Society, 2008, 13, 247–66.

57. J. Gore, ‘Pedagogy as Text in Physical Education Teacher Education: Beyond the Preferred Reading’, in D. Kirk and R. Tinning (eds.), Physical Education, Curriculum and Culture (Falmer Press, 1990).

58. K. Graber, ‘Studentship in Pre-service Teacher Education: A Qualitative Study of Undergraduates in Physical Education’, Research Quarterly for Exercise and Sport, 1991, 62, 1, 41–51.

59. K. Green, ‘Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday "Philosophies"’, Sport, Education and Society, 2002, 7, 65–83.

60. L. B. Hendry, ‘Survival in a Marginal Role: The Professional Identity of the Physical Education Teacher’, British Journal of Sociology, 1975, 26, 4, 465–76.

61. C. Hickey, ‘ "I feel enlightened now, but ….": The Limits to the Pedagogic Translation of Critical Social Discourses in Physical Education’, Journal of Teaching in Physical Education, 2001, 20, 227–46.

62. P. Kelly, C. Hickey, and R. Tinning, ‘Producing Knowledge about Physical Education Pedagogy: Problemising the Activities of Expertise’, Quest, 2000, 52, 284–96.

63. H. Lawson, ‘Toward a Model of Teacher Socialization in Physical Education: The Subjective Warrant, Recruitment, and Teacher Education’, Journal of Teaching in Physical Education, 1983, 2, 3–16.

64. M. Lounsbery and C. Coker, ‘Developing Skill-Analysis Competency in Physical Education Teachers’, Quest, 2008, 60, 255–67.

65. N. Maivorsdotter and S. Lundvall, ‘Aesthetic Experience as an Aspect of Embodied Learning: Stories from Physical Education Student Teachers’, Sport, Education and Society, 2009, 14, 3, 265–79.

66. C. Pascual, ‘The Initial Training of Physical Education Teachers: In Search of the Lost Meaning of Professionalism’, Physical Education and Sport Pedagogy, 2006, 11, 1, 69–82.

67. I. Rovegno, ‘Theoretical Perspectives on Knowledge and Learning and a Student Teacher’s Pedagogical Content Knowledge of Dividing and Sequencing Subject Matter’, Journal of Teaching in Physical Education, 1995, 14, 283–304.

68. A. Sicilia and D. Brown, ‘Revisiting the Paradigm Shift from the Versus to the Non-versus Notion of Mosston’s Spectrum of Teaching Styles in Physical Education Pedagogy: A Critical Pedagogical Perspective’, Physical Education and Sport Pedagogy, 2008, 13, 1, 85–108.

69. A. Sicilia and J. M. Fernandez-Balboa, ‘Ethics, Politics and Bio-pedagogy in Physical Education Teacher Education: Easing the Tension Between the Self and the Group’, Sport, Education and Society, 2006, 11, 1, 1–20.

70. D. Siedentop, ‘Content Knowledge for Physical Education’, Journal of Teaching in Physical Education, 2002, 21, 368–77.

71. R. I. Tinning, ‘Student Teaching and the Pedagogy of Necessity’, Journal of Teaching in Physical Education, 1988, 7, 82–9.

72. R. Tinning, ‘Teacher Education Pedagogy: Dominant Discourses and the Process of Problem Setting’, Journal of Teaching in Physical Education, 1991, 11, 1–20.

73. M. Tousignant and D. Siedentop, ‘A Qualitative Analysis of Task Structures in Required Secondary Physical Education Classes’, Journal of Teaching in Physical Education, 1983, 2, 47–57.

Volume IV: the Curriculum and subject matter of physical education

74. C. Amade-Escot, ‘The Contribution of Two Research Programs on Teaching Content: "Pedagogical Content Knowledge" and "Didactics of Physical Education"’, Journal of Teaching in Physical Education, 2000, 20, 78–101.

75. D. H. K. Brown and A. Johnson, ‘The Social Practice of Self Defence Martial Arts: Applications for Physical Education’, Quest, 2000, 52, 3, 246–59.

76. D. Bunker and R. Thorpe, ‘A Model for the Teaching of Games in Secondary Schools’, Bulletin of Physical Education, 1982, 18, 1, 9–16.

77. J. Bocarro et al., ‘School Physical Education, Extracurricular Sports, and Lifelong Active Living’, Journal of Teaching in Physical Education, 2008, 27, 155–66.

