737
Views
3
CrossRef citations to date
0
Altmetric
Original Articles

Intelligence, Practice and Virtue: A Critical Review of the Educational Benefits of Expertise in Physical Education and Sport

References

  • Annas, J. 1995. Virtue as a skill. International Journal of Philosophical Studies 3 (2): 227–43.10.1080/09672559508570812
  • Annas, J. 2008. The phenomenology of virtue. Phenomenology and the Cognitive Sciences 7 (1): 21–34.10.1007/s11097-007-9068-9
  • Annas, J. 2011. Intelligent virtue. Oxford: Oxford University Press.10.1093/acprof:oso/9780199228782.001.0001
  • Aristotle. 2004. The Nicomachean ethics. London: Penguin.
  • Arnold, P. 1979. Meaning in movement, sport and physical education. London: Heinemann.
  • Author. and J. MacAllister. 2013. Dewey, interest and well-being: Prospects for improving the educational value of physical education. Quest 65 (4): 458–68.
  • Author. and S. Stolz. 2015. Embodied learning and school-based physical culture: Implications for professionalism and practice in physical education. Sport, Education and Society Available at http://www.tandfonline.com/doi/full/10.1080/13573322.2015.1063993.
  • Baehr, J. 2011. The inquiring mind. Oxford: Oxford University Press.10.1093/acprof:oso/9780199604074.001.0001
  • Barrow, R. 2008. Education and the body: Prolegomena. British Journal of Educational Studies 56 (3): 272–8510.1111/j.1467-8527.2008.00415.x
  • Besser-Jones, L. 2012. The motivational state of the virtuous agent. Philosophical Psychology 25 (1): 93–108.10.1080/09515089.2011.569914
  • Carr, D. 1998. What moral significance has physical education? A question in need of disambiguation. In Ethics and sport, edited by M.J. McNamee and S.J. Parry. London: E&FN Spon: 119–33.
  • Csikszentmihalyi, M. 1991. Flow: The psychology of optimal experience. New York, NY: HarperCollins.
  • Dewey, J. 1938. Experience and education. New York, NY: Macmillan.
  • Dreyfus, H.L. 2002. Intelligence without representation – Merlau-Ponty’s critique of mental representation the relevance of phenomenology to scientific explanation. Phenomenology and Cognitive Sciences 1 (4): 367–83.10.1023/A:1021351606209
  • Hacker-Wright, J. 2015. Skill, practical wisdom, and ethical naturalism. Ethical Theory Moral Practice 18 (5): 983–93.10.1007/s10677-015-9566-8
  • Hirst, P.H. 1993. Education, knowledges and practices. In Beyond liberal education: Essays in honour of Paul H. Hirst, edited by R. Barrow and P. White. London: Routledge: 184–99.
  • Jacobson, D. 2005. Seeing by feeling: Virtues, skills, and moral perception. Ethical Theory Moral Practice 8 (4): 387–409.10.1007/s10677-005-8837-1
  • Kirk, D. 1988. Physical education and curriculum study: A critical introduction. London: Croom Helm.
  • Kirk, D. 2010. Physical education futures. London: Routledge.
  • Kirk, D. 2013. Educational value and models-based practice in physical education. Educational Philosophy and Theory 45 (9): 973–86.10.1080/00131857.2013.785352
  • Lee, C. and M.J. Taylor. 2013. Moral education trends over 40 years: A content analysis of the Journal of Moral Education (1971–2011). Journal of Moral Education 42 (4): 399–429.10.1080/03057240.2013.832666
  • MacAllister, J. 2013. The ‘physically educated’ person: Physical education in the philosophy of Reid, Peters and Aristotle. Educational Philosophy and Theory 45 (9): 908–20.10.1080/00131857.2013.785353
  • MacIntyre, A. 2007. After virtue: A study in moral theory. London: Duckworth.
  • McNamee, M. 2009. The nature and values of physical education. In The Routledge reader in physical education, edited by R. Bailey and D. Kirk. London: Routledge: 9–28.
  • McNamee, M. and R. Bailey. 2010. Physical education. In The Sage handbook of philosophy of education, edited by R. Bailey, R. Barrow, D. Carr and C. McCarthy. London: Sage: 467–80.10.4135/9781446200872
  • Nussbaum, M.C. 2011. Creating capabilities. Cambridge, MA: Harvard University Press.10.4159/harvard.9780674061200
  • Ozolins, J. 2013. The body and the place of physical activity in education: Some classical perspectives. Educational Philosophy and Theory 45 (9): 892–907.10.1080/00131857.2013.785356
  • Peters, R.S. 1966. Ethics and education. London: Allen & Unwin.
  • Reid, A. 1996a. The concept of physical education in current curriculum and assessment policy in Scotland. European Physical Education Review 2 (1): 7–18.10.1177/1356336X9600200102
  • Reid, A. 1996b. Knowledge, practice and theory in physical education. European Physical Education Review 2 (2): 94–104.10.1177/1356336X9600200202
  • Reid, A. 2013. Physical education, cognition and agency. Cognition and Agency, Educational Philosophy and Theory 45 (9): 921–33.
  • Spoule, J., S. Ollis, S. Gray, M. Thorburn, P. Allison, and P. Horton. 2011. Promoting perseverance and challenge in physical education: the missing ingredient for improved games teaching. Sport, Education and Society 16 (5): 665–84.10.1080/13573322.2011.601149
  • Stichter, M. 2007. Ethical expertise: The skill model of virtue. Ethical Theory and Moral Practice 10 (2): 183–94.10.1007/s10677-006-9054-2
  • Stolz, S. 2013. Phenomenology and physical education. Educational Philosophy and Theory 45 (9): 949–62.10.1080/00131857.2013.785355
  • Surprenant, C.W. 2014. Physical education as a prerequisite for the possibility of human virtue. Educational Philosophy and Theory 46 (5): 527–35.10.1080/00131857.2013.779210
  • Swartwood, J.D. 2013. Wisdom as an expert skill. Ethical Theory and Moral Practice 16 (3): 511–28.
  • Thorburn, M. 2007. Achieving conceptual and curriculum coherence in high-stakes school examinations in physical education. Physical Education and Sport Pedagogy 12 (2): 163–84.
  • Thorburn, M. 2008. Articulating a Merleau-Pontian phenomenology of physical education: The quest for active student engagement and authentic assessment in high-stakes examination awards. European Physical Education Review 14 (2): 263–80.
  • Zagzebski, L. 1996. Virtues of the mind. New York, NY: Cambridge University Press.10.1017/CBO9781139174763

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.