Primary physical education. Shifting perspectives to move forwards.

Autor/inn/en	Carse, Nicola; Jess, Mike; Keay, Jeanne
Titel	Primary physical education. Shifting perspectives to move forwards. Gefälligkeitsübersetzung: Körperliche Grundausbildung. Perspektivwechsel zur Weiterentwicklung.
Quelle	In: European physical education review, 24 (2018) 4, S. 487-502Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X16688598
Schlagwörter	Bildung; Wissensvermittlung; Curriculumentwicklung; Körper (Biol); Gesundheit; Grundschulsport; Kinder- und Jugendsport; Sport; Sportphysiologie; Wechsel; Ausbildungsinhalt; Physiologie; Grundschulalter; Interkulturelle Forschung; Komplexität
Abstract	In recent years, primary physical education has received increased attention across a range of political, professional and academic contexts. Much of this attention has largely been due to a growing perception that formative physical education experiences have the potential to address many of the concerns regularly raised about children's health and wellbeing, physical activity levels and sport participation. Consequently, there are now a number of stakeholders from a range of political, sporting, health, commercial and community groups with a vested interest in primary physical education, all with differing and sometimes contradictory views about its purpose. This paper suggests that the diverse interests of these stakeholders has led to a disconnect within primary physical education. Therefore, we propose that a shifting perspectives agenda is required. Accordingly, we highlight the need for key stakeholders within primary physical education to collectively work together and take a lead role in advocating a shared educational vision. To inform this shifting perspectives agenda we employ complexity thinking and draw on professional capital. We begin by offering a historical retrospective of the evolution of primary physical education. From this background, we use complexity principles to reflect on the current state of primary physical education before exploring how complexity thinking, and ideas from professional capital, can help frame the enactment of this shifting perspectives agenda. Finally, we suggest three key drivers to move the shifting perspectives agenda forwards: positive connections; the balance between key similarities and diversities; and self-organisation and recursive elaboration. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2019/2