Trent D. Brown

Riding with the sharks: Serious leisure cyclist's perceptions of sharing the road with motorists

As serious leisure cyclists increase their presence on Australian public roads, there have been reports within the popular and mainstream literature of a growing tension between these cyclists and other road users. Until now, there has been limited research exploring the relationship between serious leisure cyclists and other road users as it pertains to issues of safety and motivations to cycle for leisure. This mixed methods research provides insights into a particular cohort of serious leisure cyclists and their experiences of sharing the roads with motorists. Analysis reveals a range of concerns amongst this sub-group, mediated by factors such as age, experience and environment. The paper calls for a differential focus on sub-groups of cyclists when considering policy formation, regulation and safe provision for cyclists on roads.

Conceptualizing the phenomenology of movement in physical education: implications for pedagogical inquiry and development.

There is increased phenomenological interest, philosophical and empirical, in the meaning and meaning-making dimensions of the experience of movement in physical education (Kentel & Dobson, 2007; Kretchmar, 2000a; Loland, 2006; Smith, 2007; Whitehead, 1990). This scholarly concern about the qualities and characteristics of movement shifts the focus of pedagogical interest to the embodied meanings of such experience and the subjective values associated with it (Johnson, 2008). Too often the meaning of movement has been invisible in the discourse of physical education. Philosophical framing and empirically informed discussion about the phenomenological basis of movement as well as interpretation of its embodied time-space affordances and constraints has the potential to reconceive curriculum, pedagogical, and policy development. In this paper, for the purposes of framing ongoing inquiry we examine phenomenological contributions to the physical education literature that examined or describe the intrinsic qualities of movement and consider implications of renewed interest in meaning and meaningmaking for pedagogical theory development and practices.

A vision lost? (Re)articulating an Arnoldian conception of education ‘in’ movement in physical education

In two seminal texts, Meaning in movement, sport and physical education and Education, movement and the curriculum, Arnold articulated ‘… the place of movement in the curriculum’. The concepts of ‘about’, ‘through’ and ‘in’ movement are in theory how Arnold holistically conceptualised the practice of physical education. The importance and desire to revisit Arnolds work reflects that (1) several international curriculum documents, at both junior and senior level, are premised on Arnoldian dimensions; (2) it possesses more currency in curriculum theory than ‘other’ holistic frameworks or models; (3) its use as a framework in physical education curriculum documents may not be as intended given the ways in which Arnolds work has variously been (re)interpreted and (re)presented over the years; and (4) not all dimensions (in particular education ‘in’ movement) are well understood nor fully conceptualised or contextualised. On the basis of the above rationales, the purpose is to examine and critique plausible shortcomings to the currently underemphasised and least understood concept of education ‘in’ movement as it primarily pertains to physical education curriculum theorisation, development and ultimately pedagogy. I contend that Arnolds education ‘in’ movement is more than mere participation in movement, physical activity and sport or as others have suggested education ‘through’ the physical. Drawing on the literature from diverse fields (e.g. philosophy, phenomenology), I will further develop the argument that engagement in these activities alone does not adequately reflect Arnolds conceptualisation of education ‘in’ movement and that opportunity for development of knowledge and understanding on multiple levels (pre-conscious, conscious) is a pre-requisite for individuals to develop deeper meaning and understanding about their engagement as agents within movement. This article, therefore, highlights how Arnolds vision has been ‘lost’, and proposes a re(articulated) and re(emphasised) vision that complements contemporary physical education curriculum theory.

Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian Certificate of Education Physical Education

Over the past decade amidst the development and implementation of new official curriculum texts and associated assessment requirements, there has been considerable international interest in senior physical education. Arnold’s three dimensions of movement have been prominent in curriculum developments and academic debates. In the state of Victoria, Australia, a new official text for the Victorian Certificate of Education Physical Education (VCEPE) was introduced in 2011. This paper re-articulates Arnold’s dimensions of movement as a framework for inquiry, centring on this development. The framework is utilised to critically examine the pedagogical intent inherent in the new VCEPE text and examine the prospective ‘slippage’ that may feature in teachers’ interpretation and implementation of the new text. Specifically, the analysis firstly draws on Arnold’s (1979) three dimensions of movement to explore ways in which different ‘ways of knowing’ in physical education have been represented in the official text, and secondly considers the prospective and potential expression of Arnold’s dimensions in teachers’ interpretation and implementation of the new text. The potential for either conservative or progressive readings of the official text is articulated.

More than glimpses in the mirror: an argument for self-study in the professional learning of physical education teachers

The purpose of this article is to advocate for, engage with and disseminate to readers the concepts of teacher self-study as an important aspect of lifelong physical education teacher learning and education. Self-study has an important role to play by providing context and real-world understanding for physical education teachers who feel disconnected by continuing professional learning (CPL) practices. I argue that self-study, a methodological approach to understanding practice and professional learning that uncovers deeper understandings about the relationship between learning and teaching, offers opportunities that have only recently been considered. To conclude I present a rationale for self- study to be taken more seriously highlighting implications to CPL program development and physical education teacher education curriculum design and implementation.

'In, through and about' movement: is there a place for the Arnoldian dimensions in the new Australian Curriculum for Health and Physical Education?

