TY - JOUR
T1 - The Value of Performance in Physical Education Teacher Education
AU - Johnson, Tyler G.
PY - 2013/1/1
Y1 - 2013/1/1
N2 - The current philosophical paradigm in higher education, where theory transcends practice, consigns physical education to the bottom of a hierarchy of educational content (Kretchmar, 2005). Leaders of physical education teacher education programs are left with three difficult choices: (a) accept physical education’s lowly position in the hierarchy, (b) emphasize the theory and science of physical activity and teaching to make the program appear academically respectable, or (c) argue for a different philosophical paradigm (Kretchmar, 1996). I contend the final option is the best strategy. Using John Dewey’s philosophy of experience and conception of human intelligence, I argue that skillful performance of dance, games, play, and sport should maintain a more prominent position in physical education teacher education curricula because skillful performance of the content represents a legitimate domain of human activity worthy of significant involvement in an academic program. Also, pre-service teachers need content knowledge derived authentically from the process of becoming skillful performers to teach physical education. Suggestions for activity performance coursework are offered.
AB - The current philosophical paradigm in higher education, where theory transcends practice, consigns physical education to the bottom of a hierarchy of educational content (Kretchmar, 2005). Leaders of physical education teacher education programs are left with three difficult choices: (a) accept physical education’s lowly position in the hierarchy, (b) emphasize the theory and science of physical activity and teaching to make the program appear academically respectable, or (c) argue for a different philosophical paradigm (Kretchmar, 1996). I contend the final option is the best strategy. Using John Dewey’s philosophy of experience and conception of human intelligence, I argue that skillful performance of dance, games, play, and sport should maintain a more prominent position in physical education teacher education curricula because skillful performance of the content represents a legitimate domain of human activity worthy of significant involvement in an academic program. Also, pre-service teachers need content knowledge derived authentically from the process of becoming skillful performers to teach physical education. Suggestions for activity performance coursework are offered.
KW - Dewey
KW - performance
KW - philosophy
KW - physical education
KW - skill
UR - https://scholarworks.boisestate.edu/kinesiology_facpubs/115
UR - http://dx.doi.org/10.1080/00336297.2013.811093
UR - http://www.scopus.com/inward/record.url?scp=84886438552&partnerID=8YFLogxK
U2 - 10.1080/00336297.2013.811093
DO - 10.1080/00336297.2013.811093
M3 - Article
VL - 65
SP - 485
EP - 497
JO - Kinesiology Faculty Publications and Presentations
JF - Kinesiology Faculty Publications and Presentations
IS - 4
ER -