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A-Level Physical Education

ISBN: 0736033920
Author: Kirk, David
Year: 2002

Pages: 384 

About the Product


Written by an outstanding team of authors, A-Level Physical Education: The Reflective Performer was created to meet the specific subject criteria that the Qualifications Curriculum Authority (QCA) has stipulated for the development of A-level specifications in physical education in England and Wales. This indispensable text is comprehensive, accessible and up to date.

The content of the text corresponds perfectly to the QCA criteria for A-level study in sport, preparing students as thoroughly as possible for course exams and university-level study. The book presents comprehensive coverage of every dimension of performance studied in A-level physical education:

• Educational, ethical and psychological
• Biophysical
• Historical
• Social and cultural
• Political and policy-related

The book is written specifically with A-level students in mind, so it presents the information clearly and accessibly. It contains powerful teaching tools designed to enhance student learning. Each chapter begins with an overview of the topics discussed, an introduction and target learning outcomes to help students identify the chapter’s objectives. Margin notes throughout the text point out key information, allowing students to review the important points and providing an easy-to-follow structure.

The book incorporates numerous action-oriented task assignments that allow students to check their understanding of key concepts. The tasks give students an opportunity to put their education to work in practical applications so that they can see how theoretical issues affect real-life situations. Each chapter concludes with a summary and a list of resources for further information. There are also exam-style questions and answers. Students can use the study questions to test themselves on the material, then check their answers for immediate feedback on their progress.

The information in A-Level Physical Education: The Reflective Performer can be adapted easily to meet the unique curriculum requirements of different examination-board specifications. Educators can use the corresponding electronic teacher guide and Web site to modify, arrange and supplement the information in the text. The ancillary materials make it easy to find and integrate supplementary information without searching through multiple resources.

Because the authors are active researchers who are specialists in their fields, A-Level Physical Education: The Reflective Performer contains the most up-to-date information available. David Kirk and Dawn Penney have been consultants to the QCA for the accreditation of A-level physical education courses. David Kirk, Dawn Penney, Robin Burgess-Limerick and Trish Gorely are lecturers at distinguished universities and are experts on the policy, pedagogy, history and sociology of physical education and sport development as well as biomechanics, physiology, and sport and exercise psychology. Colette Maynard is a teacher adviser for physical education in the Worcestershire Local Education Authority.

For a comprehensive, student-friendly, adaptable text that meets QCA and examination-board requirements, turn to A-Level Physical Education: The Reflective Performer. It’s a complete resource for A-level study in physical education.

About the Author


David Kirk, PhD, is a Beckwith Professor of Youth Sport in the department of physical education, sport science and recreation management at Loughborough University, where he earned his doctorate in philosophy in 1987. He also holds an honorary chair in human movement studies at the University of Queensland and is adjunct professor of physical education at the University of Limerick. Dr. Kirk has 18 years of experience as a physical education teacher, researcher, and teacher educator. He has authored or coauthored numerous books, including three previous textbooks: Senior Physical Education: An Integrated Approach, Sociocultural Foundations of Human Movement, and Learning to Teach Physical Education. Dr. Kirk is a member of the Physical Education Association of the United Kingdom and a consultant to the Qualifications Curriculum Authority (QCA) for the accreditation of A-level physical education courses. He enjoys exercising, watching sports, and gardening. He and his wife, Susan, and their three children live in Loughborough.

Dawn Penney, PhD, is a senior research fellow and a lecturer in contemporary issues in the department of physical education, sport science and recreation management at Loughborough University. A visiting lecturer at many other institutions, Dr. Penney has published numerous articles and coauthored two previous books, Politics, Policy and Practice in Physical Education and Senior Physical Education: An Integrated Approach. She received her doctorate in education from the University of Southampton in 1994, and in 1996 and 1997 she served as evaluator of the Queensland Senior School Physical Education syllabus during its pilot development phase. Dr. Penney is a member of the Physical Education Association of the United Kingdom and of the British Association of Advisers and Lecturers in Physical Education. A resident of Loughborough, she enjoys swimming, cycling, and running.

