摘要：Pedagogical practices are central to teachers’ work, and in the spaces of schooling bear a potential to impact on students. This impact is particularly significant for students attending schools where low socio-economic factors prevail, as these students rely heavily on formal schooling for their educational resources. Interrelationships between pedagogical practices, senior-secondary physical education curriculum, and the learning experienced by students from a school located in an area of socio-economic disadvantage are explored in this paper. The specific focus is action research conducted by a physical education teacher and university academics, which investigated pedagogical redesign for a ‘skill acquisition unit’. Of key interest are pedagogical practices that sought to scaffold the acquisition and application of scientific literacies, which are fundamental to academic success in senior secondary physical education. Findings reveal high levels of student engagement, successful utilisation of scientific literacies specific to motor-skill acquisition and application of new learning to life-world situations. We argue that pedagogical practices that breach the divide between student life-world knowledge and powerful or specialised knowledge can disrupt default modes of teaching theoretical concepts in physical education, which marginalise and exclude students from low-socio-economic backgrounds. Key words: physical education, pedagogies, vertical and horizontal discourses
其他摘要：Pedagogical practices are central to teachers’ work, and in the spaces of schooling bear a potential to impact on students. This impact is particularly significant for students attending schools where low socio-economic factors prevail, as these students rely heavily on formal schooling for their educational resources. Interrelationships between pedagogical practices, senior-secondary physical education curriculum, and the learning experienced by students from a school located in an area of socio-economic disadvantage are explored in this paper. The specific focus is action research conducted by a physical education teacher and university academics, which investigated pedagogical redesign for a ‘skill acquisition unit’. Of key interest are pedagogical practices that sought to scaffold the acquisition and application of scientific literacies, which are fundamental to academic success in senior secondary physical education. Findings reveal high levels of student engagement, successful utilisation of scientific literacies specific to motor-skill acquisition and application of new learning to life-world situations. We argue that pedagogical practices that breach the divide between student life-world knowledge and powerful or specialised knowledge can disrupt default modes of teaching theoretical concepts in physical education, which marginalise and exclude students from low-socio-economic backgrounds.
Key words: physical education, pedagogies, vertical and horizontal discourses
