TY - JOUR
T1 - What does the term ‘quality physical education’ mean for health and physical education teachers in Australian Capital Territory schools?
AU - WILLIAMS, John
AU - Pill, Shane
PY - 2019/11/1
Y1 - 2019/11/1
N2 - This research investigated what the term Quality Physical Education (QPE) meant to Health and Physical Education (HPE) teachers in Australian Capital Territory (ACT) schools. A total of 14 HPE teachers who taught middle school or above, representing government and independent schools, took part in focus group interviews about their understanding of QPE and the factors that influenced their constructs. Figurational sociology and the concepts of interdependence, habitus, and involvement and detachment, were used to inform the research and interpret the findings. It was found that teachers’ accounts of QPE were largely informed by their individual and collective experiences and their personal ‘philosophies’ of physical education. With the exception of a recently introduced national curriculum for HPE, the teachers in this study did not use, or refer to, any evidence-based documents in forming their ideas about QPE. Further, they did not mention any recognised pedagogical approaches that they used in teaching QPE. The findings from this research are important, because ‘everyday’ or common-sense teacher understandings can negatively impact student learning and threaten the status and credibility of our profession
AB - This research investigated what the term Quality Physical Education (QPE) meant to Health and Physical Education (HPE) teachers in Australian Capital Territory (ACT) schools. A total of 14 HPE teachers who taught middle school or above, representing government and independent schools, took part in focus group interviews about their understanding of QPE and the factors that influenced their constructs. Figurational sociology and the concepts of interdependence, habitus, and involvement and detachment, were used to inform the research and interpret the findings. It was found that teachers’ accounts of QPE were largely informed by their individual and collective experiences and their personal ‘philosophies’ of physical education. With the exception of a recently introduced national curriculum for HPE, the teachers in this study did not use, or refer to, any evidence-based documents in forming their ideas about QPE. Further, they did not mention any recognised pedagogical approaches that they used in teaching QPE. The findings from this research are important, because ‘everyday’ or common-sense teacher understandings can negatively impact student learning and threaten the status and credibility of our profession
KW - Quality Physical Education, figurational, sociology, interdependence, habitus, involvement, detachment
KW - detachment
KW - Quality Physical Education
KW - involvement
KW - interdependence
KW - habitus
KW - figurational
KW - sociology
UR - http://www.scopus.com/inward/record.url?scp=85058540492&partnerID=8YFLogxK
UR - http://www.mendeley.com/research/term-quality-physical-education-mean-health-physical-education-teachers-australian-capital-territory
U2 - 10.1177/1356336X18810714
DO - 10.1177/1356336X18810714
M3 - Article
SN - 0140-7708
VL - 25
SP - 1193
EP - 1210
JO - European Physical Education Review
JF - European Physical Education Review
IS - 4
ER -