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This course will examine possible multiple futures for physical education. It draws on historical and cultural developments that have informed current practices. Historical and cultural developments will provide the back drop for understanding how 21st century conceptualisations of knowledge and learning influence and shape physical education. A critical focus on the embodiment of movement, ethics and the role technology might play in creating personal meaning, will lead to the exploration of what the future might hold in understanding diverse ways of becoming physically educated.
1. Engage with, understand, and critique multiple 20th and 21st century conceptualisation of knowledge, learning and the body in physical education.2. Critically analyse and reflect on sociocultural, historical and possible future orientations to physical education for the 21st century.3. Critically analyse the implications of biculturalism in Aotearoa New Zealand and its applications in physical education (e.g. Te Ao Kori - the world of movement).4. Understand and critically analyse the embodiment of human movement, ethics and the role technology might play in contemporary and future iterations of physical education.5. Critically analyse contemporary theories and concepts related to leadership, organisational learning and change to consider ways to successfully advocate for effective physical education in Aotearoa New Zealand schools.
Metzler, Michael W;
Instructional models for physical education
Recommended ReadingCowan, J., & Culpan, I. (2016). Influences on self-worth: Students’ and teachers’ perspectives. Curriculum Matters (Wellington, N.Z.), 12(12), 61-81. https://doi.org/10.18296/cm.0014. (Journal Article)Culpan, I. (1996/97). Physical education? liberate it or confine it to the gymnasium? Delta, Vol 48, (2), Vol 49, (1), 203-219. (Journal Article)Culpan, I. (2000). Getting what you got: Harnessing the potential. Journal of Physical Education New Zealand, 33(2), 16-29. (Journal Article)Culpan, I. (2004). Physical education curriculum development: a humanist positioning. In A. M. O'Neill, J. Clark, & R. Openshaw (Eds.), Reshaping culture, knowledge and learning: policy and content in the New Zealand Curriculum Framework. Palmerston North: Dunmore Press. (Journal Article)Culpan, I., & Bruce, J. (2007). New Zealand physical education and critical pedagogy: Refocusing the curriculum. International Journal of Sport and Health Sciences, 5, 1-11. (Journal Article)Culpan, I., & Grant, B. (2007). Physical education down under: Fusion or confusion. Journal of Physical Education New Zealand, 40(1), 19-20. (Journal Article)Culpan, I. (2008). Physical education and the New Zealand curriculum: Maximising the opportunity. Journal of Physical Education New Zealand, 41(3), 51-61. (Journal Article)Dyson, B., Cowan, J., Gordon, B., Powell, D., & Shulruf, B. (2018). Physical education in Aotearoa new Zealand primary schools: Teachers’ perceptions and policy implications. European Physical Education Review, 24(4), 467-486. https://doi.org/10.1177/1356336X17698083 (Journal Article)Fyall, G. (2017). Graduating physical education student teachers’ perceptions of a critically oriented HPE curriculum: (re)constructing constructivist frameworks in PETE. Asia-Pacific Journal of Health, Sport & Physical Education, 8(3), 211-228. https://doi.org/10.1080/18377122.2017.1345285 (Journal Article)Fyall, G., & Metzler, M. W. (2019). Aligning Critical Physical Education Teacher Education and Models-Based Practice. The Physical Educator, 76(1), 24-56. (Journal Article)Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education (9th ed). New York: McGraw-Hill. (Book)Kirk, D. (2010). Physical education futures. London: Routledge. (Book)Ministry of Education. (2007). Physical activity for healthy confident kids: Guidelines for sustainable physical activity in schools. Learning Media Ltd, Wellington, New Zealand. (Book/Resource)SPARC (Organization : N.Z.). (2007); Developing fundamental skills: Manual; Wellington, N.Z: SPARC. (Book/Resource)
Domestic fee $777.00
International fee $3,375.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
Maximum enrolment is 40
For further information see
School of Health Sciences