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This book outlines an approach to teaching and learning in physical
education that prioritises meaningful experiences for pupils, using
case studies to illustrate how practitioners have implemented this
approach across international contexts. Prioritising the idea of
meaningfulness positions movement as a primary way to enrich the
quality of young people's lives, shifting the focus of physical
education programs to better suit the needs of contemporary young
learners and resist the utilitarian health-oriented views of
physical education that currently predominate in many schools and
policy documents. The book draws on the philosophy of physical
education to articulate the main rationale for prioritising
meaningful experiences, before identifying potential and desired
outcomes for participants. It highlights the distinct
characteristics of meaningful physical education and its content,
and outlines teaching and learning principles and strategies,
supported by pedagogical cases that show what meaningful physical
education can look like in school-based teaching and in higher
education-based teacher education. With an emphasis on good
pedagogical practice, this is essential reading for all pre-service
and in-service physical education teachers or coaches working in
youth sport.
This book outlines an approach to teaching and learning in physical
education that prioritises meaningful experiences for pupils, using
case studies to illustrate how practitioners have implemented this
approach across international contexts. Prioritising the idea of
meaningfulness positions movement as a primary way to enrich the
quality of young people's lives, shifting the focus of physical
education programs to better suit the needs of contemporary young
learners and resist the utilitarian health-oriented views of
physical education that currently predominate in many schools and
policy documents. The book draws on the philosophy of physical
education to articulate the main rationale for prioritising
meaningful experiences, before identifying potential and desired
outcomes for participants. It highlights the distinct
characteristics of meaningful physical education and its content,
and outlines teaching and learning principles and strategies,
supported by pedagogical cases that show what meaningful physical
education can look like in school-based teaching and in higher
education-based teacher education. With an emphasis on good
pedagogical practice, this is essential reading for all pre-service
and in-service physical education teachers or coaches working in
youth sport.
In this in-depth examination of self-study as a research
methodology, an international selection of physical education
scholars share their ideas and experiences and consider the value
of self-study as a vector for highlighting the emerging conflicts,
dilemmas, and debates currently developing in teaching and teacher
education pedagogies. A vital new addition to Springer’s series
Self-Study of Teacher Education Practices, the volume is divided
into three sections assessing the significance of the approach
itself, offering detailed subject-relevant case studies, and
exploring the nuances and controversies attending the evolution of
the methodology. The contributors show how self-study enables
reflexivity in pedagogical practice, a notable lacuna in current
critical research, and at the same time they make the technique
accessible to scholars of physical education wanting a practicable
introduction to the subject. The analysis also explores the
implications of applying self-study to pedagogy itself, to the
curriculum, and to human movement and educational practice more
generally. By embracing more organic, emergent notions of research
practice and learning, the book achieves a broader and more
inclusive survey of pedagogical work in physical education teacher
education that fully acknowledges the complexities of the field.
In this in-depth examination of self-study as a research
methodology, an international selection of physical education
scholars share their ideas and experiences and consider the value
of self-study as a vector for highlighting the emerging conflicts,
dilemmas, and debates currently developing in teaching and teacher
education pedagogies. A vital new addition to Springer s series
Self-Study of Teacher Education Practices, the volume is divided
into three sections assessing the significance of the approach
itself, offering detailed subject-relevant case studies, and
exploring the nuances and controversies attending the evolution of
the methodology.
The contributors show how self-study enables reflexivity in
pedagogical practice, a notable lacuna in current critical
research, and at the same time they make the technique accessible
to scholars of physical education wanting a practicable
introduction to the subject. The analysis also explores the
implications of applying self-study to pedagogy itself, to the
curriculum, and to human movement and educational practice more
generally. By embracing more organic, emergent notions of research
practice and learning, the book achieves a broader and more
inclusive survey of pedagogical work in physical education teacher
education that fully acknowledges the complexities of the
field."
There is now a widespread expectation that teachers and coaches
should be reflective practitioners, an expectation written into
national standards of education in many countries. This innovative
book introduces the methods by which teachers and coaches can
conduct research into their own professional practice and therefore
become more effective reflective practitioners, improving their
students' learning as a result. As the only book on practitioner
research that focuses specifically on the unique challenges of
working in a physical education or youth sport environment, it uses
real-life case studies and applied practical examples to guide the
reader through the research process step-by-step. Examining the
what, why and how of four key research methods in particular -
action research, narrative enquiry, autoethnography and self-study
- it provides an expert analysis of the strengths and limitations
of each method and demonstrates how conducting reflective research
can produce tangible results in improving both teaching and
learning. This is an invaluable resource for all those interested
in enhancing their professional development as students,
practitioners or researchers of physical education and youth sport.
