Policy Development in Physical Education … The Last Best Chance?

Autor/in	van der Mars, Hans
Titel	Policy Development in Physical Education … The Last Best Chance?
Quelle	In: Quest, 70 (2018) 2, S.169-190 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Mars, Hans)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2018.1439391
Schlagwörter	Physical Education; Educational Policy; Educational History; Behavior Change; Health Behavior; Kinetics; Human Body; Athletics; Elementary Secondary Education; Higher Education; State Policy; Curriculum; Instruction; Teacher Role; Physical Activity Level; Governance; Economic Factors; Commercialization; Barriers; Smoking; Traffic Safety + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Health behaviour; Gesundheitsverhalten; Kinetik; Menschlicher Körper; Leichtathletik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Curricula; Lehrplan; Rahmenplan; Teaching process; Unterrichtsprozess; Lehrerrolle; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Ökonomischer Faktor; Rauchen
Abstract	In this article, I provide a brief historical perspective on how state-level policy was an integral part of the rise of school physical education in the first half of the twentieth century, as well as the evolution of sport pedagogy as a subdiscipline within the field of kinesiology. The role and importance of policy in changing behavior are presented using reductions in tobacco use and improvements in automobile safety as examples. "Impact" of best available research evidence is presented as a multilayered concept, from surface level impact at the personal level to "deep impact" that would be reflected in improved professional practice. The influence of the changing landscapes in K-12 and higher education present both external and internal barriers that, coupled with a lack of awareness (or neglect?) of the role and impact of policy, have hamstrung any appreciable progress in professional practice. In the final section, I argue that unless kinesiology becomes proactive in advocacy toward state-level policy development, school physical education will retain its marginalized place. Initial suggestions are provided to help initiate greater involvement in such policy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01