Experience, Intersubjectivity, and Reflection: A Human Science Perspective on Preparation of Future Professionals in Adaptive Physical Activity

References

• Bengtsson, J. (2013). Embodied experience in educational practice and research. Studies in Philosophy and Education, 32, 39–53. doi:10.1007/s11217-012-9328-1
   Web of Science ®Google Scholar
• Bouffard, M. (2001). The scientific method, modernism and postmodernism revisited: A reaction to Shephard (1999). Adapted Physical Activity Quarterly, 18, 221–234.
   Web of Science ®Google Scholar
• Bouffard, M., & Reid, G. (2012). The good, the bad, and the ugly of evidence-based practice. Adapted Physical Activity Quarterly, 29, 1–24.
   PubMed Web of Science ®Google Scholar
• Bouffard, M., & Strean, W. B. (2003). Critical thinking and professional preparation. In R. D. Steadward, G. Wheeler, & E. Watkinson (Eds.), Adapted physical activity ( pp. 1–10). Edmonton: University of Albert Press.
   Google Scholar
• Bouffard, M., Strean, W. B., & Davis, W. E. (1998). Questioning our philosophical and methodological research assumptions: Psychological perspectives. Adapted Physical Activity Quarterly, 15, 250–268.
   Web of Science ®Google Scholar
• Brinkmann, S., & Tanggaard, L. (2010). Toward an epistemology of the hand. Studies in Philosophy and Education, 29, 243–257. doi:10.1007/s11217-009-9164-0
   Web of Science ®Google Scholar
• Burkett, B., McNamee, M., & Potthast, W. (2011). Shifting boundaries in sports technology and disability: Equal rights or unfair advantage in the case of Oscar Pistorius? Disability & Society, 26, 643–654. doi:10.1080/09687599.2011.589197
   Web of Science ®Google Scholar
• Connolly, M. (1994). Practicum experiences and journal writing in adapted physical education: Implications for teacher education. Adapted Physical Activity Quarterly, 11, 306–328.
   Google Scholar
• Crossley, N. (1996). Intersubjectivity. The fabric of social becoming. London, England: Sage.
   Google Scholar
• Dewey, J. (1910). How we think. Boston, MA: Heath.
   Google Scholar
• Dewey, J. (1938). Experience & education. New York, NY: Kappa Delta Pi.
   Google Scholar
• Dillon, M. C. (1997). Merleau-Ponty’s ontology (2nd ed.). Evanston, IL: Northwestern University Press.
   Google Scholar
• Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32, 16–25. doi:10.3102/0013189X032003016
   Google Scholar
• Gallagher, S. (1992). Hermeneutics and education. New York: SUNY Press.
   Google Scholar
• Giorgi, A. (1992). The idea of human science. The Humanistic Psychologist, 20, 202–217. doi:10.1080/08873267.1992.9986791
   Google Scholar
• Goodwin, D. L. (2008). Self-regulated dependency: Ethical reflections on interdependence and help in adapted physical activity. Sport, Ethics and Philosophy, 2, 172–184. doi:10.1080/17511320802223477
   Google Scholar
• Goodwin, D. L., & Rossow-Kimball, B. (2012). Thinking ethically about professional practice in adapted physical activity. Adapted Physical Activity Quarterly, 29, 295–309.
   PubMed Web of Science ®Google Scholar
• Heidegger, M. (2000). Introduction to metaphysics. New Haven & London: Yale University Press.
   Google Scholar
• Howe, P. D. (2008). The cultural politics of the paralympic games: Through an anthropolical lense. London, England: Routledge.
   Google Scholar
• Jespersen, E., & McNamee, M. (2008). Philosophy, adapted physical activity and dis/ability. Sport, Ethics and Philosophy, 2, 87–96. doi:10.1080/17511320802267672
   Google Scholar
• Jin, J., & Yun, J. (2010). Evidence-based practice in adapted physical education. Journal of Physical Education, Recreation & Dance, 81(4), 50–54. doi:10.1080/07303084.2010.10598465
   Google Scholar
• Jones, C., & Howe, P. D. (2005). The conceptual boundaries of sport for the disabled: Classification and athletic performance. Journal of the Philosophy of Sport, 32, 133–146. doi:10.1080/00948705.2005.9714678
   Web of Science ®Google Scholar
• Jones, C., & Wilson, C. (2009). Defining advantage and athletic performance: The case of Oscar Pistorius. European Journal of Sport Science, 9, 125–131. doi:10.1080/17461390802635483
   Web of Science ®Google Scholar
• McNamee, M. (1998). Philosophy and physical education: Analysis, epistemology and axiology. European Physical Education Review, 4, 75–91. doi:10.1177/1356336X9800400108
   Google Scholar
• McNamee, M. (2011). After Pistorius: Paralympic philosophy and ethics. Sport, Ethics and Philosophy, 5, 359–361. doi:10.1080/17511321.2011.621393
   Google Scholar
• Menand, L. (2002). The metaphysical club. New York, NY: HarperPerennial.
   Google Scholar
• Merleau-Ponty, M. (2002). Phenomenology of perception. London, England: Routledge.
