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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.
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
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  Data: Play Is What We Desire in Physical Education. A Phenomenological Analysis.
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  Data: <searchLink fieldCode="AR" term="%22Hopper%2C+Tim+F%2E%22">Hopper, Tim F.</searchLink>
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  Data: 25
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  Label: Publication Date
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  Data: 1996
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  Data: Opinion Papers
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  Data: <searchLink fieldCode="DE" term="%22Athletics%22">Athletics</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Behavior%22">Child Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Promotion%22">Health Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Development%22">Physical Development</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Fitness%22">Physical Fitness</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Recreational+Activities%22">Recreational Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Sport+Psychology%22">Sport Psychology</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%3B+Alberta%22">Canada; Alberta</searchLink>
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  Data: 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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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Athletics
        Type: general
      – SubjectFull: Child Behavior
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Health Promotion
        Type: general
      – SubjectFull: Physical Activities
        Type: general
      – SubjectFull: Physical Development
        Type: general
      – SubjectFull: Physical Education Teachers
        Type: general
      – SubjectFull: Physical Fitness
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Recreational Activities
        Type: general
      – SubjectFull: Sport Psychology
        Type: general
      – SubjectFull: Canada; Alberta
        Type: general
    Titles:
      – TitleFull: Play Is What We Desire in Physical Education. A Phenomenological Analysis.
        Type: main
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          Name:
            NameFull: Hopper, Tim F.
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              M: 10
              Type: published
              Y: 1996
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