Laker Anthony - Beyond the Boundaries of Physical Education
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Beyond the Boundaries of Physical Education sets out to celebrate physical education and sport and highlight its potential benefit for individuals, communities and society as a whole. By doing this, it is hoped to encourage the educational establishment to embrace the subject area as a vehicle for the complete development of the individual.
The uses of physical education are examined throughout history to the present day. The author offers an explanation of what is effective teaching and how this is translated into school practice. The evolution from performance pedagogy through critical pedagogy to an eclectic pedagogy is detailed. Further discussion investigates the future possibilities of physical education and sport in schools and how the subject may become linked more closely with personal, social and health education and citizenship. A critical reflection on the current issues affecting physical education concludes the book.
Anthony Laker suggests that the importance of physical education and sport to many areas of social life has been overlooked at best, and misused at worst. He shows how the subject has a vast contribution to make to the personal and social development of individuals and possibly to the well-being of the global community.
Anthony Laker is a Senior Lecturer in Physical Education and Sports Sciences. He has taught in primary and secondary schools, and has been involved in training teachers of both primary and secondary physical education. He has lectured and researched in the UK and USA and is editor of the Journal of Sport Pedagogy. His current research interests include holistic development through physical education and sport.
First published 2000 by RoutledgeFalmer
11 New Fetter Lane, London EC4P 4EE
Simultaneously published in the USA and Canada
by RoutledgeFalmer
29 West 35th Street, New York, NY 10001
This edition published in the Taylor & Francis e-Library, 2001.
RoutledgeFalmer is an imprint of the Taylor & Francis Group
2000 Anthony Laker
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Laker, Anthony, 1951
Beyond the boundaries of physical education : educating young people for citizenship and
social responsibility / Anthony Laker.
p. cm.
Includes bibliographical references and index.
ISBN 0-7507-0931-6 (HB) ISBN 0-7507-0930-8 (PB)
1. Physical education and trainingSocial aspects. 2. SportsSocial aspects. 3. Citizenship Study and teaching.
I. Title.
GV342.27.L25 2000 99053989
ISBN 0-7507-0931-6 (hbk)
ISBN 0-7507-0930-8 (pbk)
ISBN 0-203-13579-2 Master e-book ISBN
ISBN 0-203-17704-5 (Glassbook Format)
Generic groupings of individual traits
Content of the affective domain as it relates to physicaleducation
Concepts and content focuses for the development of a moralattitude
Concepts and content focuses for the development of anaesthetic attitude
Rate per minute of performance and motivation feedback forthe subject during multiple baseline design
Rate per minute of performance and motivation feedback forthe subject during baseline and intervention phases
Hierarchical model of self-esteem structure
Unidimensional model of self-esteem structure
Multidimensional model of self-esteem structure
There are a number of people who have influenced my thinking and my work and I would like to recognize this and thank them for their contributions.
Professor Jeff Steffen, now at the University of WisconsinLaCrosse, was my doctoral supervisor and facilitated a dialogue that has now continued well past doctoral studies. I was privileged to have worked with Professor D. Allen Phillips at the University of Northern Colorado and thank him for his feedback on earlier drafts of some of the work included here. Professor Jim Stiehl from the same institution was willing to listen to ideas and push forward my thinking into new areas. His notion of global responsibility was one of the catalysts for this book. Thanks also to Professor David Kirk at Loughborough University for his support and constructive comments on my early ideas. The editorial team at Falmer deserve considerable thanks. Anna Clarkson, the senior commissioning editor, had faith in my ability and ideas. Antonia Robertson, copy editor, brought positive suggestions and clarity of thought to my manuscript. And senior production editor, Lynne Maddock, was responsible for overseeing the production process.
I thank my wife, Julia, for allowing me the indulgence to work at the manuscript and for her support and love in helping me sustain the impetus of writing. Lastly, my son Laurie, has amazed me with his unconditional enthusiasm for all physical activity and his absolute joy of sports. He continues to be an inspiration to me in all areas of my life.
Redrawn by permission from Anthony Laker, 1996, Learning to teach through the physical, as well as of the physical, British Journal of PhysicalEducation, 27(4): 1822.
Redrawn by permission from Sandra Gibbons and Elizabeth Bressan, 1991, The affective domain in physical education: A conceptual clarification and curricular commitment, Quest, 43( 1): 7897.
Redrawn by permission from Geoffrey A. Meek and Matthew D. Smith, 1998, A field study of supervisory intervention of pre-service physical educators via data-based feedback: Feeding back feedback, Journal of Sport Pedagogy, 4(1): 4355.
Redrawn by permission from Matthew Smith, Iain Kerr and Geoffrey Meek, 1993, Physical education teacher behaviour intervention: Increasing levels of performance and motivational feedback through the utilisation of clinical supervision techniques, Physical Education Review, 16(2): 162172.
Redrawn by permission from Ken Fox, 1988, The child's perspective in physical education. Part 5: The self-esteem complex, British Journalof Physical Education, 19(6): 247252.
Researchers into physical education, sport in schools and general education point out that curriculum theorists within physical education have not been particularly helpful in providing teachers with definitions and conceptual frameworks for thinking in productive ways about the affective dimension in general and affective outcomes in particular. (Gibbons and Bressan, 1991: 79). This book is an attempt to rectify that deficiency by providing an analytical framework within which to locate these aspects of sport and physical education.
The notion that physical education educates more than just the physical self is not a new one. As we shall see, many sources inform us that physical education has positive outcomes in terms of personal and social development. However, critical pedagogists tell us that the same subject can contribute to a hidden curriculum that allows social injustice, prejudice and inequality. The discussion in this book is not to determine which claim has the most validity, but to illustrate that multiple outcomes, such as physical development, personal and social development and even moral development are possible.
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