This is a research essay that I completed in my topic Health and PE Curriculum at Flinders University in 2014. The essay demonstrates achievement towards focus area 6.2 as evidence that I have gained professional knowledge in the construction of the Physical Education Curriculum. Additionally the reference list provides evidence towards focus area 7.1.
Meaning in movement, sport and physical education by Peter James Arnold was first published in 1979 and details ‘education in, through and about movement’. Some 40 years later, it is these three dimensions that have been used as a framework to develop physical education in the Australian Curriculum. Ideas and theories on how to teach students are constantly evolving, but ‘education in, through and about movement’ appears to have withstood the test of time. It can be connected to the DECS Learner Wellbeing Framework for birth to year 12 (2007) and Pill’s (2006) Promoting Physical Activity and Health in Schools. This makes it a powerful construction when considering students’ learning. As a teacher it will be important to draw upon ‘education in, through and about movement’ in order for my students to build on their skills and knowledge, find enjoyment in physical education to benefit their health, fitness and wellbeing throughout their lives.
Arnold contested the view that physical education needed to be intellectually worthy and upheld the notion that education in movement is beneficial in its own right. (Brown, 2012) Arnold (1979) explains “education ‘in’ movement upholds the view that movement activities…are in and of themselves worthwhile.” (p. 176) In order to understand this concept further, Brown (2008) details a story about a young girl who runs for the pure joy of running. She runs because it makes her feel good; because she enjoys it. Essentially, this is an example of a desired outcome of ‘education in movement.’ The aim of education in movement is for students to become aware of their bodies, and express how it makes them feel when they move in a certain way. It is about a process of reflection and understanding movement in their own bodies, and finding the pleasure in movement. (Brown, 2008)
Arnold (1979) describes education through movement as being what most people would associate with physical education. The concept behind education through movement is that students are participating in an activity, but it is not the activity itself that is deemed the learning outcome. Education through movement is when students indirectly gain knowledge or understandings as a result of the activity. (Brown & Penny, 2012) The aim is for students to gain knowledge or skills in areas such as social interactions, relationships, teamwork, cognitive functions, and moral understandings. For example, games provide an opportunity to discuss the values of rules, dance opens the door for students to learn about aesthetics. (Whitehead, 2013) Additionally, education through movement provides students with the opportunity to increase their competency and confidence in the skills practiced. This may lead to improved fitness levels in students and a positive change in behaviour towards physical activity. (Brown, 2013) Education through movement means more than just acquiring a skill, being active or finding enjoyment in the activity; it focuses on the associated learning that results from the activity or movement.
In describing education about movement, Arnold (1979) describes movement as a subject to be studied and covers fields in the areas of “anatomy, physiology, physics, psychology, sociology, anthropology, aesthetics and philosophy”. (p. 169). Brown (2008) further explains education about movement by providing examples such as students learning about heart-rates in relation to enhanced duration for cardio-vascular performance, technical ball skills, or cultural knowledge related to dance.
It is believed the current pattern of an increase in lifestyle and extreme sports will continue to increase whilst team sport involvement will continue its current downward trend. It is an important point when considering the shaping of the new Australian Health and Physical Education Curriculum. (MacDonald, 2013) Given the shift from team sport participation to lifestyle sports Macdonald (2013) advocates for education in movement to be valued in the curriculum to lay a strong foundation for future participation in physical activity. Educating students in movement is valuable in order for students to attain an appreciation for physical activity and continue to participate in it in one form or another throughout their life rather than physical education to be predominately team sport based. This view has influenced the writing of the HPE curriculum with one of the strands, Movement and Physical Activity, bearing resemblance to ‘education in through and about movement’. The sub-strands include: moving our body, understanding movement, and learning through movement. (ACARA, n.d.). ‘Education in movement’ can be connected to ‘moving our body’, ‘education about movement’ to ‘understanding movement’ and ‘education through movement’ links to the last sub-strand ‘learning through movement’. Brown acknowledges clear links in regards to ‘education through and about movement’ but believes the link to Arnold’s original description of education in movement may have been lost given the focus on attaining fundamental movement skills in the HPE curriculum. (Brown, 2013)
The opportunities for student learning when considering education in through and about movement are broad, and links can be made with other learning areas such as DECS Learning Wellbeing Framework. ‘Education in, through and about movement’ links to the five dimensions to wellbeing. Cognitive aspects such as memory and thinking can be linked to ‘education about movement’. Emotional and Social aspects including trust, autonomy, positive self-development, emotional development, peer relationships, and positive social behaviour can be linked to ‘education through movement’. Physical and Spiritual links can be made to ‘education in and about movement’. (DECS, 2007) Having a sound understanding of ‘education in, through and about movement’ and understanding it as a core construction of the HPE curriculum aids in promoting learner well-being. When students’ needs are being met, they are in a better position, both emotionally and physically, to learn.
