Learning to Teach Physical Education.

Tinning, Richard. (1993) Learning to teach physical education, by Richard Tinning, David Kirk, John Evans. Sydney : Prentice Hall, 256 p

Unbounded Naturalism

This essay places John McDowell's Mind and World squarely within the context of German idealism. Like German idealists before him, McDowell is concerned with overcoming subjectivism and with defending a robust conception of experience. Yet in the Anglo-American reception of McDowell's Mind and World while much has been made of his relationship to Kant and Hegel, little attention has been paid to the developmental aspect of his ‘partially re-enchanted' naturalism and its role in getting us beyond a conception of disenchanted nature. By cluing us into the issues that surround McDowell's account of our normal upbringing (Bildung) and of our ability to reflect upon it, ‘Unbounded Naturalism' seeks to make clear that McDowell's realism succeeds in bringing the mind back into contact with the world but not without limiting the mind-world relationship considerably. This limitation indicates that one of the problems philosophy faces and that McDowell rightly identifies”namely, that of disenchantment”may require more than the kind of ‘therapeutic' or ‘stoical' solution that McDowell recommends; it may require cultivating a form of dialectical thought that can better face the deeply social and historical disunity between mind and world. Accordingly, the essay follows up its critique of McDowell's ‘conservatism' with a Hegelian-inspired attempt to retain and revise the vital points he makes about experience in particular and about naturalism in general

On the Need for Speculative Philosophy Today

‘On the Need for Speculative Philosophy Today' takes seriously Hegel's claims that speculative philosophy begins in diremption and ends in higher-order conceptualization. To make Hegel's theses more perspicuous, I examine the set of modern life needs”historical, metaphysical, phenomenological, and political”that give rise to speculative philosophy. I then attempt to show that speculative philosophy's ultimate aim is to provide us with higher-order consolation. In the final section, I mean to draw on the second sense of speculation, conjecturing that rational form of inquiry I have undertaken is a propaedeutic to ‘philosophies of action': philosophy of life and public philosophy.

Officials in sport: an evaluation of the progress made by the sport industry in response to the recommendations in the 1994 A Fair Go report

No abstract availabl

Physical and sport education in Australia: organisation, placement and related issues

This paper provides a review of how physical and sport education in Australian schools is organised and administered. The roles and responsibilities of education and sport personnel are outlined. Issues of equity are addressed as is the extent of student participation. Implementation of physical and sport education programs, the links between PE and sport and teacher involvement are also discussed. The context of the new millennium and the place of government schools in Australia provides a backdrop for the interpretation of the review. The review assumes an advocacy orientation, and so presents a position paper that reacts to the macropolitical factors that have had a profound effect on physical and sport education in the past decade. A passive position would fail to inform outsiders of the realities systems, administrators, teachers and students are confronting in Australian schools at the beginning of 21st century..

Sharing teachers\u27 stories of sport education : a summary of findings from the 1994 national SEPEP trials

Sport Education is an innovative curriculum model, increasingly used as a component of upper primary and secondary school physical education programs and exhibiting many parallels with community junior sport. Within normally scheduled physical education lessons, mixed ability teams are formed at the start of a 20 session (approximately) competitive season . In addition to the aim of helping students learn to become good players, Sport Education encourages students to fulfil other roles such as umpiring, acting as a team coach, manager or captain, serving on a sports management board or duty team and working as a publicity officer/journalist. As students assume greater responsibility for learn1hg, teachers relinquish traditional up-front direct teaching roles, often moving off-centre stage to facilitate social, knowledge and skill learning through a range of student-centred learning strategies. The Sport Education model is a process with a potential for educating children into good sporting behaviour and embodies a number of characteristics..

The role of physical education and sport in education (SPINED) : extending at risk students\u27 participation in school life: a case study of progress within a specialist sports school

This case study focused on developments at Clontarf Aboriginal College and Football Academy, a Specialist Sports School in the Perth metropolitan area. The study specifically explored: • the ways in which the development of an Australian Rules Football academy at the school have enhanced opportunities for Aboriginal students, many of whom may be deemed in educational terms \u27at risk\u27, to engage in school life; • the organisational I institutional, social, cultural and economic factors (i) enabling and (ii) inhibiting enhancement of educational and sporting opportunities and take-up of these opportunities by the Aboriginal students; • the extent to which progress achieved within the school context can be mirrored beyond the school, in terms of the lives and lifestyles of the students concerned. The case study highlights the complex dynamics between social, cultural, economic and institutional issues in educational developments that seek to engage students in learning, in school life, in future careers, and in community life, via a central focus on sport. Data collected via institutional records, a questionnaire survey of academy staff, in-depth interviews with staff, and a questionnaire survey of students enrolled at the academy, is reported. The data provides important insights into the challenges and potential of sport-focused initiatives that are directed towards social and educational agendas, and specifically, the life experiences and \u27life chances\u27 of young people who are deemed to be \u27at risk\u27. Developments are described that are fundamentally concerned to both extend and shape the life choices that students make on and beyond the sports field, school grounds and their school years. Data from staff and students points to the football program at Clontarf having a significant impact upon the social and physical development of students, and their current and prospective future lifestyles. Although focusing on a Specialist Sports School, the case study raises many issues relevant to non-specialist schools. The data presented supports the case for investment in clearly focused physical education and school sport programs, and accompanying longitudinal research capable of tracking addressing the long term impact of participation in initiatives such as the football program at Clontarf

Method for Monitoring Quality of Extension Programs: A Dashboard Construction Process

We describe a process for construction and use of a dashboard for monitoring the quality of in-person nonformal education programs. We followed the process to develop a 4-H special interest (SPIN) club dashboard, but the steps are applicable to any education program that includes instruction over multiple sessions. The dashboard construction process comprises selecting performance measures, choosing data collection strategies, designing the content and layout of the dashboard, collecting data, and populating the dashboard with performance metrics. Although these process steps are intuitive, specific decision options within each step can be complex. Our article includes discussion of these complexities in the context of our SPIN club application

Diagnosis, Investigation and Management of Patients with Acute and Chronic Myocardial Injury

The application of high-sensitivity cardiac troponins in clinical practice has led to an increase in the recognition of elevated concentrations in patients without myocardial ischaemia. The Fourth Universal Definition of Myocardial Infarction encourages clinicians to classify such patients as having an acute or chronic myocardial injury based on the presence or absence of a rise or a fall in cardiac troponin concentrations. Both conditions may be caused by a variety of cardiac and non-cardiac conditions, and evidence suggests that clinical outcomes are worse than patients with myocardial infarction due to atherosclerotic plaque rupture, with as few as one-third of patients alive at 5 years. Major adverse cardiovascular events are comparable between populations, and up to three-fold higher than healthy individuals. Despite this, no evidence-based strategies exist to guide clinicians in the investigation of non-ischaemic myocardial injury. This review explores the aetiology of myocardial injury and proposes a simple framework to guide clinicians in early assessment to identify those who may benefit from further investigation and treatment for those with cardiovascular disease