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Reid on knowledge and justification in Physical Education

Parry, S.J. (1998) Reid on knowledge and justification in Physical Education. European Physical Education Review, 4 (1). pp. 70-74. ISSN 1741-2749

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[FIRST PARAGRAPHS] To my knowledge, very little has been written on the educational justification of PE activities for the last decade. Since PE now does have a place on the National Curriculum, albeit arguably a minor one, the justification issue does seem to have been put on the back burner by the profession.

In a recent and welcome addition to the literature, Reid revisits the debate, outlining two ‘conventional assumptions’ made by what he calls the ‘new orthodoxy’ in PE:

1. The ‘early Hirstian’ account3, which sees knowledge as propositional, and education as academic. When applied to PE, this suggests:

2. The distinction between practical performance and the ‘theory’ related to it - i.e. the propositional knowledge of Human Movement Science (HMS).

The paper is a critique of these two assumptions, and a defence of the claim that PE ‘can indeed satisfy the knowledge requirements of education; but ... without making claims to academic significance’ (p95).

Item Type: Article
Copyright, Publisher and Additional Information: © 1998 Sage publishing. This is an author produced version of a paper published in European Physical Education Review. Uploaded in accordance with the publisher's self-archiving policy.
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Arts (Leeds) > School of Humanities (Leeds) > School of Philosophy (Leeds)
The University of Leeds > Faculty of Arts (Leeds) > School of Philosophy, Religion and History of Science (Leeds) > School of Philosophy (Leeds)
Depositing User: Leeds Philosophy Department
Date Deposited: 05 Oct 2007 09:42
Last Modified: 08 Feb 2013 16:55
Published Version: http://dx.doi.org/10.1177/1356336X9800400107
Status: Published
Publisher: Sage Publications
Refereed: Yes
Identification Number: 10.1177/1356336X9800400107
Related URLs:
URI: http://eprints.whiterose.ac.uk/id/eprint/3254

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