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ERIC Number: EJ915037
Record Type: Journal
Publication Date: 2011-Mar
Pages: 21
Abstractor: As Provided
Reference Count: 71
ISSN: ISSN-1357-3322
Complexity Theory: Supporting Curriculum and Pedagogy Developments in Scottish Physical Education
Jess, Mike; Atencio, Matthew; Thorburn, Malcolm
Sport, Education and Society, v16 n2 p179-199 Mar 2011
This paper describes how complexity theory principles relating to self-emergence and connectivity have been employed to inform our recent developmental work in Scottish physical education. We suggest that these complexity principles have purchase in postmodern times characterised by uncertainty, multiplicity and contradiction. We cite examples from the development and delivery of a developmental physical education programme in Scotland to assert that complex learning principles can be employed to structure curricular and pedagogical endeavours. These examples from practice highlight the ways in which a complexity-orientated learning approach extends beyond hierarchical, reductionist and behaviourist notions of learning, which have long held a strong foothold in the field of physical education. At the same time, we review critical questions that have been raised regarding the practicality of structuring educational practice with emerging theories, such as complexity theory. (Contains 1 note and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)