摘要:

Despite the inescapability and value of skilled movement and play in people's lives, higher education has been reluctant to embrace either one. Motor activity in the context of games and play has been called nonintellectual, nonacademic, nonessential, and nonartistic. These four labels can be used to show how we lose four successive games in academe. These contests exist in the form of four dichotomies: (a) theory versus practice, (b) intellectual practice versus physical practice, (c) useful physical practice versus ornamental physical practice, and (d) ornamental physical practice that is art versus ornamental physical practice that is not art. This analysis shows that our field has two fundamental strategies at its disposal if it wants to fare better in this academic tournament. Physical education can agree to the games as they have been presented and try to get on the winning teams for one or more of the four contests. Or it can rebel against the rules of the tournament themselves and show either how the games are invalid or the judging is flawed.

ISSN:0033-6297    

DOI:10.1080/00336297.1996.10484208

出版商:Taylor&Francis Group    

年代:1996

数据来源: Taylor

摘要:

Organized sport in school settings is endangered by political circumstances beyond the control of educators. Three lines of defense are offered to counter the marginalization of the role of sport and sport pedagogy in our system of education. First, a fundamental contribution to society in pursuing sport excellence is to preserve the seriously playful environment of childhood, a precondition for creativity to blossom. Second, sport performances are about more than justin situachievement; they contribute to our understanding of humans at their limits. Third, the environment of sport is one in which traditional virtues, often unable to find acceptable outlets in modem life, can be explored and examined. Sport pedagogy, when undertaken as a form of scholarship that nurtures these three contributions, is a legitimate act of social concern by those who take part in it.

ISSN:0033-6297    

DOI:10.1080/00336297.1996.10484209

出版商:Taylor&Francis Group    

年代:1996

数据来源: Taylor

ISSN:0033-6297    

DOI:10.1080/00336297.1996.10484210

出版商:Taylor&Francis Group    

年代:1996

数据来源: Taylor

摘要:

Those of us who have been participants in sport for much of our lives often find it a time-consuming and irrelevant task to defend the joys and rewards of physical activity to the uninformed or the uninitiated. Some physical education teachers are amazed at the energy they must spend motivating students to dress and participate in physical activity at the lowest intensity levels (Ennis, 1995). Even physiologists are modifying the“criteria”for health-enhancing exercise to make it more palatable for the majority of Americans who enjoy a sedentary lifestyle and are unconcerned with target heart rate zones. While many Americans watch sport, far fewer participate in sport as aphysical activity. Corlett, in his efforts to focus on the benefits of sport, glazes over the problems insidious in some sporting contexts. I will focus on problems plaguing sport-based, public school physical education that lead to discriminatory and abusive practices. I am most concerned with the policies used to perpetuate discriminatory sporting practices in schools, and believe disenfranchised individuals deserve an apology.

ISSN:0033-6297    

DOI:10.1080/00336297.1996.10484211

出版商:Taylor&Francis Group    

年代:1996

数据来源: Taylor

ISSN:0033-6297    

DOI:10.1080/00336297.1996.10484212

出版商:Taylor&Francis Group    

年代:1996

数据来源: Taylor

摘要:

The article explores some assumptions and limitations of current research about lesbians in physical education. Research has explored the identity management strategies used by lesbian teachers (Griffin, 1992b; Sparkes, 1994; Woods, 1992), based upon liberal and radical feminist assumptions that a“lesbian identity”exists in some essential form (Jaggar, 1988). Materialist feminist theory refuses any“essential”lesbian identity, but acknowledges the social construction of particular lesbian identities within specific historical conditions, illustrated in the work of Cahn (1994). Poststructural theorists (Bryson&de Castell, 1993; Butler, 1990; Pronger, 1990, 1992) also reject the existence of essentialized identities, and argue instead that“effects”of sexualities are continually being performed at the surface of the body. I argue this poststructural assumption, that lesbian identities do not really exist, is compatible with a politics“as if”they existed (Riley, 1988). Finally, the paper calls for a shift in research focus away from individual lesbian identity toward how institutional discourses constrict and construct lesbian identities.

ISSN:0033-6297    

DOI:10.1080/00336297.1996.10484213

出版商:Taylor&Francis Group    

年代:1996

数据来源: Taylor

摘要:

The purpose of this paper is to highlight the group and task differences between teaching and coaching. We propose some of these differences may favor coaching, making it more amenable to exercise influence by the leader (coach) and, therefore, more motivational than teaching. The congruence between group and task factors on the one hand, and the individual difference variables, would be a strong determinant of a preference for teaching or coaching. In addition, organizational and environmental elements are said to influence the enacted role. We conclude the conceptual exercise by proposing a model to synthesize the antecedents of role preference, the influence of organizational and environmental elements, enacted role, role congruence, and resultant job satisfaction among teacher-coaches.

ISSN:0033-6297    

DOI:10.1080/00336297.1996.10484214

出版商:Taylor&Francis Group    

年代:1996

数据来源: Taylor

摘要:

While the bulk of research in sport management would primarily stem from masters' and doctoral studies, quality research by sport management scholars is now published regularly in some of the best journals the profession can offer. This research is original and exclusive to the field, however, its findings are not systematically organized. There is a need to put in order what we know and what we don't know about managing sport. This paper presents two inductive analyses of sport management research topics, one for doctoral dissertations and the other for published conference abstracts and journal articles. In an attempt to stimulate discussion about the need to map out completed research in this field and systematically organize findings, the paper also proposes a conceptual model of relevant relationships that can be explored in sport management research.

ISSN:0033-6297    

DOI:10.1080/00336297.1996.10484215

出版商:Taylor&Francis Group    

年代:1996

数据来源: Taylor

摘要:

The purpose of this paper is to provide a theoretical critique of traditional pedagogical approaches used in the field of human movement studies. An argument is presented for an approach that will allow for the development of a conscious, critical praxis for those in programs and professions in the field. Through the suggested approach, students will be assisted in their development as critical, philosophically sound thinkers, and decision makers. An emergent approach—based upon the use of critical sensitive, critical feminist, and student-centered pedagogical principles that will allow for a cross-disciplinary strategy for informing and developing students in the realm of human movement studies and its allied professions-is presented.

ISSN:0033-6297    

DOI:10.1080/00336297.1996.10484216

出版商:Taylor&Francis Group    

年代:1996

数据来源: Taylor

ISSN:0033-6297    

DOI:10.1080/00336297.1996.10484217

出版商:Taylor&Francis Group    

年代:1996

数据来源: Taylor