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Purpose: This paper is presented in two parts. Part one is an advocacy paper and draws upon the broader discourse around models-based practice to make a case for the development of a pedagogical model for OAE. Drawing upon guidelines for models-based approaches to physical education, this paper considers the theoretical foundation, rationale, review of research findings and major theme that inform the development of a model of OAE.
Conclusions: The selected review of the research suggests that the major impact of OAE is upon the affective domain, particularly in relation to pupils developing a positive self-concept. Learning is also evident in the cognitive and physical domains, but this is secondary to learning in the affective domain. Drawing upon the analysis of the research literature, the major theme for the model is identified as ‘personal growth through adventure’ and ‘OAE’ is suggested as the name of the model. Part two of this paper builds upon these foundations to outline what a pedagogical model for OAE might look like in a secondary school in the UK. 相似文献
Purpose: While there is a high Chinese student population in Australian schools, little research has been undertaken to understand their needs, experiences and perceptions in schools HPE and sport. In addition, research in the physical activity field is accentuated by paradigms that assume and perpetuate the binary notion of cultural beliefs and practices such as ‘West’ versus ‘East’ and in association with ‘Normal’ versus ‘Problematic’ lifestyles in relation to physical activity. We argue that, without conceding the epistemological understanding of ‘difference’, policies and practices that promote diversity can remain socially unjust and superficial.
Research design: This paper focuses on two schools in Queensland. The data collection process was underpinned by critical and interpretive ethnographic methods. The participants in Sage College consisted of seven girls of whom three were in Year 8, three in Year 9 and one in Year 10. At Routledge State High, a state-owned, secular and coeducational secondary school, the cohort consisted of two girls in Year 8, one girl and two boys from Year 9.
Results: This paper draws on Bourdieu's concepts of habitus, capital, field and doxa and the Chinese Confucianism philosophy of ‘Complementary difference’ to understand the various perceptions and experiences of young Chinese Australians in schools HPE and sport. Results invite us to seek an understanding of students’ subjectivities and disrupt the binary differences in cultural values and attributes to promote multicultural education.
Conclusion and recommendation: Moving beyond the Australia's Anglo-Celtic centred HPE and the limitations of a Western view of exclusive opposites, this paper makes an original contribution to knowledge by presenting a ‘heuristic of difference’ model that accommodates Western and Chinese perspectives in Australian HPE research. 相似文献