Becoming physical education: the ontological shift to complexity

References

• Adam, B. (2008). The timescapes challenge: Engagement with the invisible. In R. Edwards (Ed.), Researching lives through time: Time, generation and life stories (pp. 7–12). ESRC.
   Google Scholar
• Akkerman, S., & Bakker, A. (2011). Learning at the boundary: An introduction. International Journal of Educational Research, 50, 1–5. doi:10.3102/0034654311404435
   Google Scholar
• Aldous, D., & Brown, D. (2021). A critical analysis of CIMSPA's transformative aspirations for UK Higher education sport and physical activity vocational education and training provision. Sport, Education and Society, doi:10.1080/13573322.2020.1786363
   Web of Science ®Google Scholar
• Augsburg, T. (2014). Becoming transdisciplinary: The emergence of the transdisciplinary individual. World Futures, 70(3-4), 233–247. doi:10.1080/02604027.2014.934639
   Google Scholar
• Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27. doi:10.1080/02671520701809817
   Web of Science ®Google Scholar
• Biesta, G. (2017). The rediscovery of teaching. Routledge.
   Google Scholar
• Biesta, G. (2020). Educational research: An unorthodox introduction. Bloomsbury.
   Google Scholar
• Braidotti, R. (2019). A theoretical framework for the critical posthumanities. Theory, Culture & Society, 36(6), 31–61. https://doi.org/10.1177/0263276418771486
   Web of Science ®Google Scholar
• Burnes, B. (2004). Kurt Lewin and complexity theories: Back to the future? Journal of Change Management, 4(4), 309–325. https://doi.org/10.1080/1469701042000303811
   Google Scholar
• Byrne, D. (1998). Complexity theory and the social sciences. Routledge.
   Google Scholar
• Byrne, D., & Callaghan, G. (2014). Complexity theory and the social sciences (2nd ed.). Routledge.
   Google Scholar
• Cilliers, P. (1998). Complexity and postmodernism. Routledge.
   Google Scholar
• Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching, and research. Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Davis, B., & Sumara, D. (2010). Enabling constraints: Using complexity research to structure collective learning. In J. Butler & L. Griffin (Eds.), More teaching games for understanding: Moving globally (pp. 105–120). Human Kinetics.
   Google Scholar
• Davis, B., Sumara, D., & Luce-Kapler, R. (2008). Engaging minds: Changing teaching in complex times. Routledge.
   Google Scholar
• Deleuze, G. (1968). Difference and repetition (P. Patton, Trans. 1994). Columbia University Press.
   Google Scholar
• Deleuze, G., & Guattari, F. (1980). Capitalism and schizophrenia: A thousand plateaus (B. Massumi, Trans. 1987). University of Minnesota Press.
   Google Scholar
• Ennis, C. (Ed.) (2017). The Routledge handbook of physical education pedagogy. Routledge.
   Google Scholar
• Evans, J. (2014). Ideational border crossings: Rethinking the politics of knowledge within and across disciplines. Discourse: Studies in the Cultural Politics of Education, 35(1), 45–60. https://doi.org/10.1080/01596306.2012.739466
   Web of Science ®Google Scholar
• Gallahue, D., & Cleland-Donnelly, F. (2007). Developmental physical education for all children (4th ed.). Human.
   Google Scholar
• Gell-Mann, M. (1994). The Quark and the Jaguar. Freeman.
   Google Scholar
• Gibson, J. (1979). The ecological approach to visual perception. Houghton Mifflin.
   Google Scholar
• Graham, G., Holt-Hale, L., & Parker, M. (1993). Children moving (3rd ed.). Upper Saddle River NJ.
   Google Scholar
• Head, B. (2019). Forty years of wicked problems literature: Forging closer links to policy studies. Policy and Society, 38(2), 180–197. https://doi.org/10.1080/14494035.2018.1488797
   Web of Science ®Google Scholar
• Jess, M. (2020). Teaching on the edge. In M. Peters & R. Heraud (Eds.), Encyclopedia of educational innovation (pp. 1–6). Springer. https://doi.org/10.1007/978-981-13-2262-4_99-1
   Google Scholar
• Jess, M., Atencio, M., & Thorburn, M. (2011). Complexity theory: Supporting curriculum and pedagogy developments in Scottish physical education. Sport, Education and Society, 16(2), 179–199. https://doi.org/10.1080/13573322.2011.540424
   Web of Science ®Google Scholar
• Jess, M., Carse, N., & Keay, J. (2016). The primary physical education curriculum process: More complex that you might think!!. Education 3-13, doi:10.1080/03004279.2016.1169482
   Google Scholar
• Jess, M., & McMillan, P. (2021). How do I engage across disciplines? Course 6. The Edinburgh innovation engage programme. University of Edinburgh.
   Google Scholar
• Jess, M., McMillan, P., & Carse, N. (2022). Physical education and health: A bright future? In L. Cale & J. Harris (Eds.), Physical education pedagogies for health. Routledge. https://doi.org/10.4324/9781003225904
   Google Scholar
• Khalil, E. L., & Boulding, K. E. (Eds.). (1996). Evolution, order and complexity. Routledge.
   Google Scholar
• Kirk, D. (2010). Physical education futures. Routledge.
   Google Scholar
• Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45(9), 973–986. https://doi.org/10.1080/00131857.2013.785352
   Web of Science ®Google Scholar
• Lamont, M., Pendergrass, S., & Pachucki, M. (2016). Symbolic boundaries. International Encyclopedia of the Social & Behavioral Sciences, 23, https://doi.org/10.1016/B978-0-08-097086-8.10416-7
   Google Scholar
• MacNamara, A., Collins, D., Bailey, R., Toms, M., Ford, P., & Pearce, G. (2011). Promoting lifelong physical activity and high level performance: Realising an achievable aim for physical education. Physical Education & Sport Pedagogy, 16(3), 265–278. https://doi.org/10.1080/17408989.2010.535200
   Web of Science ®Google Scholar
• Marques, J. (2013). Courage in the twenty-first century: The Art of successful Job transition. Palgrave Pivot.
