An Ecological Dynamics Conceptualisation of Physical 'Education': Where We Have Been and Where We Could Go Next

Autor/inn/en	Rudd, J.R.; Woods, C.; Correia, V.; Seifert, L.; Davids, K.
Titel	An Ecological Dynamics Conceptualisation of Physical 'Education': Where We Have Been and Where We Could Go Next
Quelle	In: Physical Education and Sport Pedagogy, 26 (2021) 3, S.293-306 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rudd, J.R.) ORCID (Woods, C.) ORCID (Correia, V.) ORCID (Seifert, L.) ORCID (Davids, K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2021.1886271
Schlagwörter	Physical Education; Teaching Methods; Physical Education Teachers; Elementary Secondary Education; Physical Activity Level; Psychomotor Skills; Environmental Influences; Skill Development; Physical Activities; Aquatic Sports; Athletics; Team Sports; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Psychomotorische Aktivität; Environmental influence; Umwelteinfluss; Kompetenzentwicklung; Qualifikationsentwicklung; Water sports; Water sport; Wassersport; Leichtathletik; Mannschaftssport; Ausland; Großbritannien
Abstract	Background: In this paper, we explore physical education from a relational worldview. Theoretically guided by an ecological dynamics framework, this perspective calls us to conceptualise 'education' in its etymological roots -- ex-ducere -- meaning 'to lead' an individual 'out' into the world. In doing so, an educator would employ a 'softer' pedagogy, seeking to guide the attention and encourage exploration of a less experienced individual toward the perception of things that can support, or regulate, their behaviours. This pedagogical approach could help learners to self regulate in the environment, becoming more responsive to emergent opportunities for action available. Theory: This is a pedagogy of exploration, search, discovery, invention and adaptation that is devised from three of the contributing theories to ecological dynamics: ecological psychology, dynamical systems theory and complexity sciences. Throughout this paper we show that this progressive view contrasts with the more traditional perspectives of physical education, grounded in established pedagogical approaches that are often pre-occupied with instilling idealised ways of moving in learners, typically at the expense of appreciating how the environment reciprocally shapes behaviour. Practical Implications: In an effort to support educators with integrating an ecological conceptualisation of PE into their practice we outline three cornerstones. We bring these ideas to life by concluding the paper with the presentation of three practical examples that transcends the physical educational journey from primary/elementary school through to secondary/ high schools. We exemplify how an ecological approach to PE can move us closer to achieving the aim of enabling children to lead a physically active life beyond the school gates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01