Complexity Thinking in Physical Education

Reframing Curriculum, Pedagogy and Research
1. Auflage 2014
ISBN: 978-0-415-64517-1
Verlag: Routledge

Buch, Englisch, 222 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 383 g

Reihe: Routledge Studies in Physical Education and Youth Sport

In the past two decades, complexity thinking has emerged as an important theoretical response to the limitations of orthodox ways of understanding educational phenomena. Complexity provides ways of understanding that embrace uncertainty, non-linearity and the inevitable ‘messiness’ that is inherent in educational settings, paying attention to the ways in which the whole is greater than the sum of its parts. This is the first book to focus on complexity thinking in the context of physical education, enabling fresh ways of thinking about research, teaching, curriculum and learning.

Written by a team of leading international physical education scholars, the book highlights how the considerable theoretical promise of complexity can be reflected in the actual policies, pedagogies and practices of physical education. It encourages teachers, educators and researchers to embrace notions of learning that are more organic and emergent, to allow the inherent complexity of pedagogical work in PE to be examined more broadly and inclusively. In doing so, Complexity Thinking in Physical Education makes a major contribution to our understanding of pedagogy, curriculum design and development, human movement and educational practice.

Autoren/Hrsg.

Ovens, Alan

Hopper, Tim

Butler, Joy

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Sport (Unterricht & Didaktik)
• Sozialwissenschaften Sport | Tourismus | Freizeit Sport Sport, Sportwissenschaft: Allgemeines

Inhaltsverzeichnis

1. Complexity Thinking in Physical Education; Reframing pedagogy, curriculum and research 2. Complexity of Intervention: Implementing curricula in the authentic world of schools 3. Introducing Conditions of Complexity in the Context of Scottish Physical Education 4. Complexity, Equity and Critical Approaches to Physical Education 5. Affordance Networks and the Complexity of Learning 6. Intentionality, Coordination Dynamics and the Complexity of Human Movement 7. Ongoing Adaptation as a Feature of Complexity: Further thoughts and possible ideas for pedagogy in physical activity 8. "Another Damned, Thick, Square Book!" Tracing Learning Theory in Physical Education Textbooks, 1900-2010 9. Enabling Constraints: Co-creating situated learning in inventing games 10. Effective Learning Design for the Individual: A nonlinear pedagogical approach in physical education 11. A Nonlinear Pedagogy for Sports Teams as Social Neurobiological Systems: How teams can harness self-organization tendencies 12. Emergence in School Integrated Teacher Education for Elementary PE teachers: Mapping a complex learning system 13. The "Complex Thinking" Paradigm in Physical Education Teacher Education: Perspectives about the "reflective practitioner" concept in France 14. Modification by Adaptation: Proposing another pedagogical principle for TGfU 15. Thinking about Complexity Thinking for Physical Education

Über Autor(innen)

Dr Alan Ovens is a Principal Lecturer in the School of Curriculum and Pedagogy at The University of Auckland. His research interests are in the area of teacher education and educational sociology. He coordinates the Faculty’s Special Interest Network in Complexity (SINC) and leads a Research Network in HPE Teacher Education.

Dr Tim Hopper is an associate professor in the School of Exercise Science, Physical and Health Education, Faculty of Education, University of Victoria in British Columbia, Canada. His research interests are in the areas of teacher education, physical education (PE) and how complexity thinking informs learning.

Dr Joy Butler is an Associate Professor in the Department of Curriculum and Pedagogy at The University of British Columbia. Her research interests are in the areas of teacher education, constructivist learning theory, complexity thinking and situated ethics. She is active in international scholarship, organization, and advocacy for TGfU.