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      Points of tension and possibility: Boundaries in and of physical education

      Penney, Dawn
      DOI
       10.1080/13573322.2012.713862
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      Penney, D. (2013). Points of tension and possibility: boundaries in and of physical education. Sport, Education and Society, 18(1), 6-20.
      Permanent Research Commons link: https://hdl.handle.net/10289/7084
      Abstract
      This article offers a conceptually based commentary that addresses a longstanding dilemma for physical education, of what theoretical insights can usefully be pursued as a basis for advancing physical education curriculum, pedagogy and assessment. It utilises the work of Basil Bernstein to argue that structural and symbolic boundaries are key to understanding and productively engaging with stability and change in physical education. Relations between curriculum, pedagogy and assessment are examined in terms of their linkages with legitimate knowledge structures and knowledge relations in/of physical education, and in turn, with equity in physical education. While curriculum, pedagogy and assessment are each identified as important avenues for critically informed pedagogic action, the collective dynamic is identified as over-riding any single influence. Furthermore, that dynamic is shown to be inseparable from the knowledge structures in/of physical education.
      Date
      2013
      Type
      Journal Article
      Publisher
      Taylor and Francis
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      • Education Papers [1413]
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