New Zealand's socio-critical physical education curriculum: Three unique pedagogical developments
| dc.contributor.author | Culpan, I. | |
| dc.contributor.author | Bruce, J. | |
| dc.date.accessioned | 2016-08-28T22:59:31Z | |
| dc.date.available | 2016-08-28T22:59:31Z | |
| dc.date.issued | 2013 | en |
| dc.description.abstract | Physical education (PE) in New Zealand/Aotearoa (NZ) has recently undergone some seismic conceptual shifts. This came from the introduction of a socio-critical orientated Health and Physical Education curriculum in 1999.This curriculum required PE teachers to re-think programmes to: - Promote learning of new skills associated in, through and about physical activity and sport and - Enhance, extend, inform and critique the deliberate use of play, exercise, sport and physical activity. The new socio-critical curriculum fostered a 21stC view of learning that promoted students (5 year olds to 18 years) being active, virtuous and critical consumers of the movement culture. The socio-critical orientation for PE necessitated PE teachers to examine alternative visions to what it might mean to be physically educated and to seek alternative pedagogical understandings and practices to acknowledge the emergent strong socio-ecological perspective. Emerging from this has been the implementation of a number of overseas social constructivist PE pedagogical models. Recent developments, unique to NZ, have seen the development of culturally responsive pedagogical models that seek to address the NZ Curriculum’s socio-critical intent – these are; 1. Te Ao Kori – a cultural contextualisation of a Maori celebration of life through movement. Recent research indicates the uptake of this model is happening but concern exists that many non-Maori teachers show reluctance because of its strong cultural orientation. 2. Olympism Education – where the life principles of Olympism are fostered, practised and critiqued to promote a virtuous critical consumer of active lifestyles 3. A Critical Analysis Process Model that seeks to redress the theory/practice nexus across the movement culture. The developers of this model report on its usefulness and practicality particularly at the senior school level. While the intent of this socio-critical curriculum is yet to achieve its potential a small group of NZ scholars are beginning to move into a ‘post’ conceptualisation of PE and further develop programmes to suit 21stC learners – this is a challenge. The development of the three pedagogical models and futurist considerations will be showcased | en |
| dc.identifier.citation | Culpan, I., & Bruce, J. (2013) New Zealand's socio-critical physical education curriculum: Three unique pedagogical developments (pp16-17).. North West University Potchefstroom: South Africa.: Global Forum for Physical Education Pedagogy: Physical education and health promoting best practice., 15-17 May2013. | en |
| dc.identifier.uri | http://hdl.handle.net/10092/12621 | |
| dc.language.iso | en | |
| dc.publisher | University of Canterbury. School of Sport &Physical Education | en |
| dc.rights.uri | https://hdl.handle.net/10092/17651 | |
| dc.subject.anzsrc | Fields of Research::39 - Education::3901 - Curriculum and pedagogy::390111 - Physical education and development curriculum and pedagogy | en |
| dc.title | New Zealand's socio-critical physical education curriculum: Three unique pedagogical developments | en |
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