78. M. DeBusk and D. Hellison, ‘Implementing a Physical Education Self-Responsibility Model for Delinquency-Prone Youth’, Journal of Teaching in Physical Education, 1989, 8, 104–12.

79. B. Dyson, ‘Cooperative Learning in an Elementary Physical Education Program’, Journal of Teaching in Physical Education, 2001, 20, 264–81.

80. B. Dyson, L. L. Griffin, and P. Hastie, ‘Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations’, Quest, 2004, 56, 226–40.

81. M. Gard, ‘Being Someone Else: Using Dance in Anti-Oppressive Teaching’, Educational Review, 2003, 55, 2, 211–23.

82. J. F. Grehaigne, P. Godbout, and D. Bouthier, ‘The Teaching and Learning of Decision-Making in Team Sports’, Quest, 2001, 53, 59–76.

83. P. Hastie and A. M. Buchanan, ‘Teaching Responsibility through Sport Education: Prospects for a Coalition’, Research Quarterly for Exercise and Sport, 2000, 71, 25–35.

84. N. L. Holt, W. B. Strean, and E. G. Bengoechea, ‘Expanding the Teaching Games for Understanding Model: New Avenues for Future Research and Practice’, Journal of Teaching in Physical Education, 2002, 21, 162–76.

85. H. Hubball and D. West, ‘Silence and Authentic Reflection Strategies: Holistic Learning in an Outdoor Education Program’, Physical and Health Education Journal, 2008, 74, 12–14.

86. D. Kirk, ‘Physical Education, Discourse & Ideology: Bringing the Hidden Curriculum into View’, Quest, 1992, 44, 35–56.

87. D. Kirk and A. MacPhail, ‘Teaching Games for Understanding and Situated Learning: Rethinking the Bunker-Thorpe Model’, Journal of Teaching in Physical Education, 2002, 21, 2, 177–92.

88. J. F. Grehaigne, P. Godbout, and D. Bouthier, ‘The Foundations of Tactics and Strategy in Team Sports’, Journal of Teaching in Physical Education, 1999, 18, 159–74.

89. J. Harris, ‘Health-Related Exercise and Physical Education’, in K. Green and K. Hardman (eds.), Physical Education: Essential Issues (Sage, 2005).

90. A. E. Jewett, ‘The Process Product Curriculum Framework: Historical Background’, Journal of Teaching in Physical Education, 1987, 6, 198–213.

91. J. E. Rink, K. E. French, and B. L. Tjeerdsma, ‘Foundations for the Learning and Instruction of Sport and Games’, Journal of Teaching in Physical Education, 1996, 15, 399–417.

92. D. Siedentop, ‘Movement and Sport Education: Current Reflections and Future Images’ (Proceedings of the Commonwealth and International Conference on Sport, Physical Education, Recreation and Dance, University of Queensland).

93. D. Siedentop, ‘The Sport Education Model’, in Siedentop (ed.), Sport Education: Quality PE through Positive Sport Experiences (Human Kinetics, 1994), pp. 3–16.

94. P. Vertinsky, A. McManus, and C. Sit, ‘"Dancing Class": Schooling the Dance in Colonial and Post-Colonial Hong Kong’, Sport, Education and Society, 2007, 12, 1, 73–92.

95. T. Wallhead and M. O’Sullivan, ‘Sport Education: Physical Education for the New Millennium?’, Physical Education and Sport Pedagogy, 2005, 10, 181–210.

96. J. Whitehead and K. Fox, ‘Student-Centred Physical Education’, Bulletin of Physical Education, 1983, 19, 21–30.

97. A. Williams and J. Bedward, ‘Gender, Culture and the Generation Gap: Student and Teacher Perceptions of Aspects of National Curriculum Physical Education’, Sport, Education and Society, 2001, 6, 53–66.

98. P. M. Wright and S. Burton, ‘Implementation and Outcomes of a Responsibility-Based Physical Activity Program Integrated into an Intact High School Physical Education Class’, Journal of Teaching in Physical Education, 2008, 27, 138–54.

Name: Physical Education (Hardback)Routledge 
Description: Edited by David Kirk. As academic thinking about and around physical education continues to flourish and develop, this new title in the Routledge series, Major Themes in Education, meets the need for an authoritative reference work to make sense of the subject’s...
Categories: Physical Education, Physical Education