ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484055

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

In this paper we claim that there is a crisis in Australian secondary school physical education. The crisis is evident in, among other things, the fact that school physical education is irrelevant or boring for many adolescents. The curriculum does not excite or stimulate adolescents who outside of school live in what might be called a postmodern youth culture, inextricably shaped by television and the information society. A contradictory, and ironic, aspect of the crisis is that many of the adolescents bored with school physical education see physical activity as significant to their lifestyles outside the school context. We provide a tentative analysis of this trend and draw on our experiences in a curriculum development project to discuss the need to consider a curriculum that is relevant and engaging for postmodern youth. We argue that this requires more than providing entertaining classes or better teaching: It requires a rethinking of the nature of school physical education.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484056

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

Schools are important in shaping the values and beliefs of young people. One value claimed to be important to New Zealanders is participating in sport. New Zealand has an impressive international sporting record for a country with a small population, and many forms of recreation and sport are deemed to be socially and culturally significant and positive contributors to society. If done well, physical education is one medium that can positively impact values associated with participation in recreation and sport. This essay paints a portrait of physical education in New Zealand secondary schools and comments on the potential for including sports education in the curriculum.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484057

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

Value orientations play an important role in secondary physical education curriculum decision making by influencing the teacher's curriculum content priorities relative to student needs and interests, school context, and subject matter goals. Five value orientations mediating curricular decisions in middle and high school settings have been identified as disciplinary mastery, learning process, self-actualization, social reconstruction, and ecological integration. Curriculum research conducted to examine the value orientations of secondary teachers supports the diversity of educational value orientations in physical education. Diversity may be reflected in teachers' goals for student learning and expectations for performance. Sensitivity to the diversity in teachers' educational belief systems may enhance preparation of future secondary teachers and encourage in-service teachers to become more actively involved in planning and teaching with an increased focus on student learning.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484058

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

This paper reviews current thinking about middle schools and middle school physical education and raises questions about the place of physical education in middle schools. Although physical education currently is seen as a separate, activity-centered curriculum, I suggest we must begin to integrate physical education into the core interdisciplinary curriculum of middle schools. Five conceptions of middle school physical education are offered: separate and unequal, separate but thematic, separate but contributing, separate but parallel, and integrated into the core curriculum.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484059

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

There is general consensus that American youth could benefit from more physical activity. The traditional model of secondary school physical education has been less than successful in fostering significant in-school or out-ofschool activity. A fitness center model may prove more productive in this regard, particularly as it relates to required attire, required showers, participation focus, choice of activity, choice of time, choice of instructor, and followup opportunities. A high school fitness center could offer relevant exercise options, instructor choices, and a variety of training decisions made by students. With an appropriate system for accountability, a fitness center focus on individual exercise and personal responsibility may facilitate student participation and attainment of fitness objectives.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484060

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

Accountability surrounds us in our daily lives. It is a key to keeping students on task and augmenting learning. Physical educators can use various types of accountability to increase the quantity and quality of student response rates. Accountability can take avariety of forms, with grading being used most often, along with public recognition, high-tech heart monitoring equipment, trophies, and other material rewards. Authentic assessments are becoming another way to hold students and teachers accountable for subject matter competency rather than completion of a class. When accountability and assessment are used in conjunction with goal setting and task-oriented teaching, instructional alignment occurs. Assessment and accountability need to be applied to the instructional task system as part of an effective physical education program.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484061

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

Evidence suggests that many secondary school physical education programs fail to achieve their objectives. A disturbing number of students report associating required attendance with strong negative feelings about the class, physical activity, and themselves. Teachers report that workplace conditions do not allow any serious effort to provide instruction. The nature of these problems is such that neither improving instruction nor upgrading the present curriculum will suffice. I argue that replacing the dominant program model is the only course of action that can save a place for physical education in secondary schools. Toward that end, a number of conventional ideas about school change must be reconsidered in the light of recent research. Problems are identified that may be particularly troublesome for physical education teachers who undertake program replacement, along with potentially helpful resources in the school change literature.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484062

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

Perceived physical differences and abilities between boys and girls, especially in adolescence, have traditionally formed the bedrock upon which school physical education programs are constructed. I explore the pursuit of equal opportunity for girls in school physical education through liberal reform strategies, such as antidiscrimination legislation and coeducational initiatives. Noting that equal access has not ensured equal participation, I address the ways in which unequal power relations between genders have pervaded the structure, organization, and language of physical education in the high school. In gender-sensitive perspective, patterns of discrimination themselves determine what action to take in eliminating bias. British Columbia's newPhysical Education Curriculum 2000is offered as a case study. This curriculum, centered on the concept of active living, is examined for its potential in fostering gender-sensitive physical education, especially in reclaiming girls' space and encouraging a revisioning of female bodies as self-directed, strong, and skilled.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484063

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

The elimination of programs in physical education in higher education is both a cause for concern and an opportunity to reflect on the values that dominate physical education in higher education. In this essay, I argue that current values in the socialization of doctoral students, induction to the professoriate, and gatekeeping of scholarly journals primarily support specialized knowledge production and technical rationality. Alternatives to current values are reviewed, including“consultation”with Dudley Allen Sargent. I conclude with an argument for more diversity in purpose, scholarship, and definitions of excellence.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484064

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor