Handbook of Physical Education

David Kirk, Doune Macdonald, Mary O′Sullivan, David Kirk, Doune Macdonald, Mary O′Sullivan

• Publisher: SAGE Publications Ltd
• Year: 2006
• Print ISBN: 9781446270509, 9780761944126
• eBook ISBN: 9781446206997
• Edition: 1
• Topic: Education
• Subtopic: Education Curricula

`This is simply the physical education book of its time. The editors must be congratulated on bringing together so many quality authors from so many different parts of the world. As a handbook, it represents how far the study of physical education has moved forward in recent times. What we have is a clear portrayal of physical education at the start of the 21st century? - Mike Jess, University of Edinburgh

`This Handbook is a "must read" for all physical educators who are serious about understanding their subject and developing their practices. The list of authors involved reads like a "who?s who"? of physical education at a global level - the editors are to be commended on bringing together such collective expertise - this is a key strength of the book. The Handbook successfully expresses a view of knowledge about physical education pedagogy which embraces different research traditions and emerging areas of interest across the global scholarly community? - Jo Harris, Loughborough University

`This comprehensive and eclectic exploration into the field of physical education draws on the vast expertise of its renowned international contributors with astounding results. The Handbook of Physical Education serves to firmly reinstate physical education to its position as the core discipline of sport and exercise science. The Handbook is destined to become an indispensable academic resource for scholars, students and enthusiasts of physical education for years to come? - Pilvikki Heikinaro-Johansson, University of Jyväskylä

What is the current condition of the field of physical education? How has it adapted to the rise of kinesiology, sport and exercise science and human movement studies over the last thirty years?

This Handbook provides an authoritative critical overview of the field and identifies future challenges and directions.

The Handbook is divided in to six parts:

- Perspectives and Paradigms in Physical Education Pedagogy Research;

- Cross-disciplinary Contributions to Research on Physical Education;

- Learners and Learning in Physical Education;

- Teachers, Teaching and Teacher Education in Physical Education;

- Physical Education Curriculum;

- Difference and Diversity in Physical Education.

This benchmark work is essential reading for educators and students in the field of physical education.

Table of contents

• Cover
• Contents
• Introduction
• Contributors
• Section I: Theoretical Perspectives in Physical Education Research
• 1.1 - The philosophy, science and application of behavior analysis in physical education
• 1.2 - Interpretive perspectives in physical education research
• 1.3 - Socially critical research perspectives in physical education
• 1.4 - Physical education research from postmodern, poststructural and postcolonial perspectives
• 1.5 - Feminist strands, perspectives, and methodology for research in physical education
• Sectio II: Cross-Disciplinary Contributions to Research on Physical Education
• 2.1 - Philosophy and physical education
• 2.2 - The sociology of physical education
• 2.3 - History of physical education
• 2.4 - Social psychology and physical education
• 2.5 - Public health and physical education
• Sectio III: Learners and Learning in Physical Education
• 3.1 - Time and learning in physical education
• 3.2 - The classroom ecology paradigm
• 3.3 - Learner cognition
• 3.4 - Constructivist perspectives on learning
• 3.5 - Situated perspectives on learning
• 3.6 - Learners and popular culture
• 3.7 - Development and learning of motor skill competencies
• 3.8 - Assessment for learning in physical education
• 3.9 - Students' perspectives on physical education
• 3.10 - Student learning within the 'didactique' tradition
• Section IV: Teachers, Teaching and Teacher Education in Physical Education
• 4.1 - Theoretical orientations in physical education teacher education
• 4.2 - Models and curricula of physical education teacher education
• 4.3 - Learning to teach in the field
• 4.4 - Induction of beginning physical educators into the school setting
• 4.5 - Teaching styles and inclusive pedagogies
• 4.6 - The way to a teacher's heart: narrative research in physical education
• 4.7 - Teachers' beliefs
• 4.8 - Teachers' knowledge
• 4.9 - Coaching and coach education
• 4.10 - Physical education teacher education (PE/TE) policy
• Section IV: Physical Education Curriculum
• 5.1 - Curriculum construction and change
• 5.2 - Research into elementary physical education programs
• 5.3 - Sport education: a view of the research
• 5.4 - Social and individual responsibility programs
• 5.5 - Game-centered approaches to teaching physical education
• 5.6 - Physical education and youth sport
• 5.7 - Health-related physical activity in children and adolescents: a bio-behavioral perspective
• 5.8 - Adventure education and physical education
• 5.9 - Teaching dance in the curriculum
• Section VI: Difference and Diversity in Physical Education
• 6.1 - Sexuaity and physical education
• 6.2 - Race and ethnicity in physical education
• 6.3 - Disability and physical education
• 6.4 - Girls and physical education
• 6.5 - More art than science? Boys, masculinities and physical education research
• 6.6 - Social class and physical education
• Index