Pill (2006) advocates increasing the time during a school day to focus on health-promoting activities which will lead to “deep understandings” in physical activities and develop habits towards a healthy lifestyle. This in turn may improve students’ academic performance. (Pill, 2006 p. 39) The key phrase here is ‘deep understandings’ and as Gillespie (2007) describes, education in, through and about movement is the “essence of physical education” and student learning is “broad and deep” (p. 27). Pill (2006) lists five strategies for schools to promote active and healthy living. A strong connection to at least one dimension of ‘education in, through and about movement’ can be found in each single strategy that Pill lists. For example, in the first strategy Pill suggests to teach collaboration and problem solving skills through game play which links in to ‘education through movement.’ Again, ‘education through movement’ is provided with a good example in the second strategy when Pill suggests playing a game of basketball to gather statistics for a maths lesson. ‘Education about movement’ is evident with the suggestion of introducting Indigenous games. In this second strategy, Pill also advocates introducing lifestyle sports. By providing this option it is giving students the opportunity to experience activities outside of traditional sports games and to find an activity that is enjoyable and worthwhile. This connects to ‘education in movement’. Pill’s third strategy focuses on educating the individual student and considering the student’s strengths. ‘Education in, through and about movement’ provides a good framework for providing students the opportunity to be successful in some aspects of the physical education subject. Strategy four again links in to ‘education in movement’ by suggesting a wide range of activities to involve students in the school environment and the community. The final strategy reiterates the philosophy behind ‘education in, through and about movement’ by campaigning for a sound all-round physical education for students to benefit them throughout their life.
As a teacher my overall goal is to develop in my students a love of learning across all subjects, including physical education. Students are individuals with different needs, and different strengths to build upon. This is where education in, through and about movement fits in with my current philosophy and will help to influence the way I teach my students. ‘Education in, through and about movement’ covers so many areas and offers various opportunities for me as a teacher to identify students strengths and for them to be successful in physical education. My students will learn fundamental movement skills, games and techniques but they will also indirectly learn about all the associated concepts such as team work, co-operation, or the culture and history of a particular activity. With the acquirement of new skills comes confidence and awareness. Essentially, my aim would be to provide my students with the skills and knowledge to participate in physical activity and ultimately find enjoyment in the activity to build upon or translate into other areas, including their academic studies and their long-term health.
‘Education in, through and about movement’ provides a framework for a physical education curriculum. It emphasises that physical activity in itself is worthwhile, students are educated in other aspects through movement and students learn about movement related issues whether they be science or culturally related. The Australian Health and Physical Education Curriculum has based the Movement and Physical Activity strand on this concept. Given the broadness of its aims connections can be found to the DECS Learner Wellbeing Framework and Pills Promoting Physical Activity and Health in Schools. As a pre-service teacher I see the value in gaining a good understanding of ‘education in, through and about movement’ to firstly understand the HPE curriculum, to find an avenue to assist in formulating my student’s well-being and to promote physical education with my students.
References
ACARA, (n.d.). Australian Curriculum: Health and Physical Education. Retrieved from http://www.australiancurriculum.edu.au/healthandphysicaleducation/content-structure
Arnold, P.J. (1979) Meaning in movement, sport and physical education. London, England: Heinemann Educational Books Ltd
Brown, T. D. (2008) Movement and meaning-making in physical education. ACHPER Healthy Lifestyles Journal, 55(2/3)5-9. Retrieved from http://search.informit.com.au.ezproxy.flinders.edu.au/fullText;dn=171686;res=AEIPT
Brown, T. D. (2012) A vision lost? (Re)articulating an Arnoldian conception of education ‘in’ movement in physical education, Sport, Education and Society, 18:1, 21-37, doi:10.1080/13573322.2012.716758
Brown, T.D. and Penney D. (2012) Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian Certificate of Education Physical Education, European Physical Education Review, 19(1) 39–61. doi: 10.1177/1356336X12465508
Brown, T.D. (2013) ‘In, through and about’ movement: is there a place for the Arnoldian dimensions in the new Australian Curriculum for Health and Physical Education?, Asia-Pacific Journal of Health, Sport and Physical Education, 4:2, 143-157, doi:10.1080/18377122.2013.801107
DECS, Department of Education and Children’s Services (2007) DECS Learner Wellbeing Framework – for Birth to Year 12, Retrieved from http://www.decd.sa.gov.au/learnerwellbeing/files/links/link_72840.pdf
Gillespie, L. (2007) More than just learning a sport. New Zealand Physical Educator, 40(1), 27
Macdonald, D. (2013) The new Australian Health and Physical Education Curriculum: a case of/for gradualism in curriculum reform? Asia-Pacific Journal of Health, Sport and Physical Education, 4(2), 95-108, doi: 10.1080/18377122.2013.801104
Pill, S, (2006) Promoting physical activity and health in schools. Professional Educator, 5(3), 36-41
Whitehead, M. (2013). Debates in Physical Education (pp. 22-36). Abingdon, Oxon: Routledge.
