A genealogical analysis of Peter Arnold's conceptual account of meaning in movement, sport and physical education

Abstract

We write as critical theorists who share an interest in how conceptions of physical education are taken forward in policy and practice. In this respect, we are particularly intrigued by Peter Arnold's conceptual account of meaning in movement, sport and physical education, and the subsequent ways in which his ideas have informed national curriculum ambitions. Despite the prominence of Arnold's influence, we are concerned that there has been an insufficiently rigorous and robust review of his theorising to date, particularly in relation to where his ideas originated from. Accordingly, we critically discuss the merits of adopting a genealogical approach in order to support a detailed analysis of Arnold's conceptual account of meaning in movement, sport and physical education; one which especially focuses on learning ‘about’, ‘through’ and ‘in’ movement. We conclude by questioning a number of the complex strands of Arnold's work in the expectation that greater lucidity and purpose can emerge. This it is argued will be beneficial in terms of providing clarity on aim or aims statements in physical education, which in turn can secure greater policy coherence and practice gains.

Keywords:

• Arnold
• Genealogy
• ‘About’, ‘through’ and ‘in’
• Physical education
• Meaning
• Movement

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. These scholarly interviews will be published in two parts by Stolz and Kirk in the academic journal Asia-Pacific Journal of Health, Sport and Physical Education. Please note that the Stolz and Kirk (2013) citation in this article relates to interview data that is not published in part 1 or 2 (see Stolz & Kirk, 2015).