Over 30 years ago the original teaching games for understanding (TGfU) proposition was published in a special edition of Bulletin Physical Education (Bunker and Thorpe, 1982). In that time TGfU has attracted significant attention from theoretical pedagogical perspective as an improved approach to sport physical education (PE). It been particularly championed superior alternative what Kirk (2010) Metzler (2011) described traditional method. Recently, however, one authors suggested premise...

Psychology has made, and continues to make, a significant contribution the discipline area of education. Since one main aims education concerns student learning – which is an indisputably psychological phenomenon we argue that emerging research agenda embodied cognition much offer educational practitioners, researchers, and/or policy-makers. Although still in its infancy, multidisciplinary interdisciplinary nature literature provides some thought-provoking recommendations enhance practice or...

AbstractThis article argues that psychological discourse fails miserably to provide an account of learning can explain how humans come understand, particularly understanding has been grasped meaningfully. Part the problem with approaches is they are disconnected from integral role embodiment plays in I perceive myself, other persons and things world. In this sense, it argued a central tenet any educational involves being taught perceive, know ourselves world around us. This may seem like...

The use of phenomenology and phenomenography as a method in the educational research literature has risen popularity, particularly by researchers who are interested understanding generating knowledge about first-person events, or lived experiences students certain contexts. With rise method, some conceptual mistakes associated confusion have also arisen; however, accounts examining both limited. As result, this paper will be concerned with discussion two issues: (1) for sake clarity, I...

Abstract Physical education is often justified within the curriculum as academic study, a worthwhile activity on par with other subjects offer and easy to assess. Part of problem has been that movement studies in physical are looked upon disembodied disconnected from its central concerns which associated employing means develop whole person. But this, Merleau-Ponty would say, ignore nature experience consider cognitive aspects our perceptual isolation personal meaning gained when at 'inside'...

We write as critical theorists, who consider that in terms of scoping out robust conceptual elaborations which are suitable for contemporary schooling, physical education has ground to make up connecting theory with practice and theory. advocate aspects existentialism phenomenology can provide a theoretically sound basis on argue embodied learning should be the foundational cornerstone programmes. To avoid becoming overly learner centric insular, we advance Merleau-Pontian informed ideas how...

In recent years there has been a notable increase in the use of phenomenology as research method, particularly educational research. With rise confusion also arisen concerning what counts phenomenology, and how best to practice phenomenological non-philosophical contexts. Consequently, this article will be concerned with three issues: firstly, contextualise debate, I provide brief overview popular influential approaches method: (1) Giorgi’s descriptive method; (2) van Manen’s hermeneutic...

Current research on teachers' professional learning emphasises the crucial role of agency. Teacher agency is emphasised because it empowers teachers with decision-making capabilities that foster a sense ownership in their learning. Based our research, are frequently marginalised designing and implementing learning, which turn undermines autonomy. This article presents portion comprehensive study using qualitative methods. It draws interviews ten classroom five school leaders from government...

This paper uses a narrative approach in the form of fictional dialogue between physical education teacher educator (PETE) and an enquiring (EPET) order to both contextualise problem posed by Almond, that Teaching Games for Understanding-Game Sense (TGfU-GS) has been better accepted academia than 'natural setting' (PE) teaching, intentionally provoke change about how TGfU-GS is positioned as highly conceptualised 'instructional model' games sport teaching. Drawing on research Green PE...

Forming the first of two articles, this dialogue begins from dilemma posed in writings David Kirk that physical education is crisis because dominant practice as ‘sport-techniques’ resistant to change. In order make sense discourse, discussion explores potential for change by examining current and practices, concludes with some remarks part a historical tradition dynamic endlessly evolving due ongoing continuous debates surrounding what or ought be.

The authors consider in this critical paper that claims human agents experience things-in-the-world as the same are deeply flawed these accounts misconstrue and fail to appreciate phenomenology of embodied subjectivity. To overcome complex problems they outline how can reach beyond positivist standardised approaches classroom learning assessment offer a broader more encouraging perspective. They naturalistic account subjectivity advanced by Merleau-Ponty provides theoretically sound basis...

This paper explores Australian secondary physical education (PE) teachers' understanding of PE in the context new curriculum familiarisation. Data was initially collected through online surveys (phase 1), and based on this data, participants were sourced from, volunteered to be interviewed as part phase 2 (interviews). The analysis data highlighted a diverse array views relating that ranged from being synonymous with sport strong desire develop habits patterns behaviour for long-term...

We write as critical theorists who share an interest in how conceptions of physical education are taken forward policy and practice. In this respect, we particularly intrigued by Peter Arnold's conceptual account meaning movement, sport education, the subsequent ways which his ideas have informed national curriculum ambitions. Despite prominence influence, concerned that there has been insufficiently rigorous robust review theorising to date, relation where originated from. Accordingly,...

This paper analyses two pedagogical case studies (PCS) from a multidisciplinary perspective to highlight the problems of theoretical knowledge in tertiary physical education teacher (PETE) programmes, school-based (PE) practice and continuous professional learning (CPL) PE. We argue that critical view PETE PE educator CPL or practices is particularly important if programmes want develop future current practitioners who are transformative agents. In setting up study accounts, we recall common...

The recent proliferation of Large Language Models (LLMs) raises questions as to the role such tools both within an educational learning environment and their epistemic capacity. If, Alfred North Whitehead remarked, western philosophy indeed 'consists a series footnotes Plato', it would be doubtless importance evaluate position LLMs in his epistemological framework. We analyse Plato existing scholarship regarding epistemology, combining this with brief outline architectural features GPT-3...

In this essay I intentionally employ Nietzsche's genealogical method as a means to critique the complex concept of ‘good’ teaching, and at same time reconstitute teaching in form that is radically different from contemporary accounts. order do this, start out by undertaking analysis both reveal complicated historical development also disentangle intertwining threads remain hidden us so we are aware core hold it together. Two major identified my analysis, which refer as: Genealogy I: Teaching...

Physical education has long suffered low status within educational institutions, due to the assumption that practical knowledge or ‘knowing how’ is somehow set apart from cognitive development and anti-intellectual. This dualistic conception of mind body challenged using Ryle’s conceptual account ‘intelligent performance’, which provides a more positive in process, dispels with an intellectualist privileges theory over practice, mental skills physical skills. Since predominantly deals...

The constant and perennial plea by academics in the field to reform or change physical education share some similarities with myth of Sisyphus from Greek mythology. Just as was condemned an eternity endless frustration rolling enormous stone up a mountain punishment for trying be too clever, we argue that if profession continues down path more same unquestioned assumptions surrounding notions will tantamount being like torment stone. Part problem see it relates insufficiently rigorous...

MacIntyre's earlier work and concern with social science enquiry not only exposes its limits, but also provides an insight into how knowledge claims have been put to ideological use. He maintains that the institutional embodiment of these ideas is bureaucratic manager who has had a negative role play in structures because managerialism revolves around notable absence, or at least marginalisation conflict since nature rational debate unpredictable unmanageable, hence would seriously undermine...

This paper reviews the theoretical underpinnings of phenomenology-related writings which support claims that self and social (the 'I' 'We') can plausibly be integrated nurtured together in education. We begin by analysing contemporary theorising suggests reviewing foundational phenomenologists, particularly Husserl Merleau-Ponty, lead to greater clarity understanding appreciating intersubjective sense social. perspective is aided reciprocal connections take place during human action,...