Abstract
Many in education suggest that to have studentsadopt healthy and active lifestyles, then theymust be offered meaning rich physical activityexperiences. This paper adds to thisconversation in two ways. First, this paperadds depth and richness to traditionalconceptualizations of the meaning in movement.In doing so, we interrogate the physical,cognitive and affective meaning that studentsmay derive from participation in movement.Second, this paper examines the role ofphysical activity in theme-based, integratedcurriculum. We highlight how physical activitycan be incorporated into theme-based units insubstantial and non-trivial ways.
Similar content being viewed by others
References
Armstrong, T.: 1994. Multiple Intelligences in the Classroom, Association for Supervision and Curriculum Development, Alexandria, VA.
Boyer, M.R.: 1989, 'Trying to Explain', Aethlon: The Journal of Sport Literature 6, 20.
Campbell, J. and Campbell, B.: 1999, Multiple Intelligences and Student Achievement: Success Stories from Six Schools, ASCD, Alexandria, VA.
Carlson, T.B.: 1995, 'We Hate Gym: Student Alienation from Physical Education', Journal of Teaching in Physical Education 14, 467-477.
Chen, A.: 1998, 'Meaningfulness in Physical Education: A Description of High School Students' Conceptions', Journal of Teaching in Physical Education 17, 285-306.
Dewey, J.: 1952, 'The Continuum of Ends-Means', in R.D. Archambault (ed.), John Dewey: On Education, University of Chicago Press, Chicago, pp. 97-107.
Ennis, C.D.: 2000, 'Canaries in the Coal Mine: Responding to Disengaged Students Using Theme-Based Curricula', Quest 52, 119-130.
Ennis, C.D.: 1999, 'Creating a Culturally Relevant Curriculum for Disengaged Girls', Sport, Education and Society 4, 31-49.
Ennis, C.D.: 1998, 'Shared Expectations: Creating a Joint Vision for Urban Schools', in J. Brophy (ed.), Advances in Research on Teaching, JAI, Greenwich, pp. 151-182.
Fahlberg, L.L. and Fahlberg, L.A.: 1994, 'A Human Science for the Study of Movement: An Integration of Multiple Ways of Knowing', Research Quarterly for Exercise and Sport 65, 100-109.
Fahlberg, L.L., Fahlberg, L.A. and Gates, W.: 1992, 'Exercise and existence: Exercise Behavior from an Existential-Phenomenological Perspective', The Sport Psychologist 6, 172-191.
Gibbons, S.L. and Bressan, E.S.: 1991, 'The Affective Domain in Physical Education: A Conceptual Clarification and Curricular Commitment', Quest 43, 78-97.
Jewett, A.E. and Mullan, M.R.: 1977, Curriculum Design: Purposes and Processes in Physical Education Teaching-Learning, AAHPERD, Washington, DC.
Kretchmar, S.R.: 2000, 'Moving and Being Moved: Implications for Practice', Quest 52, 260-272.
Johnson, M.: 1987, The Body in the Mind: The Bodily Basis of Meaning, Imagination and Reason. University of Chicago Press, Chicago.
Lakoff, G. and Johnson, M.: 1999, Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western thought, Basic Books, New York.
Loland, S.: 1992, 'The Mechanics and Meaning of Alpine Skiing: Methodological and Epistemological Notes on the Study of Sport Technique', Journal of the Philosophy of Sport 19, 55-77.
Metheny, E.: 1975, Moving and Knowing, Peek Publications, New York.
Portman, P.A.: 1995, 'Who Is Having Fun in Physical Education Classes? Experiences of Sixth-Grade Students in Elementary and Middle Schools', Journal of Teaching in Physical Education 14, 445-453.
Rintala, J.: 1991, 'The Mind-Body Revisited', Quest 43, 260-279.
Rovegno, I.: 1995, 'Theoretical Perspectives on Knowledge and Learning and a Student Teachers' Pedagogical Content Knowledge of Dividing and Sequencing Subject Matter', Journal of Teaching in Physical Education 14, 284-304.
Stinson, S.: 1995, 'Body of Knowledge', Educational Theory 45, 43-54.
Tinning, R.: 1997, 'Performance and Participation Discourses in Human Movement: Toward a Socially Critical Physical Education', in J.M. Fernandez-Balboa (ed.), Critical Postmodernism in Human Movement, Physical Education and Sport, State University of New York Press, New York, pp. 99-120.
Tinning, R. and Fitzclarence, L.: 1992, 'Postmodern Youth Culture and the Crisis in Australian Secondary Physical Education', Quest 44, 287-303.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
McCaughtry, N., Rovegno, I. Meaning and Movement: Exploring the Deep Connections to Education. Studies in Philosophy and Education 20, 489–505 (2001). https://doi.org/10.1023/A:1012278316019
Issue Date:
DOI: https://doi.org/10.1023/A:1012278316019