ERIC Number: EJ1061991
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 31
Lived Body Knowledge: Disciplinary Knowledge for Preservice Physical Education Teachers
Johnson, Tyler G.
Quest, v67 n2 p227-239 2015
The American Kinesiology Association has constructed an undergraduate core for degree programs that reside in kinesiology-based academic units. Since many Physical Education Teacher Education programs are housed in such units, there is a need to prioritize the areas of the undergraduate core, particularly the place of the scientific dimensions of physical activity and the practice of physical activity, in Physical Education Teacher Education curricula. Maurice Merleau-Ponty's philosophy of the lived body is employed to (a) challenge the predominant inclusion of the scientific dimensions of physical activity in teacher preparation curricula and (b) suggest that preservice physical education teachers need "lived body knowledge" of the subject matter to teach physical education. Lived body knowledge is skillful and meaningful engagement in dance, exercise, games, play, and/or sport. It is then argued that the practice of physical activity deserves a significant presence in Physical Education Teacher Education curricula.
Descriptors: Preservice Teachers, Physical Education Teachers, Teacher Education Curriculum, Physical Activities, Undergraduate Students, Human Body, Science Instruction, Dance, Exercise, Games, Play, Team Sports, Epistemology, Metacognition, Philosophy, Instructional Design, Teacher Education Programs
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A