- Subject index
What is the condition of the field of Physical Education? How is it adapted to the rise of kinesiology, sport and exercise science and human movement studies over the last thirty years? This Handbook provides an authoritative critical overview of the field and identifies future challenges and directions. The Handbook is divided in to six sections: Perspectives and Paradigms in Physical Education Research; Cross-disciplinary Contributions to Research Philosophy; Learning in Physical Education; Teaching Styles and Inclusive Pedagogies; Physical Education Curriculum; and Difference and Diversity in Physical Education.
Chapter 15: Situated Perspectives on Learning
Situated Perspectives on Learning
Situated perspectives are relative newcomers to theoretical perspectives used explicitly as a basis for research in physical education. New perspectives on learning develop as researchers uncover the limits of current theories and seek to address questions they cannot address adequately with current theory. The need to understand learning in different ways or in different circumstances also arises as national priorities, political agendas, and goals for education broaden or change and demand new curricular and instructional approaches. “A fundamental tenet of modern learning theory is that different kinds of learning goals require different approaches to instruction; new goals for education require changes in opportunities to learn” (National Research Council, 1999: xvi).
There are many different situated perspectives from a ...