"Creativity" in Australian Health and Physical Education Curriculum and Pedagogy

Autor/inn/en	Welch, Rosie; Alfrey, Laura; Harris, Anne
Titel	"Creativity" in Australian Health and Physical Education Curriculum and Pedagogy
Quelle	In: Sport, Education and Society, 26 (2021) 5, S.471-485 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Welch, Rosie) ORCID (Alfrey, Laura) ORCID (Harris, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2020.1763943
Schlagwörter	Foreign Countries; Health Education; Physical Education; Creativity; Curriculum; Teaching Methods; Critical Thinking; Creative Thinking; Food; Physical Fitness; Drama; Adult Education; Educational Policy; Educational History; Educational Environment; Partnerships in Education; Children; Australia + Suchen Sie Ihr Suchwort? Ausland; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Körpererziehung; Sportunterricht; Kreativität; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Kreatives Denken; Lebensmittel; Leistungsfähigkeit; Schauspiel; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulpartnerschaft; Child; Kind; Kinder; Australien
Abstract	Notions of creativity are increasingly central to educational scholarship and policies, but few studies attend to the intersection between "Health and Physical Education" (H/PE) and "creativity." In this paper we explore the literature on creativity in education and identify how creativity is represented across a broad spectrum of enquiry yet limited in relation to specifically H/PE. Writing from an Australian context, we examine how the key ideas and propositions from the "Australian Curriculum for Health and Physical Education" and the "Critical and Creative Thinking" capability raise important questions regarding the social emergence of educative creative purpose and potential in H/PE. We outline the utility of a 'creative ecologies' conceptual framework to consider contemporary practices in H/PE, and apply this to two purposively selected resources; to showcase their contextual eminence for creative learning in H/PE pedagogy and practice. The first resource, "Phenomenom!," was funded by Horticultural Innovation Australia to develop food literacy and is linked to cross-curriculum learning outcomes. The second resource, "Fitter. Faster. Better," is a St Martin's Youth drama-arts performance where students were prompted to design and perform a fitness programme for adults. Utilising the creative ecologies framework we illustrate the complexity of interconnected creative processes in H/PE as a series of networked elements and cultural flows (policies, practices, products, process, material environments, and partnerships). This framework is then used to identify how the two educational resources exemplify and open up a socially creative practice in both H/PE and everyday life. Our theoretical developments offer new ways to identify, design and enact quality creative and contemporary socio-cultural H/PE curriculum within a broader creative ecology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01