Robin Burgess-Limerick, PhD, is a senior lecturer in biomechanics in the school of human movement studies at The University of Queensland, Australia, where he earned his doctorate in biomechanics in 1994. Dr. Burgess-Limerick has conducted research on diverse topics including field hockey, locomotion and manual lifting and has published many research articles in biomechanics, motor behaviour and ergonomics journals. He is a member of the International Society of Biomechanics and the Ergonomics Society of Australia. In his spare time Dr. Burgess-Limerick enjoys playing field hockey. He resides in Queensland.

Trish Gorely, PhD, has worked as a sport and exercise psychologist with athletes of various ages and abilities, including young people in schools, and has conducted research to establish how best to help people reach their goals. A former lecturer on sport and exercise psychology at the University of Queensland, she currently lectures on the topic of young people and sport in the department of physical education, sport science and recreation management at Loughborough University. Dr. Gorely earned her doctorate in sport and exercise psychology in 1996 from the University of Western Australia. She belongs to the Association for the Advancement of Applied Sport Psychology. In her leisure time Dr. Gorely enjoys trekking, tennis and golf. She and her husband, Matthew Seed, and daughter Rachel live in Loughborough.

Colette Maynard, BEd (Hons), is a teacher adviser for physical education at the Finstall Centre in Worcestershire, where she supports and advises teachers in the Worcestershire Local Education Authority. Ms. Maynard taught A-level physical education in two secondary schools for several years. She is a member of the British Association of Advisers and Lecturers in Physical Education. She enjoys cross country running, road racing, skiing, and windsurfing. She resides in Worcester.

Table of Contents


Preface
Acknowledgements
A Note on How to Use This Text

Part 1: Educational, Ethical and Psychological Dimensions of Reflective Performance in Physical Education

Chapter 1.1 A-Level Physical Education: The Field of Study
Chapter 1.2 Equity in Physical Education: Principles in Practice
Chapter 1.3 Learning to Become a Reflective Performer
Chapter 1.4 Psychological Factors Influencing Reflective Performance

Part 2: Biophysical Dimensions of Reflective Performance Physical Education

Chapter 2.1 Functional Anatomy and Performance
Chapter 2.2 Energy for Physical Activity
Chapter 2.3 Physiological Capacity for Physical Activity
Chapter 2.4 Improving Physiological Capacity for Physical Activity
Chapter 2.5 Biomechanical Factors Influencing Performance: Describing Motion
Chapter 2.6 Biomechanical Factors Influencing Performance: The Effects of Forces and Torques

Part 3: Historical Dimensions of Reflective Performance in Physical Education

Chapter 3.1 Physical Training and the Health of Working-Class Children, 1850-1933
Chapter 3.2 The Rise of the Games Ethic in Schools, 1850-1950
Chapter 3.3 Gendered Physical Education, 1930-1960
Chapter 3.4 The Emergence of a Scientific Base to Physical Education and Sport, 1946-1970
Chapter 3.5 Government Involvement in Sport and Recreation and the Rescue of Working Class Youth, 1920-1965
Chapter 3.6 The Social Construction of Sport-Based Physical Education, 1940-1970


Part 4: Policy Dimensions of Reflective Performance in Physical Education

Chapter 4.1 The 1980s: New and progressive times in physical education?
Chapter 4.2 From Crisis to Reform. The introduction of a National Curriculum for Physical Education
Chapter 4.3 Physical Education in England and Wales in the year 2000

Part 5: Policy Dimensions of Reflective Performance in Sport Development

Chapter 5.1 Key National Organisations in Sport Provision
Chapter 5.2 National Policies for Sport Provision
Chapter 5.3 Local Provision of Sport and Recreation

Part 6: Social and Cultural Dimensions of Reflective Performance in Physical Education

Chapter 6.1 The Body, Culture and Physical Activity
Chapter 6.2 The Commodification of Physical Culture
Chapter 6.3 The Social Construction of Gender in Physical Education and Sport
Chapter 6.4 Comparative Perspectives on Physical Education and Sport

Answers to Test Yourself Questions
Index
About the Authors

Audiences


Text for the A-level physical education course in England and Wales. Reference for physical education teachers and university physical education faculty. 

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