Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.825407
Title: An investigation into perceptions of the educational value of physical education
Author: Moodley, Dayanand Manikam
Awarding Body: University of London
Current Institution: University College London (University of London)
Date of Award: 1994
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Abstract:
The general purpose of the Thesis is to chart and analyse the problems that beset PE in terms of its status within the school curriculum. Chapter One of the thesis offers a socio-historical account of PE which highlights the struggle it has always had about status. My subjects too showed concern about its low status in the school curriculum. It would appear that the National Curriculum has thus far done little, if anything to raise the status of PE. This section concludes by discussing a series of legislative acts governing PE from 1870 to the present National Curriculum. Chapters Three, Four and Five demonstrate a piece of sustained curriculum research carried out in the mid 80s. Qualitative in nature and using interviews principally�though with supplementary questionnaire and document analysis- it engages with twenty one people at the very centre of PE practice - teachers, trainee students in their final year of a B .Ed course, teacher educators and leisure centre managers. The data analysis falls into the following folds: - the condition of PE in schools today - the status of PE or the degree of importance attributed to PE vis-a-vis other curriculum areas - the normative conception of PE held by 'the professionals' - their views on its aims and priorities, their views on whom it served, and how they came to those conceptions. Chapter Six is prompted by the fieldwork,while taking the discussion on the educational value of PE into the early 90s. A lengthy chapter develops the author's own conception of educational values in PE by a process of dialogue, first, with a selection of statements of aims in policy documents in the UK from 1860 upto the recent National Curriculum in PE and secondly with a number of leading philosophers of education. This leads to the identification of the following broad aims: aesthetic development, social interaction, achievement and disappointment, health, fitness and exercise. Chapter Seven includes brief discussions of four key issues in PE : the role of the academic, gender, teacher education and relationship to leisure provision.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.825407  DOI: Not available
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