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Sport, Education and Society Volume 17, 2012 - Issue 3
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Original Articles

A sociocultural perspective as a curriculum change in health and physical education

Ken Cliff University of Newcastle, AustraliaCorrespondence[email protected]
Pages 293-311 | Published online: 22 Aug 2011

Citations (35)

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Read on this site (22)

Kendall Jarrett, Belinda Cooke, Stephen Harvey & Victor Lopez-Ros. (2023) Discussing the Case for Use of Practically Assessed Structured Scenarios (PASS) as a Mode of Assessment in Physical Education Teacher Education and Sport Coaching Programs. Journal of Physical Education, Recreation & Dance 94:6, pages 29-36.
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Rachael Dixon & Jenny Robertson. (2023) Paradigms of health education in Aotearoa New Zealand: a heuristic for critiquing the promises, practices, and potential of school-based health education. Curriculum Studies in Health and Physical Education 14:1, pages 56-72.
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Shane Pill, John R. Evans, John Williams, Michael J. Davies & Mary-Anne Kirk. (2022) Conceptualising games and sport teaching in physical education as a culturally responsive curriculum and pedagogy. Sport, Education and Society 27:9, pages 1005-1019.
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Joanne Hill, J. L. Walton-Fisette, M. Flemons, R. Philpot, S. Sutherland, S. Phillips, S. B. Flory & A. Ovens. (2022) Social justice knowledge construction among physical education teacher educators: the value of personal, professional, and educational experiences. Physical Education and Sport Pedagogy 0:0, pages 1-13.
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Laura Alfrey, Geraldine Burke, Justen O’Connor & Clare Hall. (2021) Learning about health through ‘intergenerational arts-led pedagogies’ in health and physical education: exploring pedagogical possibilities. Sport, Education and Society 26:8, pages 815-830.
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Karen Shelley & Louise McCuaig. (2020) Socio-critical lenses and threshold concepts in health, sport and physical education teacher education. Sport, Education and Society 25:7, pages 764-778.
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Dillon Landi, Shrehan Lynch & Jennifer Walton-Fisette. (2020) The A–Z of Social Justice Physical Education: Part 2. Journal of Physical Education, Recreation & Dance 91:5, pages 20-27.
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Shrehan Lynch & Matthew Curtner-Smith. (2020) Faculty members engaging in transformative PETE: a feminist perspective. Sport, Education and Society 25:1, pages 43-56.
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Joanne Hill, Rod Philpot, Jennifer L. Walton-Fisette, Sue Sutherland, Michelle Flemons, Alan Ovens, Sharon Phillips & Sara B. Flory. (2018) Conceptualising social justice and sociocultural issues within physical education teacher education: international perspectives. Physical Education and Sport Pedagogy 23:5, pages 469-483.
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Valeria Varea. (2018) Mixed messages: pre-service Health and Physical Education teachers’ understandings of health and the body and the expectations of the Australian curriculum. Sport, Education and Society 23:3, pages 244-256.
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Göran Gerdin, Rod Philpot & Wayne Smith. (2018) It is only an intervention, but it can sow very fertile seeds: graduate physical education teachers’ interpretations of critical pedagogy. Sport, Education and Society 23:3, pages 203-215.
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Donna Barwood, Dawn Penney & Christine Cunningham. (2017) A paradox or a culture of acceptance? The idiosyncratic workforce delivering health education in lower secondary government schools in Western Australia. Asia-Pacific Journal of Health, Sport and Physical Education 8:3, pages 193-209.
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Jo Harris & Gemma Leggett. (2015) Influences on the expression of health within physical education curricula in secondary schools in England and Wales. Sport, Education and Society 20:7, pages 908-923.
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Mikael Quennerstedt & Håkan Larsson. (2015) Learning movement cultures in physical education practice. Sport, Education and Society 20:5, pages 565-572.
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Jo Harris & Gemma Leggett. (2015) Testing, training and tensions: the expression of health within physical education curricula in secondary schools in England and Wales. Sport, Education and Society 20:4, pages 423-441.
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José Devís-Devís, Vicente J. Beltrán-Carrillo & Carmen Peiró-Velert. (2015) Exploring socio-ecological factors influencing active and inactive Spanish students in years 12 and 13. Sport, Education and Society 20:3, pages 361-380.
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Ki-Cheon Lee & Soon-Mook Cho. (2014) The Korean national curriculum for physical education: a shift from edge to central subject. Physical Education and Sport Pedagogy 19:5, pages 522-532.
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Louise McCuaig, Kristie Carroll & Doune Macdonald. (2014) Enacting critical health literacy in the Australian secondary school curriculum: the possibilities posed by e-health. Asia-Pacific Journal of Health, Sport and Physical Education 5:3, pages 217-231.
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Doune Macdonald. (2014) Sacred ties and fresh eyes: voicing critical public health perspectives in curriculum-making. Critical Public Health 24:2, pages 239-247.
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Deana Leahy, Gabrielle O'Flynn & Jan Wright. (2013) A critical ‘critical inquiry’ proposition in Health and Physical Education. Asia-Pacific Journal of Health, Sport and Physical Education 4:2, pages 175-187.
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Doune Macdonald. (2013) The new Australian Health and Physical Education Curriculum: a case of/for gradualism in curriculum reform?. Asia-Pacific Journal of Health, Sport and Physical Education 4:2, pages 95-108.
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Mary O'Sullivan. (2013) New directions, new questions: relationships between curriculum, pedagogy, and assessment in physical education. Sport, Education and Society 18:1, pages 1-5.
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Articles from other publishers (13)

