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Laker sets out to celebrate physical education and sport and to encourage the establishment to embrace the subject area as a vehicle for the complete development of the individual.
This book sets out to celebrate physical education and sport, and by doing so, encourage the educational establishment to embrace the subject area as a vehicle for the complete development of the individual. In addition, it shows that the benefits of physical activity far outweigh the shallow claims of populous magazines - there are benefits for the individual, the community and for society as a whole. Laker contends that the importance of physical education and sport in many areas of social life has been overlooked at best, and misused at worst. Physical activity has a vast contribution to make, not only as a topic of small talk on a Monday morning, but also to the personal and social development of individuals and possibly to the well-being of the global community as a whole. This book explores the land 'beyond the boundaries of the game.'
Many contemporary secondary education standards call for teachers to reach across traditional disciplinary lines and create curricula and instructional techniques that are interdisciplinary in nature (as examples, for mathematics see Principles and Standards for School Mathematics; for science see National Science Education Standards; for foreign language see Standards for Foreign Language Learning; Preparing fro the 21st Century). Yet, due to the highly entrenched and fragmented administrative structure of teacher education fields, including tertiary preparation and state certification, most practitioners and teacher educators approach said endeavors from a subject-specific orientation. This contributed volume includes perpsectives from major areas in secondary teacher education, including Science, Mathematics, Social Studies. Art, Literacy, English/Language Arts, Foreign Language, Bilingual Education, foundations, and Literacy. The book includes both theoretical and practical aspects as to how teachers are being prepared to create and implement transdisciplinary units. The authors explore how these approaches can be imiproved such that teachers attempt to apply transdisciplinary epistemological and pedagogical structures, which emphasize inquiry from multiple perspectives, to avail the full power of such learning experiences to the students.
For all that is known about the depth and breadth of African American history, we still understand surprisingly little about the lives of African American children, particularly those affected by northern emancipation. But hidden in institutional records, school primers and penmanship books, biographical sketches, and unpublished documents is a rich archive that reveals the social and affective worlds of northern Black children. Drawing evidence from the urban centers of Boston, New York, and Philadelphia, Crystal Webster's innovative research yields a powerful new history of African American childhood before the Civil War. Webster argues that young African Americans were frequently left outside the nineteenth century's emerging constructions of both race and childhood. They were marginalized in the development of schooling, ignored in debates over child labor, and presumed to lack the inherent innocence ascribed to white children. But Webster shows that Black children nevertheless carved out physical and social space for play, for learning, and for their own aspirations. Reading her sources against the grain, Webster reveals a complex reality for antebellum Black children. Lacking societal status, they nevertheless found meaningful agency as historical actors, making the most of the limited freedoms and possibilities they enjoyed.
A pioneering neuroscientist shows how the long-sought merger of brains with machines is about to become a paradigm-shifting reality Imagine living in a world where people use their computers, drive their cars, and communicate with one another simply by thinking. In this stunning and inspiring work, Duke University neuroscientist Miguel Nicolelis shares his revolutionary insights into how the brain creates thought and the human sense of self—and how this might be augmented by machines, so that the entire universe will be within our reach. Beyond Boundaries draws on Nicolelis's ground-breaking research with monkeys that he taught to control the movements of a robot located halfway around the globe by using brain signals alone. Nicolelis's work with primates has uncovered a new method for capturing brain function—by recording rich neuronal symphonies rather than the activity of single neurons. His lab is now paving the way for a new treatment for Parkinson's, silk-thin exoskeletons to grant mobility to the paralyzed, and breathtaking leaps in space exploration, global communication, manufacturing, and more. Beyond Boundaries promises to reshape our concept of the technological future, to a world filled with promise and hope.
Physical education plays a vital role in children’s development, health and well-being, and is an increasingly important part of the government’s strategy for healthy schools. The role and profile of physical education at primary level continues to grow as awareness of the need to encourage an active lifestyle at an early age increases. This accessible guide to teaching PE within the 3–11 age range will allow all non-specialist primary teachers to approach the subject with confidence, encouraging a better understanding of its role within schools and the special contribution it can make to children’s lives. The book: shows how to guide children’s movement experiences from the Foundation Stage right through to adventurous activities and sports games at the end of Key Stage 2 contains a wealth of practical advice on developmentally appropriate practical ideas supports the PECCSL strategy (PE, School Sport and Club Links) of providing at least 2 hours a week on high quality PE and school sport within schools. Written for all early years and primary students on teacher education courses, this book is also relevant for teachers, HLTAs and other non-PE specialists working with children up to the age of 11.
In the past two decades, complexity thinking has emerged as an important theoretical response to the limitations of orthodox ways of understanding educational phenomena. Complexity provides ways of understanding that embrace uncertainty, non-linearity and the inevitable ‘messiness’ that is inherent in educational settings, paying attention to the ways in which the whole is greater than the sum of its parts. This is the first book to focus on complexity thinking in the context of physical education, enabling fresh ways of thinking about research, teaching, curriculum and learning. Written by a team of leading international physical education scholars, the book highlights how the considerable theoretical promise of complexity can be reflected in the actual policies, pedagogies and practices of physical education (PE). It encourages teachers, educators and researchers to embrace notions of learning that are more organic and emergent, to allow the inherent complexity of pedagogical work in PE to be examined more broadly and inclusively. In doing so, Complexity Thinking in Physical Education makes a major contribution to our understanding of pedagogy, curriculum design and development, human movement and educational practice.
Critical inquiry, critical thinking and problem-solving are key concepts in contemporary physical education. But how do physical educators actually do critical inquiry and critical thinking? Critical Inquiry and Problem-Solving in Physical Education explains the principles and assumptions underpinning these concepts and provides detailed examples of how they can be used in the teaching of physical education for different age groups and in a range of different contexts. Topics covered include: sport education and critical thinking dance as critical inquiry media analysis understanding cultural perspectives student-led research and curriculum reflective coaching practice. The authors are teachers, teacher educators, policymakers and academics. Each shares a commitment to the notion that school students can do more than learn to move in physical education classes.
Physical Education 5-11 is about lighting or relighting a fire in all those who have the privilege and the responsibility of teaching children physical education in Primary schools today. It is written at a time of great change: a revised Primary curriculum; an increased drive to raise achievement and potentially a narrowing of curricular scope in favour of literacy and numeracy. It is little wonder that teachers are looking for certainty and answers to questions such as:- What do I teach in PE? What do I need to know about children’s development? What does good teaching look like in PE? How can I assess such a practical subject effectively? This new and updated edition provides answers to those questions, covers issues in Physical Education and provides a wealth of practical advice on teaching across the stages of the new 2014 curriculum. Drawing upon the author’s experiences as a teacher, coach, lecturer and adviser, it delivers a justification for PE as an essential element in the Primary curriculum, imbues a theory into practice approach that provides readers with clarity, instils confidence and offers a licence to teach all practical aspects of PE effectively and creatively underpinned by knowledge of children’s development, their learning and the critical professional issues in PE today. This book is the essential companion to inform and inspire students and practising teachers in this most dynamic and exciting of subjects!
This innovative, practical book supports primary schools in rethinking where teaching & learning in primary science and technology should take place.