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EXPLORING CHALLENGES IN AUSTRALIAN PHYSICAL EDUCATION CURRICULA PAST AND PRESENT

100%
Pill S.
Journal of Physical Education & Health - Social Perspective
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2016
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vol. 5
|
issue 7
5-17
XX
Australian physical education (PE) is experiencing its second national curriculum reform attempt, with schools around the country at various stages of exploration and implementation of the Curriculum for Health and Physical Education (Australian Curriculum and Assessment Authority, 2014). This paper explores some of the challenges in physical education curriculum implementation past and present. The PE teacher is explained as the key architect of curricula at the school level and therefore the challenge of new curriculum implementation is not so much in the ‘rolling out’ of the artefact but in developing the subject expertise of PE teachers to be able to bring to life the curriculum expectation in the situated realities of the everyday pragmatics of the PE teacher. Principally, I argue the PE teacher must see their role as that of educational designer.
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Odlišnosti ve vnímání interakčního stylu učitelů tělesné výchovy

86%
Janíková M.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2010
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vol. 20
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issue 1
60-79
EN
The paper deals with the interaction style of physical education lower secondary teachers. It is based on Leary’s Interpersonal Behavior Circle, which was used to develop the Questionnaire on Teacher Interaction (QTI). This questionnaire was distributed to lower-secondary teachers of physical education (19) and to their pupils (889) in the regions of South Moravia, Zlin and Olomouc. The findings reflect the differences between the teachers’ self-perception and the way the teachers are seen by the pupils, gender differences in the teachers’ interaction styles and differences caused by the length of practice and the nature of the school subject in which the study was carried out .
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