Play Is What We Desire in Physical Education. A Phenomenological Analysis.
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| Title: | Play Is What We Desire in Physical Education. A Phenomenological Analysis. |
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| Language: | English |
| Authors: | Hopper, Tim F. |
| Peer Reviewed: | N |
| Page Count: | 25 |
| Publication Date: | 1996 |
| Document Type: | Opinion Papers |
| Descriptors: | Athletics, Child Behavior, Elementary Secondary Education, Foreign Countries, Health Promotion, Physical Activities, Physical Development, Physical Education Teachers, Physical Fitness, Play, Recreational Activities, Sport Psychology |
| Geographic Terms: | Canada; Alberta |
| Abstract: | A comparison and contrast is made between different notions and occurrences of play in daily life to highlight the sense of the importance of play in a physical education lesson. The meaning and definition of play are detailed, and its impact in and as part of actual learning is discussed. Two stories of real-life situations are described in which children are "coaxed" into play as a cover for a physical education exercise. These two examples suggest that the actions of the teachers, as privileged spectators and conductors of play, have enabled every child to realize (in a physically dominated way) the social reliance, to and fro relationship, serious focus, and double meaning of play in a physical education lesson. It is hoped that the report will help teachers to reinterpret what play means and to re-value the role of play in physical education. Serious play can create situations of physical, cognitive, emotional, and social danger; it is up to the teacher's reflexive attention to the lesson to skillfully channel this danger into opportunity. (Contains 14 references.) (NAV) |
| Journal Code: | RIEJUN1996 |
| Entry Date: | 1996 |
| Accession Number: | ED391805 |
| Database: | ERIC |
| Abstract: | A comparison and contrast is made between different notions and occurrences of play in daily life to highlight the sense of the importance of play in a physical education lesson. The meaning and definition of play are detailed, and its impact in and as part of actual learning is discussed. Two stories of real-life situations are described in which children are "coaxed" into play as a cover for a physical education exercise. These two examples suggest that the actions of the teachers, as privileged spectators and conductors of play, have enabled every child to realize (in a physically dominated way) the social reliance, to and fro relationship, serious focus, and double meaning of play in a physical education lesson. It is hoped that the report will help teachers to reinterpret what play means and to re-value the role of play in physical education. Serious play can create situations of physical, cognitive, emotional, and social danger; it is up to the teacher's reflexive attention to the lesson to skillfully channel this danger into opportunity. (Contains 14 references.) (NAV) |
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