Socially critical pedagogy and the 'production of skilled performers': Further considerations of teaching and learning in physical education
Rossi, Tony (2000) Socially critical pedagogy and the 'production of skilled performers': Further considerations of teaching and learning in physical education. Journal of Physical Education New Zealand, 33(3), pp. 43-52.
The growing call for physical educators to move beyond the bounds of performance has been a powerful discourse. However, it is a discourse that has tended to be heavy on theory but light on practical application. This paper discusses recent work in the area of skill acquisition and what this might mean for pedagogical practices in physical education. The acquisition of motor skill has traditionally been a core objective for physical educators, and there has been a perception that child-centred pedagogies have failed in the achievement of this traditional yardstick. However, drawing from the work of Rovegno and Kirk (1995) and Langley (1995; 1997), and making links with current work in the motor learning area, it is possible to show that skill acquisition is not necessarily compromised by child-centred pedagogy. Indeed, working beyond Mosston's discovery threshold and using models such as Games for Understanding, can provide deeper skill-learning experiences as well as being socially just.
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|Item Type:||Journal Article|
|Keywords:||Pedagogy, Socially critical, skill|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Physical Education and Development Curriculum and Pedagogy (130210)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Exercise & Nutrition Sciences
|Copyright Owner:||Copyright 2000 Physical Education New Zealand, Inc.|
|Deposited On:||30 Jun 2015 23:37|
|Last Modified:||01 Jul 2015 00:46|
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