Lost in translation? – The “integration of theory and practice” as a central focus for senior schooling Physical Education Studies
type: CreativeWork
description: In February 2007 a new senior secondary Physical Education Studies (PES) was introduced in Western Australia (WA). The course was one of some 50 new courses that were developed in conjunction with the introduction of a new Western Australian Certificate of Education (WACE). Notably, the rationale for PES claimed that the “integration of theory and practice is central to studies in this course” (Curriculum Council of WA [CCWA], 2009, p. 2). Focusing on the initial years of implementation this study explored curriculum change and reform within the Health and Physical Education (HPE) Learning Area and specifically, in the context of PES in Western Australia (WA), to consider the extent to which this significant course intention has been realised. Accordingly, the study investigated the discourse(s) that formed PES in WA, before using this as a backdrop to examine the notion of integrated theory and practice in “enactment” (Ball, Maguire, Braun, Hoskins, & Perryman, 2012, p. 6). In particular, the study addressed the dynamic relationship between curriculum, assessment and pedagogy, and sought a better understanding of the policy making and course design intentions that formed PES, and the representation, expression and contestation of varied discourse. The study had the ultimate aim of identifying “creative and original” (Ball et al., 2012) practice in the field of senior school physical education (PE), and specifically integrated theory and practice pedagogy. Literature that locates the study in the context of policy and enactment is reviewed, before attention turns to the field of pedagogical practice in PE as linked to senior secondary school, and in particular Bernstein’s conceptualisation of pedagogic discourse (1990) and Arnold’s (1979) concepts or dimensions, namely ‘in, through and about’ movement. The study employed a phased approach, investigating three research questions with findings from Phase 1 (research question one) informing and providing a backdrop to …
abstract: In February 2007 a new senior secondary Physical Education Studies (PES) was introduced in Western Australia (WA). The course was one of some 50 new courses that were developed in conjunction with the introduction of a new Western Australian Certificate of Education (WACE). Notably, the rationale for PES claimed that the “integration of theory and practice is central to studies in this course” (Curriculum Council of WA [CCWA], 2009, p. 2). Focusing on the initial years of implementation this study explored curriculum change and reform within the Health and Physical Education (HPE) Learning Area and specifically, in the context of PES in Western Australia (WA), to consider the extent to which this significant course intention has been realised. Accordingly, the study investigated the discourse(s) that formed PES in WA, before using this as a backdrop to examine the notion of integrated theory and practice in “enactment” (Ball, Maguire, Braun, Hoskins, & Perryman, 2012, p. 6). In particular, the study addressed the dynamic relationship between curriculum, assessment and pedagogy, and sought a better understanding of the policy making and course design intentions that formed PES, and the representation, expression and contestation of varied discourse. The study had the ultimate aim of identifying “creative and original” (Ball et al., 2012) practice in the field of senior school physical education (PE), and specifically integrated theory and practice pedagogy. Literature that locates the study in the context of policy and enactment is reviewed, before attention turns to the field of pedagogical practice in PE as linked to senior secondary school, and in particular Bernstein’s conceptualisation of pedagogic discourse (1990) and Arnold’s (1979) concepts or dimensions, namely ‘in, through and about’ movement. The study employed a phased approach, investigating three research questions with findings from Phase 1 (research question one) informing and providing a backdrop to …
author: Jones, Andrew
keywords: Physical Education, Senior schooling, pedagogy, curriculum, assessment, policy, Educational Methods, Health and Physical Education
date published: 2017-01-01T08:00:00Z
date modified: 2026-07-27T19:22:16Z
provider: Edith Cowan University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Edith Cowan University, Research Online, Perth, Western Australia