GIH biblioteket

Assessment in physical education : a sociocultural perspective
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  • Eabr Hay
Main Entry - Personal Name
Title Statement
  • Assessment in physical education : a sociocultural perspective
Publication, Distribution, etc. (Imprint)
  • Routledge, London : 2012
Physical Description
  • 150 s. ; 24 cm.
Series Statement
Index Term - Uncontrolled
Added Entry - Personal Name
  • 978-0-415-60272-3 (hbk.) :
  • 0-415-60272-6 (hbk.) :
  • 0 (0)
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*008120917s2012    enk           000 0 eng|d
*020  $a978-0-415-60272-3 (hbk.) :$c£75.00
*020  $a0-415-60272-6 (hbk.) :$c£75.00
*035  $a(Uk)016019652
*035  $a(SE-LIBR)13528092$x13528092
*084  $aEabr$2kssb/8
*1001 $aHay, Peter.
*24510$aAssessment in physical education :$ba sociocultural perspective /$cby Peter Hay, Dawn Penney
*260  $aLondon :$bRoutledge,$c2012
*300  $a150 s. ;$c24 cm.
*4900 $aRoutledge studies in physical education and youth sport
*592  $aClip2MM$b2012-09-19
*650 0$aPhysical education and training$xStudy and teaching.
*650 0$aCurriculum-based assessment.
*650 7$aIdrottsundervisning$2sao$0148620
*650 0$aPhysical education and training
*653  $aIdrottsundervisning
*7001 $aPenney, Dawn,$d1966-
*8528 $hEabr Hay
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Assessment has widely been acknowledged as a central element of institutional education, shaping curriculum and pedagogy in powerful ways and representing a critical reference point in political, professional and public debates about educational achievement and policy directions. Within physical education there remains significant debate regarding the subject knowledge, skills and understandings that should be assessed, in what ways and at what points in students' education this should occur.

Divided into three parts, Assessment in Physical Education makes an important contribution to our understanding of the socio-cultural issues associated with assessment in physical education, in terms of its systemic development as well as at the level of pedagogic relations between physical education teachers and their students. It provides readers with an insightful critique and theoretically informed ideas for rethinking assessment policies and practices in physical education.

This book will be of interest to advanced students and researchers in physical education and youth sport studies, as well as those involved in initial teacher education and teacher professional development.

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