Pedagogy, Sport Pedagogy, and the Field of Kinesiology
Pedagogy, Sport Pedagogy, and the Field of Kinesiology
复制标题
教育学、运动教育学和运动机能学领域
DOI：
10.1080/00336297.2008.10483589
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发表时间：
2008
期刊：
影响因子：
2.8
通讯作者：
R. Tinning
中科院分区：
文献类型：
--
作者：
R. Tinning
术语教育学在运动机能学领域已经变得无处不在，运动教育学现在已经牢固地确立为一个可信的学术分支学科。尽管我们的欧洲同事多年来一直使用“教育学”和“运动教育学”这两个术语（见Crum，1986; Haag，2005），但英语世界的运动机能学直到最近才接受这些术语。然而，使用的增加并不一定等同于对这些术语含义的一致或共同理解。因此，本文的目的是做一些“语言”（柯克，1991年;波兹曼，1989年），以阐明教育学和体育教育学的含义，并在这样做，也许激发进一步考虑他们在运动机能学的使用。我将主张一种教育学的概念，它是生成性的，使我们能够思考知识生产和复制的过程，跨越运动机能学的许多子学科，包括但不限于运动教育学。最后，我将考虑教育工作的概念，为分析体育教育学对我们如何了解身体活动、身体和健康的理解的贡献提供了一个有用的概念。
The term pedagogy has become ubiquitous in the field of kinesiology, and sport pedagogy is now firmly established as a credible academic subdiscipline. Notwithstanding the fact that our European colleagues had been using the terms pedagogy and sport pedagogy for many years (see Crum, 1986; Haag, 2005), the English-speaking world of kinesiology has only relatively recently embraced the terms. Increased use, however, does not necessarily equate with coherent or shared understandings of what the terms mean. Accordingly, the purpose of this article is to do some “languaging” (Kirk, 1991; Postman, 1989) to shed some light on the meanings of pedagogy and sport pedagogy and in so doing perhaps stimulate further consideration of their use in kinesiology. I will argue for a notion of pedagogy that is generative in enabling us to think about the process of knowledge production and reproduction across the many subdisciplines of kinesiology, including, but not limited to, sport pedagogy. Finally I will consider the notion of pedagogical work as providing a useful concept for analyzing the contribution of sport pedagogy to understandings related to how we come to know about physical activity, the body, and health.
DOI：
10.5860/choice.28-1672
发表时间：
1990
期刊：
--
影响因子：
--
作者：
W. Houston;M. Haberman;J. Sikula
通讯作者：
W. Houston;M. Haberman;J. Sikula