A Genealogical Analysis of Peter Arnold's Conceptual Account of Meaning in Movement, Sport and Physical Education

Autor/inn/en	Stolz, Steven A.; Thorburn, Malcolm
Titel	A Genealogical Analysis of Peter Arnold's Conceptual Account of Meaning in Movement, Sport and Physical Education
Quelle	In: Sport, Education and Society, 22 (2017) 3, S.377-390 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2015.1032923
Schlagwörter	Movement Education; Physical Education; Educational Policy; National Curriculum; Educational Practices; Genealogy; Educational Philosophy + Suchen Sie Ihr Suchwort? Bewegungsbildung; Körpererziehung; Sportunterricht; Politics of education; Bildungspolitik; Bildungspraxis; Ahnenforschung; Genealogie; Bildungsphilosophie; Erziehungsphilosophie
Abstract	We write as critical theorists who share an interest in how conceptions of physical education are taken forward in policy and practice. In this respect, we are particularly intrigued by Peter Arnold's conceptual account of meaning in movement, sport and physical education, and the subsequent ways in which his ideas have informed national curriculum ambitions. Despite the prominence of Arnold's influence, we are concerned that there has been an insufficiently rigorous and robust review of his theorising to date, particularly in relation to where his ideas originated from. Accordingly, we critically discuss the merits of adopting a genealogical approach in order to support a detailed analysis of Arnold's conceptual account of meaning in movement, sport and physical education; one which especially focuses on learning "about", "through" and "in" movement. We conclude by questioning a number of the complex strands of Arnold's work in the expectation that greater lucidity and purpose can emerge. This it is argued will be beneficial in terms of providing clarity on aim or aims statements in physical education, which in turn can secure greater policy coherence and practice gains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01