Abstract
ABSTRACTThis paper explores Australian secondary physical education (PE) teachers’ understanding of PE in the context of new curriculum familiarisation. Data was initially collected through online surveys (phase 1), and based on this data, participants were sourced from, and volunteered to be interviewed as part of phase 2 (interviews). The analysis of the phase 2 data highlighted a diverse array of teachers’ views relating to PE that ranged from PE being synonymous with sport and a strong desire to develop habits and patterns of behaviour for long-term physical activity participation in recreational pursuits. Although the multi-activity program model is highly problematised in academic literature, it was found that the multi-activity model is prominent and uncontested in most secondary school PE programs. A conflict between the rhetoric and reality of the educative importance of PE was evident. Therefore, it is argued that there is a gap between the proposition for a curriculum to demonstrate the value of learning ‘about’, ‘through’ and ‘in’ movement, and the ‘everyday practice’ of PE found in schools.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: Asia-Pacific Journal of Health, Sport and Physical Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.