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Title Statement Routledge handbook of physical education pedagogies
Publication, Distribution, etc. (Imprint) Routledge, New York : 2016.
Physical Description
General Note Kapitel 24: Transformative pedagogy in physical education and the challenges of young people with migration backgrounds / Dean Barker & Suzanne Lundvall, s. 356-367
Formatted Contents Note Section A: Designing and Conducting Research -- Section B: Curriculum Theory and Development -- Section C: Curriculum Policy and Reform -- Section D: Adapted Physical Activity -- Section E: Transformative Pedagogies -- Section F: Analyzing Teaching -- Section G: Educating Teachers Effectively from PETE to CPD -- Section H: The Role of Student and Teacher Cognition in Student
Index Term - Uncontrolled
Added Entry - Personal Name
ISBN
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*500 $aKapitel 24: Transformative pedagogy in physical education and the challenges of young people with migration backgrounds / Dean Barker & Suzanne Lundvall, s. 356-367
*504 $aIncludes bibliographical references and index.
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The first fully comprehensive review of theory, research and practice in physical education to be published in over a decade, this handbook represents an essential, evidence-based guide for all students, researchers and practitioners working in PE. Showcasing the latest research and theoretical work, it offers important insights into effective curriculum management, student learning, teaching and teacher development across a variety of learning environments.
This handbook not only examines the methods, influences and contexts of physical education in schools, but also discusses the implications for professional practice. It includes both the traditional and the transformative, spanning physical education pedagogies from the local to the international. It also explores key questions and analysis techniques used in PE research, illuminating the links between theory and practice. Its nine sections cover a wide range of topics including:
curriculum theory, development, policy and reform transformative pedagogies and adapted physical activity educating teachers and analysing teaching the role of student and teacher cognition achievement motivation.
Offering an unprecedented wealth of material, the Routledge Handbook of Physical Education Pedagogies is an essential reference for any undergraduate or postgraduate degree programme in physical education or sports coaching, and any teacher training course with a physical education element.
List of figures p. xii List of tables p. xiii List of contributors p. xiv Acknowledgments p. xviii Introduction p. 1 Designing and conducting physical education research p. 7 The research enterprise in physical education p. 9 Interpretive and critical research: a view through a qualitative lens p. 21 Curriculum theory and development p. 35 Designing effective programs: creating curriculum to enhance student learning p. 39 Models-based practice p. 54 Sport-based physical education p. 68 Fitness and physical activity curriculum p. 85 Complexity, curriculum, and the design of learning systems p. 97 Globalized curriculum: scaling sport pedagogy themes for research p. 112 Curriculum policy and reform p. 127 Policy and possibilities p. 131 Curriculum reform and policy cohesion in physical education p. 143 Reforming curricula from the outside-in p. 157 Curriculum reform where it counts p. 173 Equity and inequity amidst curriculum reform p. 187 Adapted physical activity p. 201 Theory and practice in adapted physical education: the disability rights paradigm in synchrony with complex systems concepts p. 205 Advances in disability and motor behavior research p. 223 An international perspective in physical education and professional preparation in adapted physical education and adapted physical activity p. 241 Inclusive settings in adapted physical activity: a worldwide reality? p. 262 Transformative pedagogies in physical education p. 277 Transformative pedagogies and physical education: exploring the possibilities for personal change and social change p. 281 Transformative aspirations and realities in physical education teacher education (PETE) p. 295 Transformative pedagogies for challenging body culture in physical education p. 307 Gender sexuality and physical education p. 319 The transformative possibilities of narrative inquiry p. 332 Shifting stories of size: critical obesity scholarship as transformative pedagogy for disrupting weight-based oppression in physical education p. 343 Transformative pedagogy in physical education and the challenges of young people with migration backgrounds p. 356 Analyzing teaching p. 369 Teacher accountability and effective teaching in physical education p. 373 Measurement of teaching in physical education p. 387 Teaching about active lifestyles p. 399 Educating teachers 'effectively' from PETE to CPD p. 413 The role of learning theory in learning to teach p. 417 Effective physical education teacher education: a principled position perspective p. 428 What research tells us about effective continuing professional development for physical education teachers p. 447 Educating teachers in health pedagogies p. 461 Educating teachers for effective inclusive pedagogies p. 473 The role of student and teacher cognition in student learning p. 485 Student cognition: understanding how students learn in physical education p. 489 Student physical self-concept beliefs p. 503 Student attitudes and perspectives p. 518 Teacher beliefs and efficacy p. 530 The emotional dimensions of physical education teacher knowledge p. 542 The nature and consequences of obesity bias in physical education: implications for teaching p. 554 Achievement motivation p. 565 Motivation research in physical education: learning to become motivated p. 567 Expectancy-value based motivation for learning p. 581 Maximizing student motivation in physical education: a self-determination theory perspective p. 594 Individual and situational interest p. 607 Adaptation and maladaptation of achievement goals in physical education p. 619 Motivation as a learning strategy p. 631 Index p. 647