Sisyphus, Crisis Discourse, and the Theory-Practice Gap in Physical Education: A Polemic

Autor/inn/en	Stolz, Steven A.; Thorburn, Malcolm
Titel	Sisyphus, Crisis Discourse, and the Theory-Practice Gap in Physical Education: A Polemic
Quelle	In: Sport, Education and Society, 25 (2020) 5, S.518-529 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stolz, Steven A.) ORCID (Thorburn, Malcolm)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2019.1614553
Schlagwörter	Physical Education; Educational Theories; Theory Practice Relationship; Educational Practices; Educational Change; Integrated Curriculum + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung; Bildungspraxis; Bildungsreform
Abstract	The constant and perennial plea by academics in the field to reform or change physical education share some similarities with the myth of Sisyphus from Greek mythology. Just as Sisyphus was condemned to an eternity of endless frustration of rolling an enormous stone up a mountain as punishment for trying to be too clever, we argue that if the physical education profession continues down the path of more of the same unquestioned assumptions surrounding notions of change will be tantamount to being condemned like Sisyphus was to the torment of the stone. Part of the problem as we see it relates to insufficiently rigorous engagement with theory, and hence why we argue that physical education could benefit from a shift from a disproportionate focus on practice or practices to theory as a means to closing the gap between theory and practice. We do understand that our position may be uncontroversial to some; however, we equally understand that there will be many who will find our position controversial in the field. From our position, this has become an unavoidable problem due to the inherent way in which the relationship between theory and practice is understood differently by academics, teachers, and other actors in this context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01