Learning movements : new perspectives of movement education
Author(s)
Bibliographic Information
Learning movements : new perspectives of movement education
(Routledge studies in physical education and youth sport)
Routledge, 2021
- : hbk
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
Contemporary ways of understanding human movements, specifically movement learning, are heavily dominated by individualistic, dualistic and mechanistic perspectives. These perspectives are individualistic in the sense that in research as well as in educational practice movements/movers are typically decontextualized, they are dualistic in the sense that the body is taken to be 'inhabited', even 'governed,' by a rational mind which is not itself a part of that body; and they are mechanistic in the sense that movements and movement learning can be 'calculated'.
This approach has supported the dominance of a westernised and predominantly white, masculinised and heteronormative view of able bodies, embodiment and movements. Hence, it has contributed to marginalise not only other approaches and perspectives and individuals.
New research has evolved, including new approaches and these held perspectives have been challenged by social and culturally sensitive, holistic as well as pluralistic, and dynamic/organic perspectives of human movements and moving humans. Examples of such research can be found in disciplines such as; physical education and pedagogy, ethnography, philosophy, and sociology.
Learning Movements: New Perspectives of Movement Education provides the societal and epistemological background for these new approaches and will be essential in disseminating this knowledge to movement educators, academics and researchers as well as professionals within education, sports, health and fitness, dance, outdoor activities, etc., and that it will spearhead new and inclusive practices within these settings.
Table of Contents
1. Introduction to New Perspectives of Movement Learning
2. Metaphors of Movement Learning
3. Movement Learning in Educational Contexts
4. Beyond Molecularization: Constructivist, Situated and Activity Theory Approaches to Movement Learning
5. A Phenomenological Perspective of Movement Learning
6. A Phenomenographic Perspective of Movement Learning
7. Foucault's Poststructuralist Approaches to Understanding Movement Learning
8. A Transactional Understanding of Movement Learning
9. Practising Movement
10. Symbolic Interactionism And Movement Learning
11. Teaching and Learning Running Differently: A Phenomenographic Approach to Movement Education
12. Movement Learning and Pupils' Artistic Expression Analysing Situated Artistic Relations in Physical Education
13. An Emotional Journey: The Significance of Aesthetic Experience for Motor Learning
14. Tangible tricks and transitions in skateboarding
15. The Ecstatic Pump and the Logic of Pain. Learning Processes and Embodiment in Fitness Culture
16. Conclusion
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