There is now a widespread expectation that teachers and coaches
should be reflective practitioners, an expectation written into
national standards of education in many countries. This innovative
book introduces the methods by which teachers and coaches can
conduct research into their own professional practice and therefore
become more effective reflective practitioners, improving their
students' learning as a result. As the only book on practitioner
research that focuses specifically on the unique challenges of
working in a physical education or youth sport environment, it uses
real-life case studies and applied practical examples to guide the
reader through the research process step-by-step. Examining the
what, why and how of four key research methods in particular -
action research, narrative enquiry, autoethnography and self-study
- it provides an expert analysis of the strengths and limitations
of each method and demonstrates how conducting reflective research
can produce tangible results in improving both teaching and
learning. This is an invaluable resource for all those interested
in enhancing their professional development as students,
practitioners or researchers of physical education and youth sport.
Adolescent engagement and participation in physical education
lessons and the reported deleterious effects of inactivity on the
health of an individual provide challenges for secondary physical
education teachers. Thus, effective methods to sustain student
commitment are beneficial to physical educators. The purpose of
this study was to examine the effects of grouping by perceived
ability on the attitude of Year 10 students toward physical
education. The study conditions were in place for six weeks and
involved students in Year 10 from one non-government school in
Ontario, Canada. Interesting outcomes emerged from the study,
however, further exploration into this area is required before the
effects of grouping by ability on the attitude of students in
physical education can be fully understood.
Mindfulness and Critical Friendship: A New Perspective on
Professional Development for Educators assembles an international
community of scholar-practitioners from multiple disciplines who
utilize different methodologies and ideological perspectives to
reflect on and interrogate contexts that situate mindfulness and
critical friendship as constructs which support professional
development for educators. Mindfulness and critical friendship
connect critically and creatively like-minded colleagues and enable
the facilitation and promotion of transformative pedagogy and
practice. Supported by a robust set of evidence-based research, the
contributors to this collection consider the ways in which
educators can develop habits of mind and courses of action which
will support them as they cultivate their ability to thrive and
cope with the modern demands of their personal and professional
lives. This edited collection is recommended for educators of all
disciplines and for scholars of education, social science, and
psychology.
Integrated urban water management relies on data allowing us to
analyse, understand and predict the behaviour of the individual
water cycle components and their interactions. The concomitant
monitoring of the complex of urban water system elements makes it
possible to grasp the entirety of relations among the various
components of the urban water cycle and so develop a holistic
approach to solving urban water problems. Data Requirements for
Integrated Urban Water Managements - issuing from UNESCO's
International Hydrological Programme project on this topic - is
geared towards improving integrated urban water management by
providing guidance on the collection, validation, storage,
assessment and utilization of the relevant data. The first part of
this volume describes general principles for developing a
monitoring programme in support of sustainable urban water
management. The second part examines in detail the monitoring of
individual water cycle components. Two case studies in the final
part illustrating attempts to deliver an integrated monitoring
system help demonstrate the fundamental principles of sustainable
urban water management elaborated here.
Integrated urban water management relies on data allowing us to
analyse, understand and predict the behaviour of the individual
water cycle components and their interactions. The concomitant
monitoring of the complex of urban water system elements makes it
possible to grasp the entirety of relations among the various
components of the urban water cycle and so develop a holistic
approach to solving urban water problems. Data Requirements for
Integrated Urban Water Managements - issuing from UNESCO's
International Hydrological Programme project on this topic - is
geared towards improving integrated urban water management by
providing guidance on the collection, validation, storage,
assessment and utilization of the relevant data. The first part of
this volume describes general principles for developing a
monitoring programme in support of sustainable urban water
management. The second part examines in detail the monitoring of
individual water cycle components. Two case studies in the final
part illustrating attempts to deliver an integrated monitoring
system help demonstrate the fundamental principles of sustainable
urban water management elaborated here.
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