`I feel enlightened now, but...`: the limits to the pedagogic translation of critical social discourses in physical education

The emancipatory goal that underpins critical theories of teaching and learning is built on a theory of rational self-determination. In the context of physical education, critical educators believe that through a process of enlightenment teachers can recognize and transform elements of injustice and inequality that exist, albeit unwittingly, in their practice. However, despite the broad appeal of this orientation there are relatively few empirical accounts of how theories of enlightenment manifest themselves in the practice of emancipation. Propelled by the lacuna that clearly exists between critical theory and critical practice, this paper reports on the introduction of critical social discourses to a preservice PE program. It uses a case study methodology to report on two student-teachers' engagement with a range of critical social discourses during a year-long PE unit. The paper discusses some of the ways these students engaged with the theory and practice of a critical orientation for teaching and learning in physical education. Aspects of their experiences are then interpreted through Fay's (1987) critical but postmodern "limits to change" thesis. The paper concludes with tempered optimism about the potential for critical social discourses to guide preservice teachers in practical ways.

Teacher attitudes and perceptions of primary school music education at independent schools in South Africa

As South Africa enters the new millennium and is currently in its second term of democracy, the question remains: is outcomes-based education preliminary the way forward for learners in South Africa. The new education system recognises the importance of arts education and specifically music education at the primary school level. This article focuses on music education at independent schools in Gauteng, South Africa. The reporting of this article is based on the author's doctoral thesis entitled "Outcomes-based music education in the foundation phase at independent schools in Gauteng, South Africa". The principal form of research was a questionnaire sent to music teachers at primary schools registered with the Independent Schools Council (ISC). The purpose of the questionnaires was to contribute to a study on teachers' perceptions, attitudes and opinions regarding music education and outcomes-based education. The questionnaire was divided into three main sections, namely: personal and professional details, outcomes-based education and general information. Both open and closed types of questions were employed. The questionnaire yielded both ambivalent views about the change of the education system as well as the inclusion of music as an area of learning within "Arts and Culture". It also identified current teaching trends and exposed areas of weakness that call for attention.

“Through a glass darkly” : a report on trends in school music education provision in Australia

This paper reports on research commissioned by the Music Council of Australia (MCA) on the provision of school music education in Australian states and territories. Using guidelines developed by the principal researcher, a team of state and territory investigators collected data on eleven research questions formulated by MCA’s Research Committee. The principal investigator compiled, analysed and interpreted the state data and synthesised the findings into an overview of
the current situation nationally. One of the major findings was the limited amount of uniform data available from education authorities; indeed, the inadequacy or non-availability of data from some states is a matter of serious concern in terms of public accountability for the school music provision. Nevertheless, the project provided an overview of the current state of school music education in all states and territories. In relation to three of the key indicators (numbers of specialist music teachers, numbers of students taught music, and numbers of students studying music at Year 12), the study revealed that the provision of music has not changed significantly over the past two decades—the situation has either remained static or has improved or declined slightly. The principal recommendation from the project is the need for a more comprehensive survey to be undertaken and a Deakin University team, in collaboration with the MCA as industry partner, will be applying for an ARC Linkage Grant which will investigate effective teaching of music in schools and the preparation of teachers for implementing music programs.

Taking stock of school music education in Victoria: the lessons of history in the present context of the national review

The National Review of School Music Education represents a unique opportunity to identify and find solutions to some of the very long-standing problems in Australian school music education, particularly in the government school sector. This paper is based on the premise that there are lessons to be learned from the over 150 years of music education in Victorian government schools and that it is only by considering the current status, provision and quality of school music from an historical perspective and resolving emergent issues that effective and worthwhile music education can be provided for future generations of Australian students. Developments in school music education since the 1850s are discussed and analysed in terms of the present-day issues to be addressed by National Review and a number of mutually-dependent factors are identified as combining to produce almost cyclic patterns of ebb and flow in the status, provision and quality of music education in Victoria. The paper identifies several such factors requiring immediate attention including the inadequacy of generalist primary teacher education in music, what has effectively become the extra-curricular status of music in many government schools, and the more recent problems associated with 'the over-crowded curriculum' and the emergence of The Arts as the generic Key Learning Area in which Music now finds itself as just one of many arts disciplines. The paper concludes by making three key recommendations for consideration in the context of the current National Review of School Music Education.

Becoming a physical education teacher : contemporary and enduring issues

The only current Australia/New Zealand text designed for students studying in this secondary Key Learning Area. This title offers a contemporary approach to the subject by combining a strong focus on issues of practice with an accessible theoretical perspective.

National report on trends in school music education provision in Australia

"The focus of the project was identified by the Research Committee of the Music Council of Australia as being to provide factual information about designated trends in the provision of school music education in Australia, with possible use of this information in a national campaign in support of music education in Australian schools by the Music Council of Australia."

Becoming a physical education teacher : contemporary and enduring issues

The only current Australia/New Zealand text designed for students studying in this secondary Key Learning Area. This title offers a contemporary approach to the subject by combining a strong focus on issues of practice with an accessible theoretical perspective.

Changing lifestyles: a major responsibility for physical education

Nutritionists, physical and health educators and the medical profession have all expressed concern about the eating habits and sedentary lifestyle of Australian children and the short and long term consequences if we do not change our ways, states the author. Can schools solve the problem? The author examines the effort to strengthen physical education in Australian schools and considers why the subject remains marginal in the curriculum.

Physical education, sport and hyper-masculinity in schools

Among widening social anxieties about practices and performances of contemporary masculinity are questions about the place of hyper-masculine (contact) sports, such as games of football. Foremost are concerns about some of the values and attitudes that appear to circulate within such contexts. With their historical leaning towards character attributes aligned to hardness, solidarity and stoicism, there is growing pressure on coaches and teachers to manage and mediate the participation of young males in this arena. Against this backdrop, this paper explores some of the tensions that emerge in schools when the codes and mores frequently associated with a hyper-masculine sporting identity are seen to flourish. Foremost here is the emergence of cultures of entitlement, abuse and exclusion. Following the illumination of such cultures across three research narratives, this paper discusses the sorts of reforms that are needed to promote more educative and responsible engagement with hyper-masculine sports in, and beyond, schools.

Integrated physical education model

This paper focuses on an Integrated Physical Education Model that links the cyclical model of experiential learning (Kolb, 1971, 1979), the Complete 4MAT System (McCarthy, 1980), and Teaching Games for Understanding (Bunker & Thorpe, 1982). Understanding the similarities between experiential learning and a games-based approach to teaching games may help physical educators to design and to facilitate more beneficial lessons for their students. Key outcomes of successful physical education are students that have the ability to make successful decisions on the field and have awareness of both technical and tactical aspects of games. This discussion of an integrated approach involves playing games, emphasises active involvement, and encourages student decision-making.

Applying self-determination theory to understand the motivation for becoming a physical education teacher

This study explored the reasons people choose physical education teaching as a profession and investigated the relationship of these choices with motivation. Physical education pre-service teachers (n = 324) completed the Academic Motivation Scale (AMS) and a measure of reasons for choosing physical education teaching. Confident interpersonal service reasons were linked with intrinsic motivation; whereas sport and physical activity reasons were related to extrinsic motivation. Enrolling because teaching seemed easy was linked with amotivation. Motivation was similar for different course entry methods, however, females were more intrinsically motivated than males and third year students were lower in motivation than other year levels.