Constructivist Pedagogies for Olympism Education

Autor/inn/en	Culpan, Ian; McBain, Sue
Titel	Constructivist Pedagogies for Olympism Education
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 3 (2012) 2, S.95-108 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2012.700690
Schlagwörter	Physical Education; Student Attitudes; Ethics; Foreign Countries; Constructivism (Learning); Athletics; Competition; Criticism; Physical Activities; Praxis; New Zealand + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Schülerverhalten; Ethik; Ausland; Leichtathletik; Wettkampf; Kritik; Neuseeland
Abstract	Olympism as a philosophical concept has been highly contested and challenged for its relevancy in a contemporary world. Some scholars argue that Olympism is simply a relic of the modern age and has little educative and/or social legitimacy. Others argue that despite the criticism and its contested nature it remains one of the most coherent and systematised ethical explanations of sport to have emerged. This article argues that Olympism does have educative and social worth if the conception of the concept is contextualised, coherently structured and located within physical education. In arguing for Olympism and its educative value, the article clearly distances itself from the dominant forms of Olympic education programmes across the globe and highlights that the various forms of this have negligible pedagogical worth and seem to propagate the Olympic ideal as an unproblematic good. Instead, this article supports Olympism education within a physical education context with particular reference to the New Zealand curriculum. By drawing on a synthesised constructivist pedagogical framework it is argued that Olympism provides opportunities to explore individual meaning-making, develop virtuous behaviours, examine the educative and social nature of sport, understand the humanist positioning of Olympism and foster a critical tradition. By utilising pedagogies commensurate with constructivism, it is argued that students will have opportunities to holistically critique physical activity, sport and Olympism and in so doing develop a critical consciousness that will encourage them to take social actions against injustices, inequalities, rampant consumerism and non-ethical and non-virtuous behaviours. The authors conclude their argument by acknowledging the complexity of the task and highlight the importance of bridging the praxis nexus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10