Wing-Fu Lai. (2023) Integrating sociocultural perspectives into a university classroom: A case study of students' experience. Heliyon 9:6, pages e17228.
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Pirkko Raudaskoski. 2023. Affectivity and Learning. Affectivity and Learning 175 191 .
John Williams, Michael J. Davies, Brendan SueSee & Dylan Hunt. (2021) Teachers’ experiences of teaching the Australian Health and Physical Education Health Benefits of Physical Activity curriculum and the need for greater reality congruence. Curriculum Perspectives 42:1, pages 27-37.
Crossref
Thea Werkhoven. (2020) Designing, implementing and evaluating an educational intervention targeting weight bias and fat stereotyping. Journal of Health Psychology 26:12, pages 2084-2097.
Crossref
John Williams & Michael J. Davies. (2021) The role of teacher educator professional learning in reconfiguring physical education. Curriculum Perspectives 41:2, pages 201-211.
Crossref
John Williams & Shane Pill. (2021) Traditional Asian Games, Doing Critical Pedagogy and the Knowledge That Actually Counts in Australian Physical Education Teacher Education. Journal of Teaching in Physical Education, pages 1-11.
Crossref
Shrehan Lynch & Matthew D. Curtner-Smith. (2019) “The Education System is Broken:” The Influence of a Sociocultural Foundations Class on the Perspectives and Practices of Physical Education Preservice Teachers. Journal of Teaching in Physical Education 38:4, pages 377-387.
Crossref
Rebecca Olson, Penelope Laidlaw & Kylie Steel. (2016) ‘No one wants to be taught from a textbook!’. European Physical Education Review 23:4, pages 499-516.
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Jennifer Fane & Samantha Schulz. (2017) Working against “pedagogic work”. Health Education 117:5, pages 511-528.
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Catherine D. Ennis. (2015) Knowledge, transfer, and innovation in physical literacy curricula. Journal of Sport and Health Science 4:2, pages 119-124.
Crossref
Mikael Quennerstedt, Claes Annerstedt, Dean Barker, Inger Karlefors, Håkan Larsson, Karin Redelius & Marie Öhman. (2014) What did they learn in school today? A method for exploring aspects of learning in physical education. European Physical Education Review 20:2, pages 282-302.
Crossref
Catherine D. Ennis. (2014) What Goes Around Comes Around … Or Does It? Disrupting the Cycle of Traditional, Sport-Based Physical Education. Kinesiology Review 3:1, pages 63-70.
Crossref
Erin Cameron, Jan Oakley, Gerald Walton, Constance Russell, Lori Chambers & Teresa Socha. 2014. International Handbook of Educational Leadership and Social (In)Justice. International Handbook of Educational Leadership and Social (In)Justice 687 704 .

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