Health and Physical Education in Aotearoa New Zealand: An Open Market and Open Doors?

Autor/inn/en	Petrie, Kirsten; Penney, Dawn; Fellows, Sam
Titel	Health and Physical Education in Aotearoa New Zealand: An Open Market and Open Doors?
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 5 (2014) 1, S.19-38 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2014.867791
Schlagwörter	Foreign Countries; Health Education; Physical Education; Outsourcing; Neoliberalism; Commercialization; Organizations (Groups); Financial Support; Educational Objectives; Curriculum Design; Physical Education Teachers; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Körpererziehung; Sportunterricht; Neo-liberalism; Neoliberalismus; Finanzielle Förderung; Educational objective; Bildungsziel; Erziehungsziel; Lehrplangestaltung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Neuseeland
Abstract	Internationally, recent research has indicated that the health and physical education (HPE) curriculum has become at least to some extent "an open market", with rapid growth in the number of external providers and diversity of resources targeted towards schools and teachers. This research acknowledges that the programmes and instruction offered by external organisations represents a significant change to the HPE landscape, albeit alongside an absence of research-based knowledge about the nature and extent of involvement of external organisations in the provision of HPE. The study examines and "maps" the changing landscape of provision of HPE in Aotearoa New Zealand by exploring the number and type of HPE-associated programmes and resources "available" to schools nationwide. It reveals an abundance of players in the "HPE market". Analysis of data explores the composition of the providers, programmes and resources. Discussion considers the implications of the data in relation to HPE curriculum and pedagogy; who is deemed a legitimate teacher of HPE; and how policy and provision appear to be shaped by government and corporate voices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10