Phenomenology and Pedagogy in Physical Education
Nonfiction, Reference & Language, Education & Teaching, Teaching, Physical Education, Religion & Spirituality, Philosophy, Phenomenology, Sports
| Author: | Oyvind Standal | ISBN: | 9781317689102 |
| Publisher: | Taylor and Francis | Publication: | January 29, 2016 |
| Imprint: | Routledge | Language: | English |
| Author: | Oyvind Standal |
| ISBN: | 9781317689102 |
| Publisher: | Taylor and Francis |
| Publication: | January 29, 2016 |
| Imprint: | Routledge |
| Language: | English |
Phenomenology is a philosophical approach to the study of consciousness and subjective experience. In recent years it has become a more prominent element of the social scientific study of sport and a core component of the important emergent concept of physical literacy. This book is the first to offer a philosophically-sound investigation of phenomenological perspectives on pedagogy in physical education.
The book argues that phenomenology offers a particularly interesting theoretical approach to physical education because of the closely embodied relationship between the knowledge object (the actions, activities and practices of movement) and the knowing subject (the pupil). Drawing on the work of key phenomenological thinkers but also exploring the implications of this work for teaching practice, the book helps to illuminate our understanding of important concepts in physical education such as practical knowledge, skill acquisition, experience and ethics.
This is fascinating reading for any serious student or researcher working in physical education or the philosophy or sociology of sport.
Phenomenology is a philosophical approach to the study of consciousness and subjective experience. In recent years it has become a more prominent element of the social scientific study of sport and a core component of the important emergent concept of physical literacy. This book is the first to offer a philosophically-sound investigation of phenomenological perspectives on pedagogy in physical education.
The book argues that phenomenology offers a particularly interesting theoretical approach to physical education because of the closely embodied relationship between the knowledge object (the actions, activities and practices of movement) and the knowing subject (the pupil). Drawing on the work of key phenomenological thinkers but also exploring the implications of this work for teaching practice, the book helps to illuminate our understanding of important concepts in physical education such as practical knowledge, skill acquisition, experience and ethics.
This is fascinating reading for any serious student or researcher working in physical education or the philosophy or sociology of sport.