Arnolds dimensions of movement, commonly known as education ‘in, through and about’ movement, serve as one of five propositions in the development of a new national curriculum document for Health and Physical Education. The purpose of this article is to examine these dimensions, before undertaking an interrogation of their usefulness in the new curriculum. Examples from New Zealand and extracts from the draft curriculum paper will be used to frame a critical review of the intended enactment of Arnolds dimensions in the new curriculum. Within the draft curriculum document there appears to be uncertainty about how Arnolds dimensions and his language underpin and should be translated into the key ideas of the movement and physical activity strand. Discussion highlights that the text can therefore be seen as sending ‘mixed messages’ to those already familiar with such conceptualizations for physical education. This said, the new curriculum is identified as providing important opportunities for ongoing theoretical and practical work with these seminal dimensions as a reference point for curriculum planning.

The socioecological educator : a 21st Century renewal of physical, health, environment and outdoor education

1. Starting with stories: The power of socio-ecological narrative.-2. Social ecology as education.-3. Becoming a socio-ecological educator.- 4. The ambitions, processes and politics of socio-ecological curriculum reform: An Aotearoa-New Zealand case study.- 5. Through coaching: Examining sports coaching using a socio-ecological framework.- 6. Through community: Connecting classrooms to community.-7. Through belonging: An early childhood perspective from a New Zealand preschool.-8. Through adventure education: Using the socio-ecological model in adventure education to solve environmental problems.-9. Through school: Ecologising schooling - a tale of two educators.-10. Outdoor education on Scotlands River Spey: A sense of place.-11. Through Physical Education: What teachers know and understand about childrens movement experiences.-12. Conclusions and future directions: A socio-ecological renewal.

Social ecology as education

This chapter presents the historical and foundational elements of social ecology as it relates to physical and health education, outdoor and environmental education. Four foundational concepts central to the socio-ecological educator are introduced, namely: (a) lived experience, (b) place, (c) experiential pedagogies and (d) agency and participation. While socio-ecological models exist in diverse disciplines, our purpose is to introduce readers to an interdisciplinary philosophy and pedagogical approach that specifically considers the potential of social ecology to education. In doing so we acknowledge that a social ecology for education exists across multiple levels, embracing a broad array of social, cultural, environmental and geographical influences that shape individuals, identities, family, policies and the environment.

Through Physical Education: What Teachers Know and Understand About Children’s Movement Experiences

The purpose of this chapter is to present findings from a research project that aimed to uncover teacher understandings and conceptions of children’s subjective and ‘intrinsic’ movement experiences and associated meaning-making of such experiences within the context of school physical education. Subjective, ‘intrinsic’ meaning of movement experiences has not received due recognition within the physical education context. Movement is basic to bodily experiences and is at the core of the practice of physical education. A socio-ecological approach would suggest that to produce quality physical education, teachers need to understand and plan meaningful educational endeavours. Thus children’s subjective intrinsic experiences will help them understand their feelings, sensory experiences and ‘place in the world’. Eight specialist physical education teachers working in government secondary colleges were interviewed using semi-structured questions about their students’ subjective movement experiences, the contribution of their teacher education program to their understanding of this, and how their curricula and teaching skills could be developed in this domain in the future. Analysis of the results has indicated that most physical education teachers interviewed have a global and superficial understanding and knowledge of the concepts related to children’s subjective movement experiences, although their ability to articulate these is ‘clouded’ by dominant scientific expressions. Additionally, teachers intimated that their personal experiences in physical activities provided insight into how some groups ‘felt’ when participating in physical education. Implications for physical education teacher education (PETE) unit and program development are drawn, as well as suggestions for ongoing physical education professional learning opportunities.

Special edition: Australian Curriculum: Health and Physical Education

Welcome to this special edition of the Asia-Pacific Journal of Health, Sport & Physical Education. As readers across the Asia-Pacific region and beyond will be very aware, the development of national curriculum texts will inevitably be characterized by both opportunities and challenges. Such developments also serve to bring to the fore the need for professional engagement with official curriculum development. This collection reflects that need and that this is an exciting time for Health and Physical Education in Australia, amidst the progressive development of the Australian Curriculum. In total there are seven papers within this issue that each represent a contribution to the academic discourses that are currently featuring within the Health and Physical Education community in Australia. The diversity of the articles appropriately reflects the vibrant and plural research community of scholars in Health and Physical Education in Australia. Importantly, they raise issues pertinent to development and debates in Health and Physical Education internationally. Whilst it is likely that papers will be read individually, we sense that some may choose to read this edition from cover to cover, like a book. Whichever way you choose to engage with this material, we trust that it offers some engaging insights into the Australian Curriculum: Health and Physical Education and prompts discussion amongst academics and professionals throughout the Asia-Pacific region and beyond. Leading off this special edition is Professor Doune Macdonald’s paper. This is important for two reasons: firstly, it is the written and documented form of the scholarly lecture that Doune presented at the University of Melbourne in 2012 as the 3rd Biennial Fritz Duras Scholar lecture; secondly, her paper provides readers with a rich context and background of the Australian Curriculum: Health and Physical Education curriculum development process. As such, it is a valuable entrée for the papers that follow. Macdonald asks the question ‘Is the new Australian Curriculum: Health and Physical Education a case of/for gradualism in curriculum reform?’ Drawing from a diverse range of literature sources, whilst positioning herself as an insider (as Lead Writer) to curriculum development, Macdonald explores important perspectives of various curriculum reform processes before presenting a rationale for a futuresoriented curriculum document underpinned by sound philosophical propositions. Underpinning the next five papers are the five propositions (strengths-based approaches, focusing in on educative outcomes, health literacy, valuing in through and about movement, critical inquiry approaches), which were identified as ‘shaping’ the draft curriculum document (Australian Curriculum, Assessment and Reporting Asia-Pacific Journal of Health, Sport and Physical Education, 2013 Vol. 4, No. 2, 91 93, http://dx.doi.org/10.1080/18377122.2013.801103