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dc.contributor.authorAggerholm, Kenneth
dc.contributor.authorStandal, Øyvind Førland
dc.contributor.authorDean, Barker
dc.contributor.authorHåkan, Larsson
dc.date.accessioned2018-09-13T08:40:16Z
dc.date.available2018-09-13T08:40:16Z
dc.date.created2017-10-03T09:18:40Z
dc.date.issued2017
dc.identifier.citationPhysical Education and Sport Pedagogy. 2018, 23,197-208.nb_NO
dc.identifier.issn1740-8989
dc.identifier.urihttp://hdl.handle.net/11250/2562404
dc.descriptionI Brage finner du siste tekst-versjon av artikkelen, og den kan inneholde ubetydelige forskjeller fra forlagets pdf-versjon. Forlagets pdf-versjon finner du på tandfonline.com / In Brage you'll find the final text version of the article, and it may contain insignificant differences from the journal's pdf version. The definitive version is available at tandfonline.comnb_NO
dc.description.abstractBackground: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account of vita activa to map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration. Purpose: The aim of the paper is to outline a new pedagogical model for physical education: a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model. Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising. Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education.nb_NO
dc.language.isoengnb_NO
dc.subjectmodels-based practicenb_NO
dc.subjectpedagogical modelnb_NO
dc.subjectpractisingnb_NO
dc.subjectphilosophy of physical educationnb_NO
dc.titleOn practising in physical education: outline for a pedagogical modelnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionacceptedVersionnb_NO
dc.source.pagenumber12nb_NO
dc.source.journalPhysical Education and Sport Pedagogynb_NO
dc.identifier.doi10.1080/17408989.2017.1372408
dc.identifier.cristin1501653
dc.description.localcodeSeksjon for kroppsøving og pedagogikk / Department of Physical Educationnb_NO
cristin.unitcode150,35,0,0
cristin.unitnameSeksjon for kroppsøving og pedagogikk
cristin.ispublishedtrue
cristin.fulltextpreprint
cristin.qualitycode1


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