   Google Scholar
• Maton, K. (2009). Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building. British Journal of Sociology of Education, 30(1), 43–57. https://doi.org/10.1080/01425690802514342
   Web of Science ®Google Scholar
• May, T. (2003). When is a Deleuzian becoming? Continental Philosophy Review, 36(2), 139–153. https://doi.org/10.1023/A:1026036516963
   Web of Science ®Google Scholar
• May, T. (2005). Gilles Deleuze: An introduction. Cambridge University Press.
   Google Scholar
• McGregor, S. (2018). Philosophical underpinnings of the transdisciplinary research methodology. Transdisciplinary Journal of Engineering & Science, 9, 182–198. https://doi.org/10.22545/2018/00109
   Google Scholar
• Meadows, D. (2008). Thinking in systems: A primer. Chelsea Green Publishing.
   Google Scholar
• Mitchell, M. (2009). Complexity: A guided tour. Oxford University Press.
   Google Scholar
• Morrison, K. (2003). Complexity theory and curriculum reforms in Hong Kong. Pedagogy, Culture & Society, 11(2), 279–302. https://doi.org/10.1080/14681360300200174
   Google Scholar
• Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. In M. Mason (Ed.), Complexity theory and the philosophy of education (pp. 16–31). Wiley-Blackwell.
   Google Scholar
• Morrison, K. (2010). Complexity theory, school leadership and management: Questions for theory and practice. Educational Management Administration & Leadership, 38(3), 374–393. https://doi.org/10.1177/1741143209359711
   Web of Science ®Google Scholar
• Nicolescu, B. (2002). Manifesto of transdisciplinarity. State University of New York (SUNY) Press.
   Google Scholar
• O’Connor, J., & Jess, M. (2019). From silos to crossing borders in physical education. Sport, Education and Society, 25(4), 409–422. doi:10.1080/13573322.2019.1611557
   Web of Science ®Google Scholar
• O’Connor, J., & Penney, D. (2021). Informal sport and curriculum futures: An investigation of the knowledge, skills and understandings for participation and the possibilities for physical education. European Physical Education Review, 27(1), 3–26. https://doi.org/10.1177/1356336X20915937
   Web of Science ®Google Scholar
• Ovens, A., Hopper, T., & Butler, J. (Eds.). (2012). Complexity thinking in physical education: Reframing curriculum, pedagogy and research. Routledge.
   Google Scholar
• Ozoliņš, J., & Stolz, S. (2013). The place of physical education and sport in education. Educational Philosophy and Theory, 45(9), 887–891. https://doi.org/10.1080/00131857.2013.799320
   Web of Science ®Google Scholar
• Penney, D., & Jess, M. (2004). Physical education and physically active lives: A lifelong approach to curriculum development. Sport, Education and Society, 9(2), 269. doi:10.1080/1357332042000233985
   Web of Science ®Google Scholar
• Prigogine, I. (1976). Order through fluctuations: Self-organization and social system. In E. Jantsch & C. Waddington (Eds.), Evolution and consciousness: Human systems in transition (pp. 93–130). Addison-Wesley.
   Google Scholar
• Reynolds, C. (1987). Flocks, herds and schools: A distributed behavioral model. ACM SIGGRAPH Computer Graphics, 21(4), 25–34. https://doi.org/10.1145/37402.37406
   Google Scholar
• Robinson, J. (2008). Being undisciplined: Transgressions and intersections in academia and beyond. Futures, 40(1), 70–86. https://doi.org/10.1016/j.futures.2007.06.007
   Web of Science ®Google Scholar
• Sanches Neto, L., Venâncio, L., & Ovens, A. P. (2021). Special issue – editorial introduction – physical education teacher education and its complexities: Mapping contexts for research and sharing experiences from Brazil. Sport, Education and Society, 26(7), 697–703. https://doi.org/10.1080/13573322.2021.1905624
   Web of Science ®Google Scholar
• Scottish Executive. (2004). A curriculum for excellence: The curriculum review group.
   Google Scholar
• Silk, M., Andrews, L., & Thorpe, H. (Eds.). (2017). Routledge handbook of physical cultural studies. Routledge.
   Google Scholar
• Tinning, R. (2015). Commentary on research into learning in physical education: Towards a mature field of knowledge. Sport, Education and Society, 20(5), 676–690. https://doi.org/10.1080/13573322.2014.994491
   Web of Science ®Google Scholar
• Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
   Google Scholar
• Urry, J. (2005). The complexities of the global. Theory, Culture & Society, 22(5), 235–254. https://doi.org/10.1177/0263276405057201
   Web of Science ®Google Scholar
• Warburton, D. E. R., & Bredin, S. S. D. (2017). Health benefits of physical activity: a systematic review of current systematic reviews. Current Opinions in Cardiology, 32(5), 541–556. doi:10.1097/HCO.0000000000000437
   PubMed Web of Science ®Google Scholar
• Warburton, D., Nicol, C., & Bredin, S. (2006). Health benefits of physical activity: The evidence. Canadian Medical Association Journal, 174(6), 801–809. https://doi.org/10.1503/cmaj.051351
   PubMed Web of Science ®Google Scholar
• Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246. https://doi.org/10.1177/135050840072002
   Web of Science ®Google Scholar
• Whitehead, M. (Ed.). (2010). Physical literacy: Throughout the life course. Routledge.
   Google Scholar