   Google Scholar
• Norman, M. E., & Moola, F. (2011). ‘Bladerunner or boundary runner’?: Oscar Pistorius, cyborg transgressions and strategies of containment. Sport in Society, 14, 1265–1279. doi:10.1080/17430437.2011.614783
   Google Scholar
• Overgaard, S. (2006). The problem of other minds: Wittgenstein’s phenomenological perspective. Phenomenology and the Cognitive Sciences, 5, 53–73. doi:10.1007/s11097-005-9014-7
   Google Scholar
• Procee, H. (2006). Reflection in education: A Kantian epistemology. Educational Theory, 56, 237–253. doi:10.1111/edth.2006.56.issue-3
   Google Scholar
• Reid, G. (2000). Future directions of inquiry in adapted physical activity. Quest, 52, 369–381. doi:10.1080/00336297.2000.10491724
   Web of Science ®Google Scholar
• Reid, G., Bouffard, M., & MacDonald, C. (2012). Creating evidence-based research in adapted physical activity. Adapted Physical Activity Quarterly, 29, 115–131.
   PubMed Web of Science ®Google Scholar
• Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104, 842–866. doi:10.1111/tcre.2002.104.issue-4
   Web of Science ®Google Scholar
• Shephard, R. (1998). Assumptions inherent in biological research. Adapted Physical Activity Quarterly, 15, 222–235.
   Web of Science ®Google Scholar
• Shephard, R. (1999). Postmodernism and adapted physical activity: A new gnostic heresy? Adapted Physical Activity Quarterly, 16, 331–343.
   Web of Science ®Google Scholar
• Shephard, R. (2001). The scientific method, modernism and postmodernism revisited: A reaction to Bouffard (2001). Adapted Physical Activity Quarterly, 18, 234–239.
   Google Scholar
• Sherrill, C., & DePauw, K. P. (1997). Adapted physical activity and education. In J. D. Massengale & R. A. Swanson (Eds.), The history of exercise and sport science (pp. 39–108). Champaign, IL: Human Kinetics.
   Google Scholar
• Silva, C. F., & Howe, P. D. (2012). Difference, adapted physical activity and human development: Potential contribtuion of capabilities approach. Adapted Physical Activity Quarterly, 29, 25–43.
   PubMed Web of Science ®Google Scholar
• Skjervheim, H. (2002). Deltakar og tilskodar [Participant and spectator]. In J. Hellesnes & G. Skirbekk (Eds.), Hans Skjervheim. Mennesket [Hans Skjervheim. The human] (pp. 20–35). Oslo, Norway: Universitetsforlaget.
   Google Scholar
• Slife, B. D. (1998). Raising the consciousness of researchers: Hidden assumptions in the behavioral sciences. Adapted Physical Activity Quarterly, 15, 208–221.
   Web of Science ®Google Scholar
• Standal, Ø. F. (2008). Celebrating the insecure practitioner. A critique of evidence-based practice in adapted physical activity. Sport, Ethics and Philosophy, 2, 200–215. doi:10.1080/17511320802223527
   Google Scholar
• Standal, Ø. F. (2009). Relation of meaning. A phenomenologically oriented case study of learning bodies in a rehabilitation context. Oslo, Norway: Norwegian School of Sport Sciences.
   Google Scholar
• Standal, Ø. F. (2011). “I learned nothing from him …”: Reflections on problematic issues with peer modeling in rehabilitation. Phenomenology and Practice, 5, 48–58.
   Google Scholar
• Standal, Ø. F., & Moe, V. F. (2013). Reflective practice in physical education and physical education teacher education: A review of the literature since 1995. Quest, 65, 220–240. doi:10.1080/00336297.2013.773530
   Web of Science ®Google Scholar
• Standal, Ø. F., & Rugseth, G. (2014). Practicum in adapted physical activity: A Dewey-inspired action research project. Adapted Physical Activity Quarterly, 31(3), 219–239.
   PubMed Web of Science ®Google Scholar
• Swartz, L., & Watermeyer, B. (2008). Cyborg anxiety: Oscar Pistorius and the boundaries of what it means to be human. Disability & Society, 23, 187–190. doi:10.1080/09687590701841232
   Web of Science ®Google Scholar
• Taylor, C. (2005). Merleau-Ponty and the epistemological picture. In T. Carman & M. B. N. Hansen (Eds.), The Cambridge companion to Merleau-Ponty (pp. 26–49). Cambridge, England: Cambridge University Press.
   Google Scholar
• Thagard, P. (2009). Why cognitive science needs philosophy and vice versa. Topics in Cognitive Science, 1, 237–254. doi:10.1111/tops.2009.1.issue-2
   PubMed Web of Science ®Google Scholar
• Tiles, J. E. (2009). The primacy of practice in Dewey’s experimental empiricism. In M. Cochran (Ed.), The Cambridge companion to Dewey (pp. 101–122). Cambridge, England: Cambridge University Press.
   Google Scholar
• Tiles, J. E. (2010). The primacy of practice in Dewey's experimental empiricism. In M. Cochrane (Ed.), The Cambridge companion to John Dewey (pp. 101–122). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Tsangaridou, N., & Siedentop, D. (1995). Reflective teaching: A literature review. Quest, 47(2), 212–237. doi:10.1080/00336297.1995.10484153
   Web of Science ®Google Scholar
• Van Hilvoorde, I., & Landeweerd, L. (2010). Enhancing disabilities: Transhumanism under the veil of inclusion? Disability and Rehabilitation, 32, 2222–2227. doi:10.3109/09638288.2010.491578
   PubMed Web of Science ®Google Scholar
• Van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 11–30.
   Google Scholar
• Warburton, N. (2004). Philosophy: The basics (4th ed.). London, England: Routledge.
   Google Scholar
• Zahavi, D. (2001). Beyond empathy. Phenomenological approaches to intersubjectivity. Journal of Consciousness Studies, 8, 151–167.
   Web of Science ®Google Scholar