4423 mod7 futures_presentation_2011

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Education Module 7 – Physical Education Futures…. EDF 4423 Physical Education

description

This is a seminar presentation that I gave in week 12 of semester to my final year PETE students on the future of PE.

Transcript of 4423 mod7 futures_presentation_2011

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Education

Module 7 – Physical Education Futures….

EDF 4423 Physical Education

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PE Futures

“We regard substantial change within the subject as a matter of necessity if it is to

have educational worth in the 21st century…There is not only one possible future of physical education” (Penney

and Chandler, 2000, p. 85)

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PE Futures (Green, 2008)

The Sportization of PE

– PE = school sport– Transformation from education to recreation– Already synonomous– Private providers (sporting agencies)– AOTTs (as coaches)– PE teachers will support rather than oppose it

The Healthization of PE

– Exercise for health promotion– Lifestyle diseases– Rebadging PE as HPE (in Australia)– Schools (and domains) as sites for health promotion

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PE Futures (Green, 2008)

The Academicization of PE

– Have wanted to justify itself as equal to other subjects– Tried the theoretical and practical justifications– Most evident in the senior syllabus (VCEPE)

• Mostly theory• Little practical

– PE teachers demonstrate the success of its attractiveness as justification for status quo

– PE teachers are comfortable with above dot point because university courses mimic this

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PE Futures (Green, 2008)

Issues

– On a continuum from stability to fragmentation; Green suggest PE is becoming more unstable and fragmented

– Physical education comes to mean senior study; whereas K-10 is more aligned with ‘school sport’

– AOTTs– Status convergence; PE teachers diminished to taking

senior PE, AOTTs (coaches and cert qualified) take school sport

– Teachers become de-professionalised

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PE Futures (Kirk, 2010)Future One: More of the same

Physical education-as-sport techniques continues

– Multi-activity, sport-based, decontextualised teaching, focussed primarily on skill development (psychomotor)

– Historically radical reforms, such as new syllabi (national curriculum) as absorbed and adjustments are made so that PE-as-sport-techniques continue intact

Why will this continue?

– Notions of skill, games, lifelong learning are a powerful logic

– Teachers unlikely to change– Schools are unwilling to support change

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PE Futures (Kirk, 2010)

Future Two: Radical Reform

History demonstrates that PE has been at the centre of radical reform before

– PT/Drill → Swedish gym; – Swedish gym → Ed. Gym → games/sport (role of men)– ?? Emergence of sport coaches (degree qualified)

• This is on the agenda because sport is seen as the focus

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PE Futures (Kirk, 2010)Future Two: Radical Reform

Physical Education-as-physical-culture– Physical culture

• Different dimension; moving body, sport, dance, OAA, games, meditative arts

– Pedagogical models (models-based practice)• Sport Education• Health Related Exercise

– Can be narrow, biologically focussed, not holistic• Games Sense• TPSR• Games Making• OAA

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PE Futures (Kirk, 2010)Future Two: Radical Reform

Several fields (subjects) out of one– Stand alone subjects

• Sport Education• OAA• Dance• HRE

For either of these previous two suggestion reform needs to also occur in the institution of school

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PE Futures (Kirk, 2010)

Future Three: Extinction

Without radical reform this might seem likely.

Current and ongoing practice that disconnects knowledge from student lived experiences of life beyond school is no longer tolerated.

Teachers don’t change and do not want to engage in ‘unitisation’ and timetabling issues with innovations such as SEPEP.

Higher studies in ‘PE’ (or Exercise Science/Kinesiology) possess little practical activity and therefore all practical activity is removed from curriculum.

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PE Futures (Kirk, 2010)

Futures: Issues

Outcomes of PE programs become more accountable

High costs of PE teacher salaries, higher education programs, facilities and equipment warrant closer inspection

Teacher education programs focussed more on academic work at the expense of practical activity – we are complicit

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PE Futures (Kirk, 2010)

Futures: Suggestions

Push for a new configuration of schools

PE needs to be bold and acknowledge our differences to ‘academic’ work and argue for the importance of bodily work. Rejoicing in our difference

Connections with social worlds and communities

Based within physical culture

Understanding history – provides connections with today’s and tomorrow’s practice

Universities to be ‘hubs’

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My take on PE Futures

PE is centrally around the ‘moving body’ Educational experiences that lead to meaningfully-rich and

good lives– PE contribution is …?

Students not sport; not content is why we ‘educate’ PE-as-physical-culture must develop at the core of our work Education ‘about, through and in’ movement Professional Learning

– Teacher as Researcher• Honours, Masters, Doctoral, Lecturer

– The next generation of academics in PETE– CPL programs - Mixed modes of delivery