1,069
Views
9
CrossRef citations to date
0
Altmetric
Articles

Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education

ORCID Icon, ORCID Icon & ORCID Icon
Pages 788-801 | Received 20 Nov 2018, Accepted 03 Sep 2019, Published online: 14 Sep 2019

References

  • Baur, N, & Ernst, S. (2011). Towards a process-orientated methodology: Modern social science research methods and Norbert Elias's figurational sociology. The Sociological Review, 59(1), 117–139.
  • Ben-Peretz, M. (1980). Teachers’ role in curriculum development: An alternative approach. Canadian Journal of Education, 5(2), 52–62.
  • Bloyce, D., & Smith, A. (2010). Sport policy and development. Oxon: Routledge.
  • Brown, T. D., & Penney, D. (2018). Examination physical eucation: Policy, pedagogies and possibilities. Oxon: Routledge.
  • Bryman, A. (2012). Social research methods. New York: Oxford University.
  • Camic, C. (1986). The matter of habit. American Journal of Sociology, 91(5), 1039–1087.
  • Carroll, B. (1998). The emergence and growth of examinations in physical education. In K. Green, & K. Hardman (Eds.), Physical education: A reader (pp. 335–352). Oxford: Meyer and Meyer Sport.
  • Casey, A., & O'Donovan, T. (2015). Examination physical education: Adhering to pedagogies of the classroom when coming in from the cold. Physical Education and Sport Pedagogy, 20(4), 347–365.
  • Charmaz, K. (2014). Constructing grounded theory. London: Sage.
  • Chisholm, L. (2005). The making of South Africa's National Curriculum Statement. Journal of Curriculum Studies, 37(2), 193–208.
  • Elias, N. (1978). What is sociology? New York: Comumbia University.
  • Goodson, I. (1983). School subjects and curriculum change. London: The Falmer Press.
  • Goodson, I. (1985). Social histories of the secondary curriculum: Subjects for study. London: Falmer.
  • Goodson, I., & Marsh, C. J. (1996). Studying school subjects: A guide. London: The Falmer Press.
  • Green, K. (2001). Examinations in physical education: A sociological perspective on a ‘new orthodoxy’. British Journal of Sociology of Education, 22(1), 51–73.
  • Green, K. (2002). Physical education teachers in their figurations: A sociological analysis of everyday ‘philosophies’. Sport, Education and Society, 7(1), 65–83.
  • Green, K. (2008). Understanding physical education. London: Sage.
  • Hart, C. (2002). Framing curriculum discursively: Theoretical perspectives on the experiences of VCE physics. International Journal of Science Education, 24(10), 1055–1077.
  • Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. M. (2014). Teacher involvement in curriculum design: Need for support to enhance teachers’ design expertise. Curriculum Studies, 46(1), 33–57.
  • Iannucci, C., & MacPhail, A. (2017). The effects of individual dispositions and workplace factors on the lives and careers of physical education teachers: Twelve years on from graduation. Sport, Education and Society, 24(1), 38–50.
  • Keay, J. (2009). Being influenced or being an influence: New teachers’ induction experiences. European Physical Education Review, 15(2), 225–247.
  • MacPhail, A. (2015). The story of representation (or not) in contributing to the development of a school subject curriculum. Irish Educational Studies, 34(3), 225–243.
  • MacPhail, A., O'Sullivan, M., & Halbert, J. (2008). Physical education and education through sport in Ireland. In G. Klein, & K. Hardman (Eds.), Physical education and sport education in the European Union Vol.2 (pp. 188–201). Paris: Edition Revue EPS.
  • Maher, A. J. (2010). The inclusion of pupils with special educational needs. Sport Science Review, 19(1), 87–115.
  • Mordal-Moen, K., & Green, K. (2014). Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. Sport, Education and Society, 19(4), 415–434.
  • National Council for Curriculum and Assessment (NCCA). (2015). Framework for Junior Cycle. Dublin: Author.
  • NCCA. (2017). Physical Education Curriculum Specification (Leaving Certificate). Dublin: NCCA.
  • Penney, D. (2006). Curriculum construction and change. In D. Kirk, D. Macdonald, & M. O'Sullivan (Eds.), The handbook of physical education (pp. 565–580). London: Sage.
  • Perry, C., Thurston, M., & Green, K. (2004). Involvement and detachment in researching sexuality: Reflections on the process of semistructured interviewing. Qualitative Health Research, 14(1), 135–148.
  • Pitkin, H. F. (1967). The Concept of Representation. Thousand Oaks, CA: University of California Press.
  • Reid, A. (1998). Knowledge, practice and theory in physical education. In K. Green, & K. Hardman (Eds.), Physical education: A reader (pp. 17–35). Oxford: Meyer and Meyer Sport.
  • Scanlon, D., MacPhail, A., & Calderon (2019). Original intentions and unintended consequences: The ‘contentious’ role of assessment in the development of Leaving Certificate Physical Education. Curriculum Studies in Health and Physical Education, 10(1), 71–90.
  • Thornberg, R, & Charmaz, K. (2012). Grounded theory. In S.D. Lapan, M.T. Quartaroli, & F.J. Riemer (Eds.), Qualitative research: An introduction to methods and designs (pp. 41–68). San Francisco, CA: John Wiley and Sons.
  • Thurston, M. (2019). Doing (figurational) research: Using semi-structured interviews in the field of public health. In D Malcolm & V Velija (Eds.), Figurational Research in Sport, Leisure and Health (pp. 115–128). London, UK: Routledge.
  • van Krieken, R. (1998). Norbert Elias. London: Routledge.
  • Vieira, M. B., & Runciman, D. (2008). Representation. Cambridge, UK: Polity Press.
  • Weed, M. (2009). Research quality considerations for grounded theory research in sport and psychology. Psychology of Sport and Exercise, 10, 502–510.
  • Wheeler, Sharon. (2013). Patterns of parenting, class relations and inequalities in education and leisure: A grounded theory (Unpublished doctoral diss.). Chester, UK: University of Chester.
  • You, J. (2011). A self-study of a national curriculum maker in physical education: Challenges to curriculum change. Journal of Curriculum Studies, 43(1), 87–108.
  • Young, M. (1971). Knowledge and control. New directions for the sociology of education. London: Collier Macmillan.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.