Physical Education: Liberate It Or Confine It To The Gymnasium?
by Ian Culpan
Christchurch College of Education
This article is published with permission. It was originally published
in Delta: Policy and Practice in Education, 48 (2), 49
(1), 203-220. Delta: Policy and Practice in Education is
published by the Department of Policy Studies in Education, Massey
University, Palmerston North, New Zealand.
This article should not be read as Ministry of Education policy
and should be considered as part of the developmental process. In
some instances academic articles may include statements that are
not in line with Ministry of Education recommendations.
Abstract: This article examines the position of physical
education within the New
Zealand Curriculum Framework
and the development of the Draft Health and Physical Education
Curriculum Statement (1996). It does so in terms of the political
context of education change in New Zealand. Issues and conditions
generated by the programme of structural adjustment and the quest
for the development of a market economy have forced physical educators
to examine the educative role that their subject will have in the
future curriculum. The extensive curriculum debates generated by
the development of the Draft Health and Physical Education Curriculum
Statement are discussed in relation to its theoretical foundations.
In line with contemporary theorising in the teaching of physical
education these are clearly oriented towards the development of
a socially critical approach within the curriculum and pedagogy
of physical education.
Introduction: Developments to date
Surviving the crisis
The discursive foundations of physical education
in the curriculum
Curriculum model and purpose
Values and issues
Conclusion
References
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