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ERIC Number: EJ950050
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1740-8989
Thinking Differently about Curriculum: Analysing the Potential Contribution of Physical Education as Part of "Health and Wellbeing" during a Time of Revised Curriculum Ambitions in Scotland
Thorburn, Malcolm; Jess, Mike; Atencio, Matthew
Physical Education and Sport Pedagogy, v16 n4 p383-398 2011
Purpose: Following an explanation of the current policy context the paper addresses three particularly pressing challenges: the curriculum focus for physical education as part of health and wellbeing; the major implications for subject knowledge; and how translating curriculum change into professional learning and practice might feasibly occur. In analysing arguments associated with the intended curriculum focus we highlight the contrasting effects of curriculum prescription. These include times where lack of elaboration has hindered teachers in adequately grasping the scale and detail of curriculum ambitions sought and times where greater prescription has curtailed the rich diversity of experiences which are possible for pupils. In reviewing the implications for subject knowledge, the paper exemplifies how new developmental applications of change ideas could be implemented in physical education programmes in the early years of secondary schooling in ways which articulate more coherently with health and wellbeing and lifelong learning agendas than previous curriculum arrangements. In discussing how to translate curriculum change into professional learning and practice we outline how recent advances in developmental physical education have informed academic-led interventions aimed at supporting teaching communities in their professional learning. These initiatives potentially overtake some of the inertia caused through the mixed message reporting contained in official policy documents. (Contains 1 figure and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)