Redesigning Physical Education

Drawing on global perspectives, this book provides a comprehensive framework for redesign, with new language and planning tools. This innovative, unifying, and action-oriented framework addresses policy, practice, and research, promoting a collective action project that crosses national borders.

Redesigning Physical Education is a bold and innovative manifesto for the fundamental redesign of physical education for the twenty-first-century world. Aiming at better outcomes for children, better working conditions for teachers, and innovative solutions to the decline of school PE, it calls for a transnational collective action project based on new research frameworks, stressing the fundamental importance of health-enhancing, life-enriching active participation for all children and young people.

Action-oriented and evidence-based, the book examines the key challenges driving change, including the equity agenda, institutionalization, outcome and accountability based teaching, and physical activity requirements in schools. With a truly international scope, the text explores perspectives from the USA, Canada, Scotland, England, Wales, Ireland, New Zealand, Australia, and Italy.

This is important reading for students and academics studying and working in physical education, kinesiology, public health, and children's physical activity. It is also a valuable resource for pediatric exercise specialists, especially sport and exercise psychologists.

Autorentext

Hal A. Lawson is Professor of Educational Policy and Leadership, and of Social Welfare at the University at Albany, The State University of New York, USA.

Klappentext

Redesigning Physical Education is a bold and innovative manifesto for the fundamental redesign of physical education for the twenty-first-century world. Aiming at better outcomes for children, better working conditions for teachers, and innovative solutions to the decline of school PE, it calls for a transnational collective action project based on new research frameworks, stressing the fundamental importance of health-enhancing, life-enriching active participation for all children and young people. Action-oriented and evidence-based, the book examines the key challenges driving change, including the equity agenda, institutionalization, outcome and accountability based teaching, and physical activity requirements in schools. With a truly international scope, the text explores perspectives from the USA, Canada, Scotland, England, Wales, Ireland, New Zealand, Australia, and Italy. This is important reading for students and academics studying and working in physical education, kinesiology, public health, and children's physical activity. It is also a valuable resource for pediatric exercise specialists, especially sport and exercise psychologists.

Inhalt

Part I: Toward a Redesign Agenda: The United States as a Case Example, Introduction, 1. Physical Education in the Industrial Age School: An Institutional Perspective, 2. Achieving Desirable Outcomes at Scale in an Era of Results-based Accountability, 3. Redesign as an Adaptive Problem Facilitated by Theories of Change, 4. From Whole Group Pedagogy to Tailor-made Interventions, 5. Research and Development to Guide and Defend Redesign, Part II: International Perspectives, 6. Redesigning American Physical Education: A Second View, 7. Redesigning Physical Education in Canada, 8. Redesigning Physical Education in Scotland, 9. Re-imagination and Re-design in Physical Education: Implicit and Explicit Models in England and Wales, 10. Redesigning Physical Education in Ireland: Significant redesign over modest reforms?, 11. Considering the Redesign of Physical Education in Aotearoa New Zealand, 12. Re-visioning the Australian Curriculum for Health and Physical Education, 13. Redesigning Physical Education in Italy: The Potential of a Network Ecosystem, Part III: Summary Findings, Lessons Learned, and Implications, ****14. Agenda-setting: Continuous Improvement Alongside Redesign