- Subject index
`For any student of physical education, Physical Education provides an excellent springboard from which to explore theoretical aspects of their subject. The list of authors reads like a who's who of PE and the extensive list of references provides opportunities to investigate areas of interest in more depth' - John Matthews, Chief Executive PEA UK 'Distinguished authors who provide critical analyses of key contemporary issues in physical education: a core text…. Required reading for anybody seeking insight into the key issues of the day in physical education' - Dr Dick Fisher, Vice Principal of St. Mary's University College and Honorary President of the European Physical Education AssociationsAimed at students of physical education and sport in schools, this book consists of a collection of essential readings, covering a breadth of salient and enduring themes, as well as contemporary issues. Many of the authors are distinguished figures who have, over the last two decades, made substantial and distinctive contributions to our understanding of the process of physical education.Themes explored include: the nature and values of physical education; the relationship between the subject and physical activity and health; the growth of examinations in physical education and innovations and developments in teaching styles and formats. The study of physical education has increasingly become multi-disciplinary and inter-disciplinary and the book reflects this, incorporating philosophical, sociological, pedagogical and comparative perspectives.This book will give readers, both in the UK and internationally, and at all levels of education, a greater understanding of the subject.
Chapter 1: The Nature and Purposes of Physical Education
The Nature and Purposes of Physical Education
Around the time when the National Curriculum for Physical Education (NCPE) for England and Wales was taking shape, Alderson and Crutchley (1990: 38) articulated a long-standing, and seemingly fundamental, concern for the subject-community of PE when they asked, ‘But what is it that children should know of, be able to do, and appreciate about (the) activities in which they participate?’ Alderson and Crutchley (1990: 38–40) observed that ‘there appears to be no professional consensus regarding what being “physically educated” really means’ nor ‘how that state is best achieved’. They concluded that, ‘in short there is, in large measure, a simple belief that involving children in a selection of physical activities will achieve ...