Across the full range of human movement studies and their many sub-disciplines, established institutional practices and forms of pedagogy are used to (re)produce valued knowledge about human movement. Pedagogy and Human Movement explores this pedagogy in detail to reveal its applications and meanings within individual fields.
This unique book examines the epistemological assumptions underlying each of these pedagogical systems, and their successes and limitations as ways of (re)producing knowledge related to physical activity, the body, and health. It also considers how the pedagogical discourses and devices employed influence the ways of thinking, practice, dispositions and identities of those who work in the fields of sport, exercise and other human movement fields.
With a scope that includes physical education, exercise and sports science, sports sociology and cultural studies, kinesiology, health promotion, human performance and dance, amongst other subjects, Pedagogy and Human Movement is the most comprehensive study of pedagogical cultures in human movement currently available. It is an invaluable resource for anybody with an interest in human movement studies.
Table of Contents
Introduction Part 1 Introducing Pedagogy 1 Languaging pedagogy Part 2 Pedagogy for physical activity 2 Sites of pedagogy for physical activity 3 Pedagogies for physical education 4 Pedagogy in sports coaching Part 4 Pedagogy for the Body 5 Pedagogy and the body in HMS 6 Physical education, HMS and the cult of the body 7 The body in school PE and sport Part 4 Pedagogy for Health 8 HMS and discourses on health 9 Pedagogies for health in HMS 10 Pedagogy and Health oriented PE (HOPE) Part 5 Researching pedagogy 11 Research on pedagogy in HMS 12 Telling tales about pedagogy and the pedagogy of telling tales
Richard Tinning is Professor of Pedagogy and Physical Education in the School of Human Movement Studies at the University of Queensland, Australia, and Adjunct Professor of Physical Education in the Faculty of Education at the University of Auckland, New Zealand. As a teacher educator he has been involved in major Australian curriculum development projects for physical education, worked on large-scale professional development programs for teachers, and been a consultant to both schools and universities. His research interests are informed by a socially critical perspective and have focused on issues related to pedagogy, knowledge, identity and professional development.