Confronting the challenge: physical education global issues, New Zealand's response.

Autor/in	Culpan, Ian
Titel	Confronting the challenge: physical education global issues, New Zealand's response. Gefälligkeitsübersetzung: Neuseelands Antwort auf die Herausforderungen durch die globalen Fragen des Sportunterrichts.
Quelle	In: Ceská kinantropologie, 17 (2013) 3, S. 151-160 PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1211-9261
Schlagwörter	Erziehungsziel; Erziehungswissenschaft; Wohlbefinden; Bildungspolitik; Bildungsreform; Schulpolitik; Schulreform; Schule; Lehrplan; Gesundheitsfürsorge; Körpererziehung; Schulsport; Sportpädagogik; Sportunterricht; Neuseeland
Abstract	Physical education across the globe has become under increasing curriculum pres- sure and as a result a number of global initiatives have highlighted problems associated with this ongoing decline of physical education in schools. New Zealand has not been immune to these global trends. However a comprehensive education, social and political review of the national curriculum, initiated in the mid 1990's with on-going revisions well into the first decade of the 21st century has seen New Zealand's health and physical education curriculum guidelines radically overhauled. Taking into account evidence of the health and well-being of New Zealand young people, curriculum revisions in health and physical education directly challenged the government's neo-liberal political agenda for New Zealand schooling. In so doing, a socio-critical approach was established. This has not only repositioned physical education but has necessitated the introduction of more contemporary pedagogies. As a result the emergence of some unique socio-critical pedagogical models which draw on socio-critical constructivist frameworks has occurred. Consequently, and despite still plenty of teacher development work needed, the article concludes by drawing attention to the shift in philosophical thinking that sees teachers beginning to understand that physical education can contribute to the development of better people by educating them through movement in order to become more virtuous and critical consumers of physical education and the movement culture. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2014/2